scholarly journals The Whole Brain Teaching: Approach for Improving the Memorization Skills of Learners with Mild Intellectual Disability (MID)

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Maridel Rebollido Mugot
Keyword(s):  
Academic Performance ◽  
Intellectual Disability ◽  
Conventional Approach ◽  
Mild Intellectual Disability ◽  
Control Groups ◽  
Whole Brain ◽  
Post Test ◽  
Whole Brain Teaching ◽  
And Control ◽  
Experimental Group

Remembering information can be difficult, especially for a learner with Mild Intellectual Disability. One classroom instruction approach which maximizes students’ engagement, focuses on the way the brain is intended to learn and addresses the difficulty in memorizing is Whole Brain Teaching. This study was conducted to determine the effects of WBT as an approach to improve the memorization skills of learners with Mild Intellectual Disability at City Central School – Special Education Center. Quasi-experimental research design was employed in the study. Eight (8) learners who were diagnosed with MID were randomly selected and assigned as experimental and control groups. Pretest and post-test were used in measuring the academic performance of the learners. The experimental group was taught using the WBT approach and the control group was taught using the conventional approach. The results revealed that the academic performance in both groups increased significantly after subjecting them to WBT approach and conventional approach respectively. However, the results of the post-test comparison of both groups showed that there was a statistically significant difference between the academic performance of the experimental and control groups in favor of the experimental group. Thus, WBT has positive impact on the improvement of the memorization skills of learners with MID.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

scholarly journals The Effects of Dora the Explorer on Preschool Children's Spatial Concept Acquisition and Spatial Ability

2017 ◽  
Vol 13 (1) ◽  
pp. 39
Author(s):  
Duriye Esra Angın
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Control Group ◽  
Group Model ◽  
Meaningful Difference ◽  
Control Groups ◽  
Spatial Concept ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this research is to investigate the effects of Dora the Explorer cartoon on the spatial concept acquisitions and spatial abilities of the preschool children. The study was carried out with 80, 60-71 month old children attending preschools. Post-test only control group model is used in the research in order to identify the existing phenomena in a controlled manner. “The Bracken Basic Concept Scale, Third Edition: Receptive (BBCSIII:R) Form Direction/Position Subscale” and two different “Spatial Ability Games” were used to assess children’s spatial concept acquisitions and spatial abilities. Independent sample t-test was used in order to compare the average of post-test scores of the children in the experimental and control groups. According to the findings, it is found that there is meaningful difference between scores of post-tests of direction/position subscale and spatial ability games score. Comparing the scores of post-test of direction/position subscale and spatial ability games of experimental and control groups, it was found that there was a meaningful differentiation in favor of experimental group.

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals Perbedaan Pemahaman Siswa Tentang Sopan Santun Ditinjau Dari Pemberian Layanan Bimbingan Kelompok Berlandaskan Falsafah Dandang Tingang Kelas VII SMP Muhammadiyah Palangkaraya

2018 ◽  
Vol 4 (1) ◽  
pp. 17-23
Author(s):  
Dewi Rabiola ◽  
Muhammad Andi Setiawan
Keyword(s):  
Control Group ◽  
Research Approach ◽  
Control Groups ◽  
Control Group Design ◽  
Guidance Services ◽  
Post Test ◽  
Sample Test ◽  
And Control ◽  
Experimental Group ◽  
Group Guidance

This study aims to determine whether there is a difference in understanding of Student Polite regarding the provision of Group Guidance Services based on the Dandang Tingang Philosophy. This study used the Pure Experimental Research approach. The design used is the pretest-posttest control group design. Based on the results of research conducted at Palangka Raya Muhammadiyah Middle School with the results of the calculation of paired sample test with t count on the results of the Pre-test the value of t = 1,088 = and t table 2,10 which shows no difference between the control group and the experimental and postal results -test value t = 5.696 = and t table 2.10 price t count = t table so that Ho is rejected, and Ha is accepted it can be said if the experimental group gets better results compared to the control group. In the results of the Pre-test which showed no difference between the experimental and control groups and after being given treatment through group guidance services in the experimental group, the results of the post-test showed there were differences between the control and experimental groups. It can be concluded if the implementation of group guidance services in the experimental class is effective in increasing the understanding of students manners.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

scholarly journals Outcome of Training on “Doctor-Patient Communication Skill” for the Pre-intern Physicians

