유아 놀이중심 교육과정을 반영한 기후·생태계 프로그램 효과성 연구

The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

Objective This study has been performed as a parallel randomised controlled study to evaluate the impact of humour benefitted in contraception education of university students on the attitudes of students towards contraception methods. Methods The study sample was composed of 88 students (44 experiments, 44 controls) studying at a public university in Turkey. The study data were collected using the Questionnaire Form and the Family Planning Attitude Scale. The students were divided into experimental and control groups as per the pre-test score of the Family Planning Attitude Scale and gender using stratified block randomisation. The students were divided into groups of 10 people, and each group received a one-time education of 45–60 min. The content of the education was the same for the experimental and control groups, but additionally, the humour method was used during the education of the experimental group. The Family Planning Attitude Scale was re-applied to the students one month after the education. Number, percentage, mean value, Student t-test Mann Whitney-U test, and Chi-square test were used to evaluate the data. Results While there was no statistically significant difference between the pre-test mean scores of the students in the experimental and control groups (p > 0.05); the post-test showed a significantly higher mean score in the experimental group (p < 0.05) (1−β: 0.921, Cohen’s d: 0.658). While there was no significant difference between the pre-test and post-test total mean scores of the students in the control group (p > 0.05); the post-test mean score of the students in the experimental group was significantly higher than the pre-test mean (p < 0.05) (1−β: 1.000, Cohen’s d: 1.556). Conclusions The method of contraception education with humour given to university students is more effective than the education given ordinarily in developing attitudes towards contraceptives.

The persistently high prevalence of dental caries among elementary school children in Indonesia requires serious attention from various stakeholders to enhance their knowledge and awareness in maintaining healthy teeth. Innovative and enjoyable learning media are needed to engage children in learning how to care for their dental health. This study aims to evaluate the effectiveness of quartet cards in improving dental health knowledge among fourth-grade elementary school students. A quasi-experimental method was employed, with purposive sampling used for participant selection. A total of 62 students participated, comprising 31 students in the experimental group and 31 in the control group. The research instrument consisted of a pretest and posttest questionnaire with 15 validated items using point biserial correlation and Cronbach’s Alpha for reliability testing. Both groups received a lecture on dental health, followed by a quartet card game intervention in the experimental group only. Data analysis included descriptive statistics to determine the mean pretest and posttest scores, followed by a Wilcoxon Signed-Rank Test to assess the mean differences. The results indicated a greater increase in mean scores in the experimental group compared to the control group. The experimental group’s mean pretest score was 11.19, and the posttest score was 12.42, while the control group had a mean pretest score of 10.90 and a posttest score of 11.94. The Wilcoxon Signed-Rank Test showed a significant increase in knowledge in the experimental group (p = 0.002), whereas the control group did not show a statistically significant improvement (p = 0.145). Playing the dental health quartet card game was found to be effective in enhancing dental health knowledge among elementary school children.

Assessment of high quality new born care is the right of the new born everywhere. Babies have the right to breath normally, prevention of infection, and should protected from the injuries. New born care includes essential new born care and routine care. Essential new born care involves the immediate care provided at the time of the birth. Routine care involves the other basic care provided to the new born after 24 hours of delivery. New born care in the immediate post delivery period includes prevention and management of haemorrhage, thermal care, cord care, early initiation of breast feeding, eye care and recognition of when to refer. To care for new borns, nurses and midwives require knowledge and skills to provide immediate new born care interventions. Pre experimental one group pre-test post-test method was adopted for this study. Total 60 samples of staff nurses working in selected hospitals of Bharuch city were selected. Data collection done by using structured knowledge questionnaire before and after providing standard protocol guideline regarding new born care. The present study is evaluating the knowledge of staff nurses regarding new born care. The mean of pre-test knowledge score is 30.63% and post-test mean score is 40.65%. It shows significant difference in pre-test and post-test. The difference in pre-test means score and post-test mean score is 10.02 %. The great difference in pre-test and post-test mean score of knowledge shows that the standard protocol guideline given to the staff nurses was very effective. There is no significant association between knowledge score with demographic variables. Immediate care at birth includes delayed cord clamping, drying of the baby, assessment of the baby involves breathing, early initiation of breast feeding and skin to skin contact

This research determined the effectiveness of developed instructional videos in enhancing the performance of the learners. This study utilized quasi-experimental research design and match pairing method. The participants were grouped into control and experimental groups where each group has 30 students. Pre-test results revealed that the two groups of respondents had the same mean scores while on the posttest mean scores, the experimental group had a higher mean score than the comparison group. For the formative test mean scores of the two groups of respondents, it showed that there was a significant difference between the formative mean scores of the experimental and comparison groups. It revealed that there was a significant difference between the posttest mean scores of the experimental and comparison groups. The test of difference between the pretest and posttest means scores of both the experimental and comparison groups showed that there was a highly significant difference between the results of pretests and posttests on both experimental and comparison groups. The results showed a significant difference between the performance of the two groups of respondents. Hence this Food Pro I-Vid is an effective tool to enhance the teaching and learning among the students in TLE.

