scholarly journals The ARGUE Mnemonic: A Strategy to Improve Argumentative Essay Writing with Students who have Visual Impairments

2021 ◽  
Vol 21 (2) ◽  
pp. 91-108
Author(s):  
Michael William Dunn ◽  
Rona Pogrund
Keyword(s):  
Repeated Measures ◽  
Visual Impairments ◽  
Writing Skills ◽  
Opportunity To Learn ◽  
Future Research ◽  
Essay Writing ◽  
Mnemonic Strategy ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
Analyze Data

Writing can be a challenging task for many students. This study offered 10 ninth-grade students (8 females, 2 males) with visual impairments located in the Western United States the opportunity to learn a mnemonic strategy for argumentative-essay writing called ARGUE: Analyze data; Review keywords and create sentences; Generate a plan; Use your thoughts to say an oral draft; and Express your ideas in typed text. Action research methods were employed in the study from April through May over twenty-one 65-minute sessions. All students argumentative essay writing skills increased in content and quality by the end of the intervention’s timeline, except for one. Another student had an increase for content but not quality. Three participants had the highest end-of-intervention gains. They also had the largest gains in number of words written. From the results of repeated measures t-tests, there was a significant difference in the scores for content in baseline and application conditions. All student participants felt others would benefit from using ARGUE and that the mnemonic was effective as is. Limitations and future research are also discussed.

scholarly journals Decreased Shoulder and Elbow Joint Loads During the Changeup Compared With the Fastball and Curveball in NCAA Division I Collegiate Softball Pitchers

2021 ◽  
Vol 9 (9) ◽  
pp. 232596712110266
Author(s):  
Gretchen D. Oliver ◽  
Jessica L. Downs Talmage ◽  
Kenzie B. Friesen ◽  
Michael G. Saper ◽  
Jeffrey R. Dugas
Keyword(s):  
Upper Extremity ◽  
Ncaa Division I ◽  
Repeated Measures ◽  
Sports Medicine ◽  
Injury Risk ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Future Research ◽  
Study Results ◽  
Significant Difference

Background: Baseball leagues have implemented pitch count and pitch type restrictions based on biomechanical concepts associated with pitch type. Softball has not yet adopted these practices, although softball pitchers continue to pitch at a high volume and learn multiple pitches at a young age. Purpose: To examine shoulder and elbow kinetics between the fastball, curveball, and changeup, as well as to provide descriptive upper extremity pain data in National Collegiate Athletic Association (NCAA) softball pitchers. Study Design: Descriptive laboratory study. Methods: Study participants consisted of 27 female NCAA Division I softball pitchers (age, 20.2 ± 1.9 years; height, 175.7 ± 5.7 cm; weight, 83.6 ± 12.7 kg). The participants pitched 3 balls of each pitch type, and kinetic data were recorded. A one-way within-participants repeated-measures multivariate analysis of variance was used to determine significant differences in kinetics and pitch speed between pitch types. Results: Results revealed a statistically significant main effect for pitch type (Wilks λ = .087; F = 36.523; P < .001). Post hoc testing showed that the changeup produced less anterior elbow force compared with the fastball ( P < .001) and the curveball ( P = .012). In addition, the changeup produced less shoulder distraction force compared with the fastball ( P < .001) and the curveball ( P = .001). Additionally, there was a significant difference in pitch speed between all 3 pitch types ( P = .006). The curveball revealed no statistically significant kinetic differences compared with the fastball. Conclusion: The fastball and curveball placed similar stress on the upper extremity in collegiate softball pitchers. However, in comparison with the changeup, the fastball and curveball placed increased stress on the upper extremity. More research is needed to fully explain the differences seen between pitch type and injury risk. Clinical Relevance: Sports medicine professionals, coaches, and athletes should use the current study results to note these differences in shoulder distraction and elbow anterior forces between softball pitch types. The study results can be used as a reference and basis for future research investigating kinetic differences across varying pitch types.

scholarly journals M232. COORDINATED SPECIALTY CARE FOR FIRST EPISODE PSYCHOSIS IN MINNESOTA

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S225-S225
Author(s):  
Jamie Fischer ◽  
Joshua Mervis ◽  
Erin Begnel ◽  
Piper Meyer-Kalos
Keyword(s):  
Substance Use ◽  
Repeated Measures ◽  
Integrated Treatment ◽  
Self Report ◽  
First Episode ◽  
Future Research ◽  
Illness Management ◽  
Global Functioning ◽  
Significant Difference ◽  
Over Time

