scholarly journals Literature Circles: Creating an Environment of Fluency and Fun

2019 ◽  
Vol 8 (9) ◽  
pp. 14-20
Author(s):  
Jahzeel Montero Candilasa
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Intervention Program ◽  
Literature Circles ◽  
Intervention Period ◽  
School Year ◽  
Significant Difference ◽  
Before And After ◽  
Students Attitudes ◽  
Frustration Level

Literature circles create an opportunity for students to make reading a fun-filled activity and at the same time develop their fluency skills. This action research examined the efficacy of creating literature circles in the classroom as an intervention program to address students’ problems in reading fluency specifically in terms of phrasing and accuracy. Furthermore, it also investigated the attitudes of students’ toward reading before and after they became members of a literature circle.  The study was conducted among 30 grade 7 students from the same section who belong to the frustration level during the oral reading assessment done at the beginning of the school year. Results of the study revealed that there was an improvement in the students phrasing in reading after the 10-week intervention period but not significantly enough to improve their fluency. On the other hand, a significant difference was observed on the students’ reading rate after the intervention period. Furthermore, the students’ attitudes toward reading have also positively changed after they became members of the literature circles. The study concluded that the creation of literature circles in the classroom could improve students’ reading fluency.  

Occupational, speech and emotional therapy with students attending booster classes

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Dafna Regev ◽  
Shunit Reiter
Keyword(s):  
Occupational Therapy ◽  
Behavioral Problems ◽  
Classroom Behavior ◽  
Intervention Program ◽  
Speech Therapy ◽  
Study Group ◽  
School Year ◽  
Self Image ◽  
Significant Difference ◽  
Before And After

Abstract The current study reviews the work being carried out in the Naomi Therapeutic Center in Kiryat Yam, Israel. The staff in this Center decided to provide a holistic response (which includes occupational therapy, speech therapy and art therapy) to 50 elementary school special education students in five booster classes. The goal of the study was to enable these students to improve their self-image, demonstrate fewer classroom adaptive behavioral problems and bring them to function better in class by the end of the school year. Findings demonstrate that in the study group, students’ self-image scores were significantly higher at the end of the intervention program than they were prior to the intervention (p=0.040). In addition, the study group demonstrated a significant difference in adaptive behavior scores before and after the intervention, indicating fewer adaptive classroom behavior problems towards the end of the intervention (p=0.034). Finally, findings indicate that there was a significant improvement in students’ functioning on all of the occupational therapy categories.

scholarly journals CHANGES OF MIDDLE CHILDHOOD STUDENTS’ EMOTIONAL AWARENESS IN SOCIAL COMPETENCE AND AWARENESS INTERVENTION GROUP FOR CHILDREN

2016 ◽  
Vol 1 ◽  
pp. 331
Author(s):  
Inese Elsiņa ◽  
Guna Svence
Keyword(s):  
Social Competence ◽  
Middle Childhood ◽  
Intervention Program ◽  
Intervention Group ◽  
Emotional Awareness ◽  
School Year ◽  
Study Results ◽  
Significant Difference ◽  
Before And After ◽  
High Internal Consistency

Emotion awareness (EA) is the cornerstone of emotional intelligence, an essential prerequisite for the development of children's social competence. Recent scientific studies have shown that EA has a number of positive psychological outcomes. The main objective of the study was to develop and implement the EA and social competence intervention program for children (N=19, boys n=8 and girls n=11, age8 -9, M=8,05, SD=0,23) and compare the indicators of EA of middle childhood students before and after the realization of the author's program. Additional purpose of the study was the approbation of The Levels of Emotional Awareness Scale for Children (LEAS-C; Bajgar&Lane, 2003) by analysis of its psychometric indicators. In total 13 sessions were carried out during the school year 2013/2014 - from the beginning of November, 2013 until the end of May, 2014. LEAS-C (Bajgar&Lane, 2003) and Children's Personality Questionnaire (CPQ, Porter & Cattel, 1975), observations, interviews, content analysis were used. The study results show the effectiveness of intervention programs, namely, it was found that there was a statistically significant difference between the EA level of children before and after the intervention program (SELF t=- 2,99, p=0,008, OTHER t=- 3,78, p=0,001, TOTAL t=- 3,58 (p=0,002<0,05). The level of EA increased and the quality of emotional vocabulary improved after the intervention program. The LEAS-C version in Latvian language of showed high internal consistency scores and high Inter-Rater Reliability between the two encoders. The paper also carries out detailed analysis of indicators of construct validity.