Background: Many menopausal women use complementary therapies to cope with the symptoms and yoga is one among them. The evidence suggesting that even the short-term practice of Yoga can decrease both psychological and physiological risk factors for menopausal symptoms. Objectives: The experimental study assessed the effectiveness of yoga therapy on menopausal symptoms among perimenopausal women. Materials and Method: A menopausal rating scale (10 items) was used to assess the effectiveness of yoga therapy among perimenopausal women. Results: The mean post test score 51.3 in the experimental group were found to be lesser than the mean pre-test scores 70.0. Mean post-test scores 69.3 and mean pre-test stress scores 72.9 in the control group had some variation. In order to find the significant difference, unpaired ‘t’ test was computed for experimental group (‘t’ (49) =25.27; p <0.001) and control group (‘t’ (49) =-7.8; p <0.001). Conclusion: The study concludes by showing that yoga therapy was effective to reduce some menopausal symptoms of women.

This research aims to find out significant differences in violin playing skills between students who were taught using an intermediate level violin textbook made by a team of lecturers and students who were not taught using an intermediate level violin textbook made by a team of lecturers in the Music Study Program, Universitas Negeri Surabaya. The research method used is a quantitative method with a quasi-experimental type. Research result is known that the violin playing skills between the experimental group and the control group differ significantly. This conclusion is proven by the mean score of the experimental group which is higher than the control group in the posttest activity. The mean posttest score in the experimental group was 88.45. Meanwhile, the mean posttest score in the control group was 82.65. Another thing is also shown by the results of the independent sample t-test in the experimental group and the control group during the posttest activity with a calculated t value of 6.104 and a t table value of 2.086. The calculated t value &gt; t table value, so it can be said that the experimental group and the control group differ significantly. Therefore, there is an influence of the application of an intermediate level violin textbook made by a team of lecturers on violin playing skills in the Music Study Program, Universitas Negeri Surabaya. The increase in violin playing skills was more demonstrated in the experimental group than the control group. This argument is proven by the mean pretest score in the experimental group of 81.15, while the mean pretest score in the control group is 80.7. The mean posttest score for the experimental group was 88.45, while the mean posttest score for the control group was 82.65. The experimental group experienced an increase of 7.3. This is shown from the mean score of 81.15 at the pretest which increased to 88.45 at the posttest. Meanwhile, the control group also experienced an increase in the mean score of 1.95.

The aim of this research is to investigate the effect of environmental health education given at the ninth-grade level on the microplastic pollution awareness level of students. This pretest-posttest experimental study with a randomized control group was conducted between 2022 and 2023 in three high schools in a province in eastern Turkey. The sample of the study consisted of 90 ninth-grade students (experimental group: 45, control group: 45), and the sample magnitude was determined by power analysis. Tools such as the "Personal Information Form" and "Microplastic Pollution Awareness Scale (MPAS)" were used to collect data. Training was given to the experimental group as a nursing intervention in a total of four sessions at 15-day intervals. No intervention was applied to the individuals in the control group. While no significant difference was observed in the MPAS total score in the control group according to the pretest and posttest mean scores, a significant difference was observed in the MPAS total score in the experimental group (p<0.05). When the posttest mean scores of the experimental and control groups were examined, it was observed that the posttest mean scores of the experimental group were higher than the posttest mean scores of the control group and there was a statistically significant difference (p<0.05). It was observed that the microplastic pollution awareness level of the experimental group students who received environmental health training increased significantly. The issue of environmental health should be integrated into the education curriculum in schools and students' awareness levels should be increased.

