scholarly journals Assessing Gait Stability before and after Cochlear Implantation

2019 ◽  
Vol 2019 ◽  
pp. 1-8 ◽  
Author(s):  
Katarzyna Kaczmarczyk ◽  
Michalina Błażkiewicz ◽  
Ida Wiszomirska ◽  
Katarzyna Pietrasik ◽  
Agnieszka Zdrodowska ◽  
...  
Keyword(s):  
Cochlear Implantation ◽  
Research Question ◽  
Center Of Mass ◽  
Strong Stability ◽  
Control Group ◽  
Gait Stability ◽  
Risk Of Falls ◽  
Single Support Phase ◽  
Experimental Group ◽  
Support Phase

Background. It is known that cochlear implantation may alter the inner ear and induce vestibular disorders. Research Question. How does cochlear implantation influence gait stability? Material and Methods. An experimental group of twenty-one subjects scheduled for cochlear implantation underwent gait testing twice, on the day before cochlear implantation (BCI) and three months after cochlear implantation (ACI), using a motion capture system. A control group of 30 age-matched healthy individuals were also tested. Results. In the experimental group, the gait stability ratio (GSR) was found to improve in 17 subjects after implantation, by an average of 6%. Certain other parameters also showed statistically significant improvement between the two experimental group tests: step time (p<0.001), single-support phase walking speed (p<0.05), and center of mass (CoM) (p<0.05). Using the CoM results of the control group, we devised a stability classification system and applied it to the pre- and postimplantation subjects. After implantation, increases were seen in the number of subjects classified in interval II (strong stability) and III (weak stability). The number of subjects in interval I (perfect stability) decreased by 1 and in interval IV (no stability) by 4. Significance. (1) Although cochlear implantation intervenes in the vestibular area, we found evidence that gait stability improves in most subjects after the surgery, reducing the risk of falls. (2) We found statistically significant improvements in individual parameters (such as single-support phase time), in GSR, and in CoM. (3) Based on CoM results, we proposed a new rule-of-thumb way of classifying patients into gait stability intervals, for use in rehabilitation planning and monitoring.

scholarly journals Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School

2020 ◽  
Vol 7 (2) ◽  
pp. 78-88
Author(s):  
Mohammed Issaka
Keyword(s):  
High School ◽  
Traditional Method ◽  
Teaching Method ◽  
Research Question ◽  
Female Students ◽  
Control Group ◽  
Retention Capacity ◽  
Male And Female ◽  
Integrated Science ◽  
Experimental Group

This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.

scholarly journals Proprioceptive Training to Improve Static and Dynamic Balance in Elderly

2021 ◽  
Vol 10 ◽  
pp. 194-199
Author(s):  
Giovanni Esposito ◽  
Gaetano Altavilla ◽  
Felice Di Domenico ◽  
Sara Aliberti ◽  
Tiziana D’Isanto ◽  
...  
Keyword(s):  
Older Adults ◽  
Fear Of Falling ◽  
Dynamic Balance ◽  
Step Test ◽  
Control Group ◽  
Static Balance ◽  
Post Intervention ◽  
Proprioceptive Training ◽  
Risk Of Falls ◽  
Experimental Group

Background: The risk of falls is a major cause of disability in older adults. A single fall, for the elderly, increases the risk of frequent falls and often causes an increased fear of falling again, which can become debilitating. Objectives: The purpose of the present study was to test the effects of 12 weeks of proprioceptive training on the static and dynamic balance of older adults who have experienced at least one fall without compromising consequences. Method: The sample consisted of older adults, aged 60 to 80 years, randomly divided into two groups: an experimental group, which followed a proprioceptive training protocol at a physiotherapy studio, and a control group, which did not observe any treatment. Static and dynamic balance assessment was performed pre-and post-intervention. The tests administered were the Berg Balance Test for the evaluation of static balance, and the Four-Square Step Test, for dynamic balance. A questionnaire to assess confidence and fear of falling was administered at the end of the protocol. Independent sample t-test was performed to analyze differences between groups and two-way ANOVA to test the null hypothesis of no change different over time between groups (interaction intervention × time). A Chi-Square was performed to analyze perceptions. Conclusions: The results showed that 12 weeks of proprioceptive training effectively improved dynamic and static balance in older adults. The perceptions of the experimental group were more positive than the other one, in terms of the importance of physical activity to prevent the risk of falls, fear of falling again, and experience of falls during the last 12 weeks.

INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 7 (2) ◽  
pp. 1077-1087
Author(s):  
Alami Anouar
Keyword(s):  
Computer Simulation ◽  
Secondary School ◽  
Greenhouse Effect ◽  
Secondary School Students ◽  
Research Question ◽  
Control Group ◽  
School Students ◽  
Test Methodology ◽  
Post Test ◽  
Experimental Group

This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.

scholarly journals Effect of Multimedia Instructional Strategy on Students’ Academic Achievement in Mechanical Trades in Technical Colleges

2020 ◽  
Vol 4 (2) ◽  
pp. 38
Author(s):  
T. I. Eze ◽  
B. O. Olumoko ◽  
M. N. Obi
Keyword(s):  
Academic Achievement ◽  
Instructional Strategy ◽  
Technical College ◽  
Technical Colleges ◽  
Lesson Plan ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Experimental Group ◽  
Mechanical Trades

The need to improve academic performance of technical college students in mechanical trades necessitated this study. Thus the study proceeded to determine the effect of teaching mechanical trades concepts with multimedia on students’ academic achievement in technical colleges. One research question guided the study and one null hypothesis was tested at 0.05 alpha level. The study employed a pretest, posttest, quasi-experimental design involving two non-equivalent intact groups, (experimental group and the control group). The population was 123 National Technical College II (NTC II) students offering mechanical trades in Ondo State Nigeria. A sample of 84 students participated in the study. Purposive sampling technique was used to select two intact classes in Government technical colleges from two different local government areas of the State. Three data collection instruments, namely, the lesson plan for the experimental group, the lesson plan for the control group and the Mechanical Trade Achievement Test (MTAT) were used for the study. These were validated by three experts (one from Measurement and Evaluation unit and two from Technology and Vocational Education) all from Nnamdi Azikiwe University, Awka. The MTAT was subjected to a reliability test using Kuder Richardson 21 (KR-21) formula to yield the reliability coefficient of 0.82. Mean as well as Analysis of Covariance (ANCOVA) were used to analyze at 0.05 level of significance the data collected for the study. Findings of the study revealed that teaching with multimedia was more effective in enhancing student’s achievement in mechanical trade. Based on the findings, it was concluded that multimedia technology is more effective in improving student’s achievement in mechanical trade. Consequently it was recommended that technical college mechanical trade teachers should adopt teaching with multimedia.

scholarly journals IMPROVING BALANCE IN BEGINNER SKIERS

2020 ◽  
pp. 361-375
Keyword(s):  
Graphical Method ◽  
Research Question ◽  
Training Programme ◽  
Test Method ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Work Period ◽  
Experiment Method ◽  
Experimental Group

The purpose of this research is to highlight the contribution of our programme to improving balance in beginner skiers included in the experimental group; these improvements develop the participants’ ability to learn skiing much faster, more efficiently and more correctly. Implementing a training programme exclusively dedicated to balance improves this skill and leads to better results in the final tests performed at the end of the work period. The participants in this study were 28 subjects divided into two groups, namely an experimental group and a control group. The subjects are first-year students at UNEFS Bucharest, Faculty of Physical Education and Sport. The research methods used in this study are the following: experiment method, test method, mathematical and statistical method, as well as graphical method. The tests used to conduct the research are: Balance on a gym ball with a diameter of 65 cm, Stork Test and Bass Test. Following the application of the differentiated training programme including workouts dedicated to balance, the experimental group recorded significantly better results in terms of balance compared to the scores obtained by the control group. The information collected from the testing of both groups has revealed that, in the case of beginner skiers, exercises for the development of balance help to learn skiing, which answer the research question.

scholarly journals Integrating Ultrasound Teaching into Preclinical Problem-based Learning

2016 ◽  
Vol 6 ◽  
pp. 38 ◽  
Author(s):  
Eli Tumba Tshibwabwa ◽  
Jenifer Cannon ◽  
James Rice ◽  
Michael G Kawooya ◽  
Reza Sanii ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Medicine ◽  
Research Question ◽  
Image Interpretation ◽  
Ultrasound Image ◽  
Problem Based Learning ◽  
Control Group ◽  
High Definition ◽  
Hands On ◽  
Experimental Group

Objectives:The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?Methodology:First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback.Results:The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.Conclusion:Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.

scholarly journals Angular momentum regulation may dictate the slip severity in young adults

2019 ◽  
Author(s):  
Mohammad Moein Nazifi ◽  
Kurt Beschorner ◽  
Pilwon Hur
Keyword(s):  
Young Adults ◽  
Angular Momentum ◽  
Center Of Mass ◽  
Upper Body ◽  
Group Differences ◽  
Normal Gait ◽  
Double Phase ◽  
Single Support Phase ◽  
Time Lead ◽  
Support Phase