scholarly journals Use of digital game therapy among elderly persons undergoing dialytic treatment: cognitive aspects and depressive symptoms

2018 ◽  
Vol 21 (4) ◽  
pp. 447-455
Author(s):  
Sirlei Ricarte Bento ◽  
Ana Carolina Ottaviani ◽  
Allan Gustavo Brigola ◽  
Vânia Paula de Almeida Neris ◽  
Fabiana de Souza Orlandi ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Depressive Symptom ◽  
Intervention Program ◽  
Depression Scale ◽  
Elderly Persons ◽  
Post Intervention ◽  
Therapeutic Game ◽  
Significant Difference ◽  
Before And After ◽  
The Mean

Abstract Objective :to evaluate the presence of depressive symptoms and cognitive disorders before and after an intervention program with a digital therapeutic game among elderly persons undergoing hemodialysis. Method: a quasi-experimental study was carried out with 26 elderly patients on hemodialysis. For the data collection, a questionnaire relating to sociodemographic and health conditions, the Geriatric Depression Scale - 15 items and Addenbrooke’s Cognitive Examination Revised were used. The intervention with the digital therapeutic game was performed over 5 sessions. Results: of the participants, 80.8% were male, with a mean age of 66.7 (± 5.8) years. The mean pre-intervention depressive symptom score was 3.9 (± 3.0) while post-intervention it was 2.8 (± 2.9), representing a statistically significant difference (p = 0.005). Regarding cognitive function, there was no statistically significant difference before and after the intervention. There was a statistically significant difference in the mean of the depressive symptom scores, which were lower after the intervention. In addition, there was no statistically significant difference in the mean of the cognitive assessments. Conclusion: intervention studies with patients undergoing hemodialysis treatment are still scarce and this study describes the positive results of an intervention with a digital therapeutic game, demonstrating improvement in the depressive symptoms of the participants.

scholarly journals EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE

2019 ◽  
Vol 18 (4) ◽  
pp. 569-582
Author(s):  
Katja Gobec ◽  
Jelka Strgar
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Agricultural Education ◽  
Biology Education ◽  
Experimental Teaching ◽  
Significant Difference ◽  
Before And After ◽  
Teaching Unit ◽  
Students Attitudes ◽  
Mass Increase

This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education. Keywords: agricultural education, biology education, conceptual change, photosynthesis, plant mass.

scholarly journals Effects of Classroom Observation of Parents to the Performance of Pupils

2021 ◽  
Vol 2 (1) ◽  
pp. 24-29
Author(s):  
Emerson T. Ceria
Keyword(s):  
Classroom Observation ◽  
Validity And Reliability ◽  
Microsoft Excel ◽  
Descriptive Research ◽  
School Year ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Learning Competencies ◽  
The Given

The study aimed to determine the effects of classroom observation of parents to the performance of pupils in Pandayan Elementary School for the school year 2019-2020. A descriptive research method was utilized in this study. A research – made instrument for pre-test and post-test aligned with the given learning competencies in the K to 12 Curriculum Guide in Grades 4-6 was designed and undergone validity and reliability examination by peer-experts. After the validation from other Principals, the Division Research Chairperson has approved the instrument. The researcher also carried out a dry run before the actual pre-test and post-test assessment to the respondents. The gathered data from the tests were recorded and analyzed using Microsoft Excel and SPSS. The findings showed that the post-test scores have increased after the classroom observation of parents. In conclusion, there was a significant difference on the academic performance of pupils in Mathematics before and after classroom observation of parents.