Abstract Background People who are experiencing a First Episode of Psychosis (FEP) often have limited recovery from non-integrated treatment approaches in usual settings. Treatment of FEP typically entails high rates of non-adherence, disengaging from treatment, and increased rates of relapse (Mueser et al., 2015; Kane et al., 2016). NAVIGATE is an evidence-based approach implemented in the Recovery After an Initial Schizophrenia Episode treatment project. Methods The present study is a review of archival data with NAVIGATE model teams in Minnesota. Clinical information from 118 people with FEP was reviewed from the first 6-months of treatment, with a subset analyzed for the first 12-months. Individuals were assessed with clinician ratings of current needs, illness management, and global functioning. Self-report assessments addressed symptoms and illness management from the client’s perspective. Data was analyzed using repeated measures analysis of variance with post-hoc honest significant difference testing. Additional data analysis utilized McNemar’s test, a repeated measures test using counts and a chi-square distribution. Results Total current needs did not change significantly across time. All other domains assessed showed significant differences between intake and 6-months. All other domains except total needs showed significant differences between intake and 12-months. No domains showed significant differences between 6-months and 12-months. Substance use was not reduced over time. Antipsychotic medication use was not reduced over time. Hospitalizations were substantially reduced from intake to 6-months. Discussion Almost all symptoms improved from intake to 6-months. No additional treatment gains were observed from 6-months to 12-months. Improvements from intake were stable from 6-months to 12-months. Most symptoms improved from intake to 6-months but not beyond. The NAVIGATE model was a successful intervention as implemented in Minnesota. Overall, symptom reduction gains were durable at 12-months, hospitalizations were reduced from intake to 6-months, but the intervention did not improve substance use. Substance use, continued improvement of symptoms beyond the 6-month mark, and further improvements in symptoms or reduced hospitalizations are areas for future research and treatment development.

scholarly journals THE DIFFERENCES BETWEEN STUDENTS' WRITING NARRATIVE WITH COOPERATIVE LEARNING MODEL OF CIRC AND JIGSAW BY CONSIDERING MOTIVATION OF CLASS VII SMP NEGERI 28 PADANG

2018 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Nicky Prima Yudha ◽  
Syahrul Ramadhan ◽  
Ngusman Abdul Manaf
Keyword(s):  
Cooperative Learning ◽  
Performance Test ◽  
Writing Skills ◽  
Learning Model ◽  
Essay Writing ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
And Performance ◽  
Use Of Models

This study was conducted to explain (a) the difference in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw (b) differences in the ability to write narrative essays highly motivated students who are learning with cooperative learning model CIRC with Jigsaw; (c) differences in the ability to write narrative essays low motivated students who are learning to cooperative learning model CIRC with Jigsaw; and (d) the interaction between the use of models in the study of learning and motivation affect the ability of students to write a narrative essay. This study was a quasi-experimental (quasi-experiment) using a 2x2 factorial design. Population of 250 people, the study sample is taken by means of random sampling and obtained class VII / 2 as an experimental class I and class VII / 1 as the experimental class II, each consisting of 30 and 32 students. Data were collected by two instruments, namely motivation questionnaire and performance test writing narrative essays. Analyzing and discussion of the data is done by descriptive-analytical. Based on the results of data analysis, we can conclude the following four things. First, there are no significant differences in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw. Secondly, there is no significant difference in the ability to write narrative kararangan highly motivated students who are learning with cooperative learning model CIRC and Jigsaw. Third, there is no significant difference in the ability to write narrative kararangan low motivated students who are learning to cooperative learning model CIRC and Jigsaw. Fourth, there is no interaction between the model of learning with learning motivation in influencing the ability to write narrative essays seventh grade students of SMP Negeri 28 Padang. The use of models and Jigsaw cooperative CIRC can enhance students' ability to write a narrative essay, motivated either high or low.

scholarly journals The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively

2021 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Haydar Özdemi̇r ◽  
Ömer Çi̇ftç
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Mother Tongue ◽  
Writing Skills ◽  
Fifth Grade ◽  
Bilingual Students ◽  
School Students ◽  
Essay Writing ◽  
Significant Difference ◽  
Story Writing

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

Vocal Ergonomics in the Workplace: Heating, Ventilation, and Air-Conditioning Method Influences on Vocal Comfort and Function

