scholarly journals Application of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics

2020 ◽  
Vol 7 (1) ◽  
pp. p146
Author(s):  
Catherine A. Ayantoye ◽  
Samuel O. Olaoluwa ◽  
Mari Caballero ◽  
Sonja Ezell ◽  
Kelly O’Neal Hixson
Keyword(s):  
Academic Performance ◽  
Conventional Method ◽  
Teaching Strategies ◽  
Mathematics Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Children With Adhd ◽  
Teaching Learning ◽  
And Control

This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.

scholarly journals PENGARUH METODE PRAKTIKUM BERBANTUAN FLASH TERHADAP HASIL BELAJAR SISWA PADA MATERI HIDROKARBON DI KELAS XI IPA SMA MUHAMMADIYAH PONTIANAK

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Salmauwati Salmauwati ◽  
Muhamad Agus Wibowo ◽  
Dedeh Kurniasih
Keyword(s):  
Learning Outcomes ◽  
Practical Method ◽  
Control Group ◽  
Control Groups ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
And Control ◽  
Positive Effect

ABSTRACTThis study was initiated by the students’ low learning outcomes on Chemistry subject and the teachers’ preference in using lecture method in teaching learning process.This study aimed at 1) finding out the differences of students’ learning outcomes between the use of flash media-assisted practical method and lecture method on hydrocarbon class at grade XI MIA of SMA Muhammadiyah I Pontianak. Using quasi experimental design and Control Group Posttes Design, this study employed the students of grade XI MIA 2 as the samples of experiment group, andthe students of grade XI MIA 2 as the samples of control group. The data collection techniques used were measurement and observation. While the instruments employed were observation sheet and essay. TheU-Mann Whitneytest revealed that the post test score of 0,0140< 0,05 Ho was rejected, while the Ha one was accepted. It means that there was correlation of students’ learning outcomes between the experiment and the control groups. In addition, the effect size result was 1,086 > 0,8 and considered high which indicated the positive effect of flash media-assisted practical method in enhancing students’ learning achievement.Keywords: flash, learning outcomes, hydrocarbon, practical method

scholarly journals Effectiveness of Acceptance and Commitment Therapy on Hypochondriasis and Psychosocial Adjustment in Divorced Women

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Hamideh Iri ◽  
Behnam Makvandi ◽  
Saeed Bakhtiarpour ◽  
Fariba Hafezi
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Psychosocial Adjustment ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Statistical Population ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Control ◽  
Levene Test

Background: Divorce is one of the most stressful life events leading to increased susceptibility to diseases and mood disorders such as hypochondriasis. Objectives: The present study aimed to investigate the effectiveness of acceptance and commitment therapy (ACT) on hypochondriasis and psychosocial adjustment in divorced women in Tehran. Methods: The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population in this study consisted of divorced women suffering from divorce-induced psychological distress who visited counseling centers in Tehran in 2018. The sample consisted of 30 divorced women selected by convenience sampling method. The participants were randomly divided into experimental and control groups (n = 15 per group), and the pretest was performed for the experimental and control groups before the intervention program. The experimental group underwent ten sessions of ACT (90-minute sessions per week), and the control group did not receive any treatment. The research instruments included the Health Anxiety Inventory (HAI) and the Psychosocial Adjustment to Illness Scale (PAIS). The Shapiro-Wilk test, Levene test, Pearson correlation coefficient, and analysis of covariance (ANCOVA) were used to analyze the data. Results: The results indicated that the ACT-based intervention significantly reduced hypochondriasis in divorced women (P = 0.043). In addition, ACT improved the psychosocial adjustment in these women (P = 0.0001). Conclusions: This intervention decreased anxiety under difficult conditions and also improved psychosocial adjustment in divorced women. Therefore, ACT can be used as an effective approach in reducing social and interactional problems and also anxiety in divorced women.

scholarly journals Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Christian Basil Omeh ◽  
Chijioke Jonathan Olelewe
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Analysis Of Covariance ◽  
Repeated Measure ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Innovative Pedagogy ◽  
And Control

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

scholarly journals Concept Formation Teaching Model: An Innovation in Teaching

2017 ◽  
Vol 2 (1) ◽  
pp. 33-37
Author(s):  
Aamna Irshad ◽  
Irshad Ullah
Keyword(s):  
Concept Formation ◽  
Jel Classification ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Teaching Model ◽  
Control Groups ◽  
Teaching Chemistry ◽  
Lecture Method ◽  
Post Test ◽  
And Control

Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings – The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty - The study proves that this model is better than lecture method for strengthening Chemistry concepts. Type of Paper - Empirical Keywords: Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. JEL Classification: P46, I21, O31.

scholarly journals The Contribution of English Gossip Magazine on Students’ Enthusiasm in Speaking Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Ismail Ismail
Keyword(s):  
Conventional Method ◽  
Control Group ◽  
English Department ◽  
Learning Material ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups – experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of English Department, STKIP Muhammadiyah Enrekang. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught speaking through English Gossip Magazine materials taken from webzines, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that English Gossip Magazine as a resource of learning material activities has a significant contribute on speaking development  in EFL classes.

scholarly journals Do Zinc Supplementation and Physical Exercise Affect Height, H/A z-score, and Academic Performance of Stunted Children in Coronavirus Disease 2019 Pandemic?

2021 ◽  
Vol 9 (E) ◽  
pp. 861-866
Author(s):  
Nitta Isdiany ◽  
Holil Par’i ◽  
Osman Syarief ◽  
Mamat Rahmat ◽  
Gurid Pramintarto Eko Mulyo
Keyword(s):  
Academic Performance ◽  
Physical Exercise ◽  
Zinc Supplementation ◽  
T Test ◽  
Control Group ◽  
Average Height ◽  
Z Score ◽  
Control Groups ◽  
Significant Difference ◽  
And Control

BACKGROUND: Stunting in children remains to be a global issue that requires to be addressed. Zinc plays a role in stimulating children’s growth. Research on zinc supplementation and physical exercise in stunted children remains limited in number, specifically during the COVID-19 pandemic. AIM: This study aims to analyze the effect of zinc supplementation and physical exercise on height, H/A z-score, and academic performance of stunted children in the COVID-19 pandemic. METHODS: The design used in this study was a randomized pre-post test control group design. A total of 30 stunted children aged 8-12 years was divided into 2 groups. The treatment group received 5 ml of zinc syrup 3 times/week for 3 months and practiced physical exercise 3 times/week for 3 months. The control group only practiced physical exercise 3 times/week for 3 months. The analysis of change difference in average height, H/A z-score, and academic performance between the treatment and control groups was performed using independent t-test. RESULTS: There was no significant difference in the increase in average height between treatment and control groups (p>0.05). There was increase in the average z-score of H/A in treatment group (0.19) which was higher than in control group (0.14), but the result of independent t-test showed that the mean difference was not significant (p>0.05). The result of independent t-test showed that there was no significant difference in the change in average academic performance scores between treatment and control groups (p>0.05). CONCLUSION: There was no significant difference in the increase in height, H/A z-score, and academic performance of stunted children between the treatment and control groups. Further study is necessary to conduct with a minimum of 6 months of intervention in the non-pandemic period.

scholarly journals The Effectiveness of the Native Training Model Designed Based on Lazarus Theory and Behavioral Planning Theory in the Consolidation of Family Functioning: A case study

2020 ◽  
Author(s):  
Jallal Iranizadeh ◽  
Hassan Zarei Mahmoodabadi ◽  
Saeed Vaziri ◽  
Seyed Alireza Afshani
Keyword(s):  
Family Functioning ◽  
Analysis Of Covariance ◽  
Planning Theory ◽  
Training Intervention ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
The Family ◽  
And Control ◽  
Experimental Group

Introduction: Recently, consolidation of family functioning is considered as one of the most important solutions for elevating and strengthening marital life. Therefore, benefiting from family strengthening approaches is so truly significant. This research aims at investigating the effectiveness of the native model based on Lazarus theory and behavioral planning theory on the consolidation of family functioning. Method: This research is a quasi-experimental study with a pretest-posttest design and control group. The population includes all the couples referring to counseling and psychotherapy centers of Yazd Province, in Iran, 2019. Purposive sampling was used to select 34 couples who have the inclusion criteria, and they were randomly assigned to experimental and control groups. The couples answered the family consolidation questionnaire designed by Movahed et al. The experimental group received 11 sessions of interventions extracted from the localized Lazarus model and behavioral planning theory. Finally, data analysis was done by SPSS version 16 and an analysis of covariance (ANCOVA). The significance level of research was considered to be α=0.05 Findings: The results showed that there is a significant difference between the estimated mean score of the family consolidation in the experimental and control groups. Also, the findings suggest that compared with the control group, the posttest scores of the performance, problem-solving, relationship, emotional involvement, emotional support, role play, behavioral control, media, and superstition have been improved in the experimental group. This significant difference results from the training intervention. However, the variable of religious beliefs has not changed significantly. Conclusion: The training intervention done by the model has developed based on Lazarus theory and behavioral planning theory which can consolidate the family functioning.