“Peer Teaching Strategy To Increase Mathematics Proficiency Level” (An Action Research) (Eastern Samar State University)

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Alvin Bituaran Lacaba ◽  
Jason D. Magalona ◽  
Teresita Villa G. Lacaba
Keyword(s):  
Intervention Program ◽  
Teaching Strategy ◽  
Peer Teaching ◽  
Teaching Intervention ◽  
Percentage Score ◽  
School Year ◽  
Proficiency Level ◽  
Significant Difference ◽  
The Mean ◽  
Grade 3

Peer Teaching/tutoring is used as school-based intervention that has been shown to improve academic skills, generate development of appropriate social skills, and enhance peer relations for both tutees and tutors. The purpose of this study was to determine the effectiveness of the implementation of a peer teaching/tutoring program in mathematics on the academic achievement level of Grade 3 pupils in Lupok Central School. This study aimed to analyse peer teaching as an intervention strategy that will increase the performance among Grade 3 Mathematics pupils at Lupok Central School, Guiuan North District, Guiuan Eastern Samar through the 1st and 4th Grading periods of School Year 2017 - 2018. Specifically, it sought to answer the following questions: What is the Mean Percentage Score (MPS) in Mathematics of Grade 3 Pupils in Lupok Central School at the beginning of 1st Grading of School Year 2017 – 2018 before peer teaching intervention? What is the Mean Percentage Score in Mathematics of Grade 3 Pupils in Lupok Central School at the end of 4th Grading of School Year 2017 – 2018 after peer teaching intervention? Is there a Significant difference before and after the intervention program? What intervention program may be proposed based on the findings of the study? Based on the data gathered/collected from the class adviser of Grade 3 Section Bougainvillea in Lupok Central School, the result of base line MPS from 1st Grading period specifically in mathematics subject is 74.22 which is considered below the 75% proficiency level.   The result showed a radical increase in Mean Percentage Score in mathematics subject after the intervention was given to the Grade 3 pupils with the previous result of 74.22% from the 1st Grading into 82.11% MPS result in the 4th Grading period. The results of the study further revealed that the implementation of Peer teaching strategy has a positive effect in increasing the academic performance in mathematics of Grade 3 pupils.  There was 7.89% increase in MPS for mathematics subject from the first grading to the fourth grading period.

scholarly journals Reading Fluency: Normative Data For Romanian Speaking Population

2018 ◽  
Vol 2 (7) ◽  
pp. 105
Author(s):  
Carolina Bodea Hategan ◽  
Dorina Talas ◽  
Carmen Costea-Bărluțiu ◽  
Raluca Trifu
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Normative Data ◽  
First Grade ◽  
Intervention Programs ◽  
Students At Risk ◽  
School Year ◽  
New Perspective ◽  
And Training ◽  
Study Offer

<p><strong>Abstract</strong></p><p>The purpose of this study was to establish reading fluency norms for first grade students at the end of the school year in Romanian language using PEAFC (Proba de evaluare şi antrenare a fluenţei în citire/ The Assessment and Training of Reading Fluency Instrument, Bodea Haţegan &amp; Talaş, 2014). A representative sample of 1977 first grade students (with ages between 7 and 8 years old) was assessed, girls (N<sub>g</sub>=954) and boys (N<sub>b</sub>=1023), from different counties from Romania (N<sub>c</sub>=11), attending rural (N<sub>r</sub>= 385) and urban (N<em>u</em>=1592) elementary schools. Oral reading fluency norms were established on the linguistic structure of the words (monosyllabic, disyllabic, three syllable words and text words). The results of this study offer a new perspective on the reading fluency levels at the end of the first grade</p><p>and will help the teachers and the specialists to identify students at risk for dyslexia and to start effective early intervention programs to improve reading fluency.</p><p> </p>

scholarly journals The Effect of Training of School Physicians on Their Knowledge Regarding Surveillance in Alexandria

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Nessrin El-Nimr ◽  
Iman Wahdan
Keyword(s):  
Training Program ◽  
Disease Surveillance ◽  
Intervention Program ◽  
Multiple Linear Regression Model ◽  
Knowledge Score ◽  
Total Knowledge Score ◽  
Significant Difference ◽  
Before And After ◽  
Two Factors ◽  
Post Test