2017 ◽  
Vol 60 (2) ◽  
pp. 355-363 ◽  
Author(s):  
Mary J. Sandage ◽  
Keith A. Rahn ◽  
Audrey G. Smith
Keyword(s):  
Repeated Measures ◽  
Air Conditioning ◽  
Future Research ◽  
Vocal Function ◽  
Repeated Measures Design ◽  
Work Spaces ◽  
Significant Difference ◽  
Perceived Phonatory Effort ◽  
Forced Air ◽  
And Function

Purpose The purpose of this study was to examine the influence of the heating, ventilation, and air-conditioning method on voice function following a voicing task using ecologically valid offices, one with radiant HVAC and one with forced air. Method A total of 12 consented participants (6 women, 6 men) narrated a video in each of 4 environmental conditions in a within-between repeated-measures design. Acoustic data were collected with an ambulatory phonation monitor and perceived phonatory effort was determined following the voicing task. Data were analyzed using a within-between repeated-measures analysis of variance with significance set at α < .05. Results Perceived phonatory effort did not differ between environments; however, a significant difference in vocal amplitude between 2 trials was identified for the male participants and physiologically significant differences in vocal amplitude were identified for male and female participants. Conclusions The findings suggest that perceived phonatory effort may not be a sensitive measure of vocal function differences following a voicing task in ecologically valid office spaces despite significant acoustic findings. Future research should address longer exposure to environmental differences combined with a longer voicing task within ecologically valid work spaces as well as the recruitment of participants who have particular vulnerability to environmental perturbations.

scholarly journals Influence of Blog Media on Improving the Essay Writing Skills of S-1 Pharmacy Study Program Students of STIKES Borneo Lestari

2021 ◽  
Author(s):  
Ratna Restapaty ◽  
Rahmi Hidayati ◽  
Vebruati Vebruati
Keyword(s):  
Industrial Revolution ◽  
Writing Skills ◽  
Control Group ◽  
Digital Learning ◽  
Control Groups ◽  
Study Program ◽  
Essay Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control

Digital education forms a fundamental part of the industrial revolution 4.0 that integrates digital technology into education. This research can be an alternative, new breakthrough or innovation to improve students’ essay writing skills as an educational adaptation in the middle of the COVID-19 pandemic. Blogs are a digital learning medium used for online writing that can help students in improving their essay writing skill. The current study is a quantitative research with a pseudo-experimental design. First, two classes were randomly selected to act as the experiment and control groups. Second, both groups were asked to take a preliminary test to find out their initial ability of mastering concepts and essay writing skills on topics with pharmaceutical materials nature and health theme. Third, both groups were given a learning model with different treatments: blog media was used to measure the essay writing skill in the experiment group, while in the control group, natural/conventional treatments were used. The results of this study showed significant differences at the beginning of learning (before the treatment) with the students’ understanding of essay writing between the experiment and control groups. The results of the final writing ability (after the treatment) were measured using a post-test understanding of essay writing. The result was a significant difference, in that, the ability to write essays in the experiment group was higher and many of them achieved the targeted competence. Therefore, we conclude that there was an influence of blog media use on the understanding ability of essay writing on the students of the Pharmacy Program of STIKES Borneo Lestari Banjarbaru. Keywords: blog, learning media, essay writing

scholarly journals Pengaruh Metode Collaborative Learning terhadap Keterampilan Menulis Karangan Narasi

2019 ◽  
Vol 2 (2) ◽  
pp. 158-174
Author(s):  
Wirda Linda
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Writing Skills ◽  
Student Learning Outcomes ◽  
Narrative Writing ◽  
Learning Methods ◽  
Essay Writing ◽  
Average Value ◽  
Significant Difference ◽  
Post Test

This study aims to determine the effect of using collaborative learning methods on narrative essay writing skills. This type of research is quantitative using the experimental method. In this study two classes were used, namely the experimental class and the control class, the experimental class was the deliberate class given a set of treatments by applying collaborative learning methods while the control class as the comparison class applied the conventional method. The results of the study, collaborative learning methods influence the writing skills of narrative essays in the experimental class, this is evidenced by the change in the value of students, which at the time of pre-test the average/mean is 74.8. After applying collaborative learning methods in the learning process in the experimental class, changes in student learning outcomes were obtained at post-test with an average value of 82.4. In conclusion, there is a significant difference between the results of narrative essay writing skills between collaborative learning methods and conventional methods. Keywords: Collaborative Learning, Narrative Writing Skills

scholarly journals Relationship Between Introversion/Extroversion Personality Trait and Proficiency in ESL Writing Skills