AbstractFalls vastly affect the economy and the society with their high cost, injuries, and mortalities. Slipping is the main trigger for falling. Yet, individuals differ in their ability to recover from slips. Mild slippers can accommodate slips without falling, whereas severe slippers indicate inadequate or slow pre-or post-slip control that make them more prone to fall after a slip. Knowing the discrepancies in different kinematic and kinetic variables in mild and severe slippers helps pinpoint the adverse control responsible for severe slipping and falling. This study examined Center of Mass (COM) height, sagittal angular momentum (H), upper body kinematics, and the duration of single/double phase in mild and severe slippers for both normal walking and slipping to identify their differences and possible relationships. Possible causality of such relationships were also studied by observing the time-lead of the deviations. Twenty healthy young adults walked in a long walkway for several trials and were slipped unexpectedly. They were classified into mild and severe slippers based on their slip severity. No inter-group differences were observed in the upper extremity kinematics. It was found that mild and severe slippers do not differ in the studied variables during normal gait; however, they do show significant differences through slipping. Compared to mild slippers, sever slippers lowered their COM height following a slip, presented higher H, and shortened their single support phase (p-value<0.05 for all). Based on the time-lead observed in H over all other variables suggests that angular momentum may be the key variable in controlling slips.

scholarly journals Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten

2019 ◽  
Vol 2 (2) ◽  
pp. 61
Author(s):  
Mazen Kotob ◽  
Doha Arnouss
Keyword(s):  
Differentiated Instruction ◽  
Instructional Practices ◽  
Instructional Strategy ◽  
Research Question ◽  
Control Group ◽  
Traditional Teaching ◽  
Test Results ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.

scholarly journals The impact of students’ generating and answering questions on their performance

2021 ◽  
Vol 8 (12) ◽  
pp. 56-62
Author(s):  
Anas Mohammed Alshalan ◽  
Keyword(s):  
Student Performance ◽  
Research Question ◽  
Control Group ◽  
Research Groups ◽  
The Mean ◽  
Research Experiment ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The aim of the research is to measure the effect of students' use of the strategy of writing questions and answering them on their achievement performance. The researcher used the achievement test to measure the differences between variables, and checked the research tool from validity-consistency-experimental application. But for the implementation of the research experiment, the students were divided into three groups, namely: The experimental group 1 (generating questions and answering them by the learners in groups), the experimental group 2 (forming and answering the questions of the learners individually), and the control group (forming questions by the teacher). In addition, the researcher used the mean and standard deviation to answer the research question and compare student performance in all three research groups. The results showed that there were significant differences between the averages of the research groups, as the experimental group 2 achieved a higher average (26,474) than the experimental group 1 (24,333) and the control group (24,857).

Application Effect of Unilateral Cochlear Implantation Combined with Contralateral Hearing Aids on the Hearing and Speech Rehabilitation in Prelingual Deafness Children

2021 ◽  
Vol 7 (5) ◽  
pp. 4270-4276
Author(s):  
Yubo Ma ◽  
Xianfeng Bai ◽  
Fei Qi
Keyword(s):  
Hearing Aids ◽  
Cochlear Implantation ◽  
Statistical Significance ◽  
Treatment Method ◽  
Control Group ◽  
Auditory Thresholds ◽  
Rehabilitation Outcomes ◽  
Speech Rehabilitation ◽  
Prelingual Deafness ◽  
Experimental Group

Objective. The purpose of the study was to investigate the application effect of unilateral cochlear implantation combined with contralateral hearing aids on the hearing and speech rehabilitation in prelingual deafness children. Methods. In this study, a total of 78 children with severe or extremely severe sensorineural prelingual deafness admitted to our hospital from January 2015 to December 2017 were selected and divided into control group (n=39) and experimental group (n=39), according to the random number table. Among them, the children patients in the control group received dominant training after unilateral cochlear implantation, while the children patients in the experimental group received cochlear implantation combined with contralateral hearing aids; after that, the hearing and speech rehabilitation outcomes of the prelingual deafness children in both groups were compared and analyzed. Results. There were no statistically significant differences in the auditory thresholds of the children patients undergoing cochlear implantation between the two groups, while the auditory thresholds of contralateral ears of the children patients in the experimental group were significantly lower than those in the control group. The recognition rates of the initials, finals, tones and disyllables of the children patients in the experimental group were significantly higher than those in the control group, and the CPA and SIR scores of the children patients in the experimental group were significantly higher than those in the control group, with statistical significance (P < 0.05). Conclusions. Unilateral cochlear implantation combined with contralateral hearing aids can promote the hearing and speech rehabilitation in prelingual deafness children, with better clinical effect than the single unilateral cochlear implantation, and cochlear implantation have no interference in the work of contralateral hearing aids; therefore, this joint treatment method is worthy of wide application and promotion.

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