Background: Surveillance is important in schools. We assessed the effect of a training program on the knowledge of school physicians regarding surveillance. Methods: Seventy school physicians were included. Assessment of their baseline surveillance knowledge was done (pretest). An intervention program was prepared. Assessment of the training program was done using the same data collection tool (post test). Results: Significant difference in the mean knowledge score before and after the intervention was detected. In a multiple linear regression model, the total knowledge score before the intervention and the age of the physician were the only two factors found to be significantly affecting the school physicians' knowledge score after the intervention. Conclusion: Training of school physicians on disease surveillance has an effect on their level of knowledge regarding surveillance.

scholarly journals The effect of intervention program on nursing students attitudes regarding ageism

2018 ◽  
Vol 7 (1) ◽  
pp. 62
Author(s):  
Lamia A. Awad ◽  
Zainab Hassan Hassan Osman ◽  
Safaa Abdlazem Osman
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Intervention ◽  
Intervention Program ◽  
Negative Attitude ◽  
The Elderly ◽  
Educational Background ◽  
Attitude Scale ◽  
Significant Difference ◽  
Students Attitudes

Background: Nursing positions for older students can affect the quality of care provided to them. The values, perceptions, and beliefs of health care nurses towards the elderly are considered among the underlying causes of prejudice against the elderly.Objective: This study aimed to study the effect of intervention program on the attitudes of students towards Ageism.Methodology: The study was conducted at the Faculty of Nursing -MansouraUniversity using semi-experimental design with prior evaluation of the other to conduct this study. A total number of 110 nursing students attendingMansouraUniversity were included in the study. A self-administered questionnaire and the educational background on aging and care of the elderly using the attitude of Kogan towards the elderly scale were used. A structured educational intervention with gerontology content for students was designed and implemented to raise students ' knowledge, and improve their attitudes toward the ageism. The study was conducted from February 2016 to May 2016.Results: There was a statistically significant difference in total score of negative attitude scale items before and after implementation of gerontology nursing course.Conclusion & recommendation: The educational intervention with gerontology content is valuable in humanizing nursing students' negative attitude toward the ageism. Nurse educators strengthen gerontological content in the nursing curriculum and provide tailored nursing education to reduce ageism among professional nurses as well as dissemination of educational intervention with gerontology content to other nursing students in all specialties inEgypt for further confirmation of the findings.

scholarly journals Role of daily anal stimulation for intractable functional constipation in infants

2020 ◽  
Vol 3 (2) ◽  
pp. e000135
Author(s):  
Tianqi Zhu ◽  
Xiaoyi Sun ◽  
Dan Zhu ◽  
Qian You ◽  
Xiaoting Wan ◽  
...  
Keyword(s):  
Anorectal Manometry ◽  
Intervention Program ◽  
Functional Constipation ◽  
Mean Amplitude ◽  
Significant Difference ◽  
Before And After ◽  
Stool Form ◽  
The Mean

ObjectiveFunctional constipation is one of the most common problems in pediatric gastroenterology. The aim of the present study was to evaluate the effectiveness of daily anal stimulation in infants with intractable functional constipation (IFC). Our evaluation was based on clinical improvement and on changes in manometric parameters through time.MethodsInfants with IFC treated between January 2018 and December 2019 were included in this retrospective study. Treatment processing included daily anal stimulation for infants and psychological counseling for parents. All cases underwent a complete intervention program and were evaluated for improvement in symptoms and for changes in anorectal manometry within 1 year of follow-up.ResultsA total of 161 patients were included in this study. Positive response was achieved in all patients. Frequency of defecation, change in stool form and decrease in the defecatory pain were significantly relieved in all infants after intervention. On anorectal manometry, no significant difference was found in the peristaltic frequency of distal rectum before and after treatment. There was a significant increase in the mean amplitude of peristalsis and improvement in the rhythm after intervention. In the 1 year of follow-up, three patients had recurrence of constipation requiring colectomy.ConclusionIn terms of the high clinical efficacy and limited side effects, daily anal stimulation may be included in the initial part of an intervention program for IFC in infants.

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