2019 ◽  
Vol 9 (4) ◽  
pp. 107
Author(s):  
Sumaira Qanwal ◽  
Mamuna Ghani
Keyword(s):  
Personality Trait ◽  
Writing Skills ◽  
Achievement Test ◽  
Writing Achievement ◽  
Personality Questionnaire ◽  
Esl Writing ◽  
Essay Writing ◽  
Significant Difference ◽  
English Program

The study aims at investigating the role of extroversion/introversion personality traits in learning writing skills of English as a second language. The selected sample for the research consisted of 57 participants who undertook instruction on &lsquo;Essay Writing and Presentation&rsquo; for six months as a formal course of study in their MA English Program. The research tools consisted of a questionnaire and an achievement test on writing skills. The questionnaire consisted of 30 items all adopted from Eysenck&rsquo;s Personality Questionnaire to measure the introversion/extroversion traits of students&rsquo; personality. After identifying their personality trait (i.e., introvert, extrovert and neurotic), the participants were given an achievement test on writing skills. The participants&rsquo; scores in the achievement test were submitted to SPSS and independent sample t-test was applied. The findings reveal that a significant difference exists between the writing achievement of introvert and extrovert learner groups. However, no difference is found between the writing performance of neurotic and introvert learner groups or between neurotic and extrovert learner groups. The results also reveal that introverts are better learners of ESL writing skills as compared to the extroverts.

An Examination of Software used with Enhancement for Preschool Discourse Skill Improvement

1994 ◽  
Vol 11 (1) ◽  
pp. 51-71 ◽  
Author(s):  
Katherine F. Schetz
Keyword(s):  
Head Start ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Computer Training ◽  
Assessment Instrument ◽  
Future Research ◽  
Preschool Language ◽  
Significant Difference ◽  
Main Effect ◽  
N 93

The purpose of this study was to determine whether commercially available software used with enhancement could improve discourse skills in Head Start students over improvements obtained without enhancement, and over improvements of ordinary classroom instruction. Head Start students ( N = 93) in the software conditions received instruction over three months. Pretest/posttest scores on the Preschool Language Assessment Instrument of the seventy-eight students who completed the program were analyzed with a 3 × 2 repeated measures analysis of variance (ANOVA). No statistically significant differences were found for treatment. A significant difference was found for time. A 3 × 2 analysis of variance with the first factor treatment group and the second factor level of functioning (high/low) was also computed. There was no significant main effect for treatment. However, a significant main effect on the PLAI I score for low functioning students was found in both computer training conditions. Suggestions for future research are provided.

scholarly journals Counting Bees: Learning Outcomes from Participation in the Dutch National Bee Survey

2021 ◽  
Vol 13 (9) ◽  
pp. 4703
Author(s):  
Wessel Ganzevoort ◽  
Riyan J. G. van den Born
Keyword(s):  
Learning Outcomes ◽  
Citizen Science ◽  
Repeated Measures ◽  
Self Report ◽  
Survey Study ◽  
Future Research ◽  
Wild Bees ◽  
Significant Difference ◽  
Citizen Science Project ◽  
The Impact

Citizen science approaches to data collection are growing in popularity, in part because of their potential for achieving both scientific and educational objectives. Evaluating the impacts of participation on citizen scientists is important, yet such evaluations are still relatively rare. In addition, recent literature reviews indicate that existing studies often focus on content learning, make limited use of existing scales, and rarely report null results. This paper reports an evaluation of the demographic profile, motivations and learning outcomes of participants in the Dutch National Bee Survey, a national-scale citizen science project involving citizens in collecting observational data of wild bees. Using a repeated measures survey study, we assessed the impact of participation on respondents’ attitudes and behavioural intentions regarding bees, and their attitudes towards nature, citizenship, and citizen science. Our baseline (N = 373) and follow-up (N = 208) surveys indicate that our respondents are of a relatively high age and education level, have a pre-existing affinity with nature, and are strongly motivated by conservation concerns and learning about bees. Assessment of learning outcomes indicated a significant difference between two types of self-report questions: respondents reported significant gains in knowledge and appreciation of wild bees, yet attitudinal scales indicated no significant shifts in attitudes towards bees, nature, citizen science, or citizenship. In our discussion, we suggest several explanations for this finding, including respondents’ pre-existing affinity with nature, and advance suggestions for future research into citizen science learning outcomes.

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