2019 ◽  
Vol 21 (1) ◽  
pp. 3-7
Author(s):  
Mehrunnissa Khanom ◽  
Shahena Akter ◽  
ASM Zahed ◽  
Maliha Ata ◽  
Rummana Khair ◽  
...  
Keyword(s):  
Communication Skill ◽  
Skills Training ◽  
Control Group ◽  
Communication Skill Training ◽  
Control Groups ◽  
P Values ◽  
Medical College ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Background: Communication is the way how a physician interacts with the patient; it should have nonverbal, verbal and para-verbal components. This study was designed for communication skill training on newly graduated medical and dental physicians and to compare the outcomes of training in terms of pretest and post-test results among experimental group and control groups. Materials & methods: It was a randomized, prospective, interventional study performed on newly graduated medical and dental physicians, recruited from four participating centres: Chittagong Medical College, Chattagram Maa-O-Shishu Hospital Medical College, Southern Medical College & Hospital and Chattagram International Dental College. Duration of study was from 1st January 2017 to 30th August 2017. After selecting 60 participants (experimental group: 50; control group: 10) by lottery method, informed consent was taken and all the participants of both groups appeared at a pre-test. Only experimental group attended the training program and both the groups appeared at post-test. Results: When pre-test and post-test values of experimental group was compared by t-test, the p values for proper introduction, verbal, non-verbal, para-verbal and total scores were 0.00, 0.00, 0.00, 0.00 and 0.00 respectively. During comparison post-test scores in experimental and control groups by ANCOVA, the p values for proper introduction, verbal, non-verbal, para-verbal and total scores were 0.00, 0.00, 0.00, 0.00 and 0.00 respectively. Conclusions: There was significant improvement in communication skill of physicians after receiving the training with no possibility of occurring those changes by chance. If appropriate, the results can be utilized to approach for formal introduction of communication skills training for pre-intern physicians. J MEDICINE JAN 2020; 21 (1) : 3-7

scholarly journals The Impact of Dialogic Learning on Students’ Attention and Academic Achievement

2018 ◽  
Vol 1 (1) ◽  
pp. 47-55
Author(s):  
Ali Nouri ◽  
Fataneh Esmaeilli ◽  
Saman Seifpour ◽  
Mahmoud Talkhabi ◽  
Anahita Khorami
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Control Groups ◽  
Dialogic Learning ◽  
Achievement Data ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study is a mixed method design which employed both quantitative and qualitative methods in order to investigate the impact of dialogic learning on students’ attention and academic achievement. Data were collected using several instruments, including: the Attention Network Test; academic performance tests and semi-structured interviews. Results of Analysis of Covariance (ANCOVA) indicated that there is a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control in favor of the experimental group after controlling the IQ score and pre-test scores. Further, there is a statistically significant difference between the mean scores of student of the experimental and control groups on the academic achievement tests (except of mathematics) in favor of the experimental group. The qualitative data also supported the quantitative findings. Therefore, dialogic teaching has significantly greater and more positive changes on some aspects of attention and academic performance.

scholarly journals Assessing the Effectiveness of Animal Therapy on Alleviation of Anxiety in Pre-School Children

2020 ◽  
Author(s):  
Mohammad Tahan
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Animal Therapy ◽  
General Anxiety ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Population ◽  
Anxiety Screening ◽  
And Control ◽  
Experimental Group

Introduction: The purpose of this study was to assess the effectiveness of animal therapy in alleviation of anxiety in pre-school children.Method: The study was carried out as a quasi-experimental study with pre-test and post-test design and control group. The study population consisted of 33 anxious 5-7years old children (participated in a welfare anxiety screening plan held by Counseling Center, Tehran-Iran) between 2018 and 2019. The participants took part in the study voluntarily.The subjects were randomly divided into experimental and control groups (10 in each group). The experimental group was exposed to 8 sessions of animal therapy. The research instrument was Spence Preschool Anxiety Scale (Parent Form) and the data were analyzed on SPSS 21 software.Results: The results showed that animal therapy had a significant effect on general anxiety score after adjusting for post-test scores (f= 32.49 and p= 0.001) with the effect equal to 0.70. In addition, the effect of animal therapy on anxiety of separation (f= 5.63, p= 0.03), generalized anxiety disorder (f= 8.56, p= 0.01), social phobia (f= 14.58, p= 0.002) and specific anxiety (f= 11.63, p= 0.005) was significant with effects equal to 0.30, 0.40, 0.53, and 0.47, respectively. The results also showed that the effect of animal therapy on obsession was not significant (p>0.05).Conclusion: Therefore, it can be concluded that Animal therapy is effective in alleviating anxiety in children.

scholarly journals The Influence of the SWOT Analysis Strategy on the Achievement of the Fifth Preparatory Literary Class Students’ Evaluative Thinking at History

2021 ◽  
Vol 13 (2) ◽  
pp. 66-78
Author(s):  
Qasim Irzooqi Qasim
Keyword(s):  
Swot Analysis ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Groups ◽  
Partial Control ◽  
Post Test ◽  
Analysis Strategy ◽  
And Control ◽  
Evaluative Thinking ◽  
Experimental Group

The present study aims to identify the influence of the SWOT analysis strategy on the achievement of the fifth preparatory literary class students’ evaluative thinking at history. The researcher adopted the experimental design with partial control of the experimental and control groups and the post-test to achieve the objectives of the present study. The researcher randomly chose Section (B) to represent the experimental group that It is taught according to the SWOT analysis strategy, and Section (A) to represent the control group that is taught according to the traditional method. The number of the two research groups reached (62) students, of which (31) students were in the experimental group and (31) students were in the control group. The two groups were equalized in the variables, including the chronological age, the achievement of the fourth class at history, and the evaluative thinking. The two research tools; the achievement test and its validity and reliability were verified. The evaluative thinking test and its psychometric properties were verified. The researcher used the t-test) For two independent samples for data processing. The results show the superiority of the experimental group over the control group in terms of achievement and evaluative thinking.

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