Dialectical Behavior Therapy: Effect on Emotion Regulation and Death Anxiety in Older Female Adults

2022 ◽  
pp. 003022282110659
Author(s):  
Anahita Khodabakhshi-Koolaee ◽  
Mohammad Reza Falsafinejad ◽  
Tina Zoljalali ◽  
Cobra Ghazizadeh
Keyword(s):  
Emotion Regulation ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Death Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Therapy Effect ◽  
Significant Difference ◽  
And Control

This study examined the effectiveness of dialectical behavior therapy intervention on emotion regulation and death anxiety in old women. This quasi-experimental study was conducted using a pretest-posttest design with a control group. The research population included elderly women aged 60–75 years who were members of the Tehran Municipality Retirees Association in 2020. A total of 30 women were assigned to intervention and control groups (15 persons in each group). The participants in the intervention group received the dialectical behavior therapy (DBT) intervention for 10 sessions while the participants in the control group did not receive any intervention. The results of the analysis of covariance (ANCOVA) showed that there was a significant difference between the women in the intervention and control groups in terms of cognitive emotion regulation and death anxiety on the posttest. This therapy can be used for the elderly living in nursing homes and aging associations and institutions.

The Effect of Home-to-School Transition Program on Social-Emotional Readiness of Preschool Students

2021 ◽  
Author(s):  
Faeze Golshirazi ◽  
Ahmad sadeghi
Keyword(s):  
School Readiness ◽  
School Transition ◽  
Transition Program ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Time Data ◽  
Social Emotional ◽  
Control Groups ◽  
Preschool Students ◽  
And Control

Aim: This study was done to investigate the effect of home-to-school transition program on social-emotional readiness of preschool students. Methods: For this study,  semi-experimental design with pretest-posttest and control groups were used. The population included all preschool students in Isfahan during the 2017-2018 academic year who entered kindergarten for the first time. Data collection for this study included voluntary participation of two kindergartens from the city’s 5th district, and each was randomly assigned to the experimental and control groups. Seventeen students who were qualified to enter the interventional phase were included in the treatment and control group. The transition from home to school program was performed on the experimental group during 3 months and the control group did not received any interventions. The scale of the Social-Emotional School Readiness (Bustin, 2007) was used to collect the data. Findings: The data was analysed with one-way and multivariate analysis of covariance and the results showed that the home-to-school transition program was effective to promote social-emotional readiness of preschool student (p <0/003). Conclusion: Therefore, we can use this program for preschool student to increase their social-emotional readiness.

ADHD Comorbid With Major Depression on Parents and Teachers Perceptions

2018 ◽  
Vol 25 (4) ◽  
pp. 508-518
Author(s):  
Daniele Coutinho ◽  
Antonio Carlos Farias ◽  
Erico Pereira Gomes Felden ◽  
Mara L Cordeiro
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Statistical Manual ◽  
Children With Adhd ◽  
Teachers Perceptions ◽  
Diagnostic And Statistical Manual ◽  
Healthy Control ◽  
Diagnosis Method ◽  
Strengths And Difficulties ◽  
And Control

Objective: Examine the Strengths and Difficulties Questionnaire (SDQ) responses of parents and teachers for children with ADHD comorbid with major depressive disorder (MDD), with an emphasis on determining how well the respondent groups’ responses correlate, and how well the results obtained perform as predictors of clinical diagnosis. Method: The SDQ was completed by parents and teachers of ( n = 215 participants, 7-12 years old) in ADHD, MDD, ADHD + MDD, and healthy control groups. Agreement between parent and teacher SDQs and their concordance with Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) diagnoses were assessed. Receiver operating characteristic (ROC) and Kappa concordance analyses were used to compare the groups with the health control group. Results: The comorbid group presented greater impairments than the ADHD, MDD, and control groups ( p < .001). Conclusion: The presence of psychiatric comorbidity causes greater impairment for school children with ADHD. The SDQ has good sensitivity for detecting these children and correlates well with DSM diagnosis.

Sign in / Sign up

Export Citation Format

Share Document