“A Study was conducted to Evaluate the Effectiveness of Hand and Foot Massage on Pain among Post caesarean mothers at Selected Hospitals, Salem”. Quasi experimental pre test post test control group design was adopted. Non probability purposive sampling technique was used to select 60 post caesarean mothers among which 30 were assigned to experimental group and 30 were assigned to control group. The data was collected using structured interview schedule. Pre test was done for both experimental and control group by using Numerical pain intensity scale. Hand and Foot Massage was given for the experimental group for 20 minutes two times a day at 4hrs for first two days (morning and evening) and withheld for control group. Post test was done for both experimental and control group by using the same scale. The study findings showed that in experimental group, 14 (46.67%) of the post caesarean mothers belong to the age group of 26-30 and 12 (40%) of them belong to the age group of 21-25 years in control group 14 (46.66%) of them belong to the age group of 21-25 years. In experimental group, 15 (50%) had completed higher secondary education and in control group 12 (40%) had higher secondary education. In experimental group, 23 (76.67%) of them were unemployed, whereas in control group 20 (66.67%) of them were unemployed. In experimental group 24 (80%) were multi gravid, whereas in control group 17 (56.67%) were multi gravid. In experimental group 24 (80%) had previous history of caesarean section and in control group 15 (50%) had history of both. The mean pre test score in experimental group was 6.4±0.56 and mean post test score was 3.5±0.79. The ‘t’ value was 33.72 which is significant at p≤0.05 level. Hence H1 was retained at p≤0.05 level. The mean score in experimental group was 3.5±0.79 and mean score in control group was 6.1±0.65. The ‘t’ value was 15.66 which was significant at p≤0.05 level. Hence H2 was retained at p≤0.05 level. There was a significant association between educational status and pain among post caesarean mothers in experimental group. Hence H3 was retained at p≤0.05 level. There was no significant association between demographic variables and pain among post caesarean mothers in control group. Hence H3 was rejected at p≥0.05 level. Hence Hand and Foot Massage is one of the alternative and complementary therapies, which is simple, safe and cost effective and found to be effective in reducing pain after caesarean section and also promotes psychological wellbeing of the mother.

This study used a Two Groups, Random Selection Experimental Design to improved academic performance of Grade 9 learners of Silanga National High School Catbalogan City using Cloze Test Pocket Worksheet in Science. Its purpose was to seek answers to the following questions: (1) What is the pretest mean scores between the control and experimental group? (2) What is the posttest mean scores of the control and experimental group? (3) What is the mean gain scores of the selected experimental group before and after the conduct of the study? Based on the result, the following findings were formulated; (1) The pretest mean scores of the subjects using Cloze Test Pocket Woksheet and the pretest mean scores of those who did not used do not differ significantly. (2) The post-test means scores of subjects who were were using Cloze Test Pocket Woksheet and the posttest mean scores of the subjects who were not using Cloze Test Pocket Woksheet differ significantly. (3) There is a significant difference between the mean gain scores of the two groups of samples – experimental and control groups. The experimental group who used Cloze Test Pocket Woksheet performed significantly higher than the control group who were not using the Cloze Test Pocket Woksheet. Based on the findings cited, it is concluded that the developed material in reviewing Science can improve learners’ mastery of the concepts. Though the results of this study showed that learning took place in both groups, the subjects who were assessed by Cloze Test Pocket Worksheet performed significantly better than the subjects who did not use the material.

Background: Children often suffer from various stressors and strains, and parents and teachers must know about the complexity of their kids. It is also the responsibility of parents and teachers to provide them with a completely healthy environment that is psychologically satisfying and socially acceptable. The mean post-test attitude scores of primary school teachers on early detection and management of behavioural and emotional problems of children will be significantly higher in the post-test of the experimental group than those of the control group as measured by the Attitude of Teachers towards Students with Behavioral problems (ATSB scale).Objective: The study was conducted to assess the effectiveness of the Structured Teaching Module in changing the attitude of primary school teachers towards early detection and management of behavioural and emotional problems in students.Materials and methods: A quantitative evaluative research approach was employed with a true experimental, pre-, and post-test research design. The sample consisted of 50 teachers in the experimental and control groups (n=100), selected using a simple random sampling technique.Results: In the experimental group, the mean attitude scores of post-test two (A3) 169.62± 15.8, post-test one (A2) 148.78±18.432 were significantly higher than the pre-test (A1) mean knowledge score 83.76±4.47. In the control group attitude scores of post-test two (A3)83.53±6.24, post-test one (A2) 83.60±5.167 was higher than the pre-test mean score (A1) 83.6±5.17. There was an increase in the mean attitude scores in the experimental group (85.86%). In the control group also there was an increase (0.07%), which was minimal. The difference in mean percentage of the experimental and the control group is 40.04%.Conclusion: The Structured Teaching Module was effective in developing a positive attitude toward the behavioural and emotional problems of primary school students among teachers.

This mixed methods study aims to determine the effects of the developed Gradual Release of Responsibility Instructional Model (GRRIM) learning module on the academic achievement of Grade 9 students in Geometry. The topic chosen for the module development is one of the students’ identified least learned competencies, particularly in parallelograms and their properties. The study participants were five (5) module development experts and 110 students grouped into control and experimental groups. The control group was exposed to DepEd SLM, while the experimental group was exposed to GRRIM LM. Data were analyzed using thematic analysis, mean, independent samples t-test, and ANCOVA. The results of the thematic analysis of the focus group discussion revealed a module’s characteristics that embody the GRRIM approach’s different stages. Furthermore, findings indicated that after the intervention, the experimental group’s post-test mean scores were found to be at a moderate level. In contrast, the control group remained at a low level. Finally, the study revealed that when pre-test mean scores were treated as a covariate, there was a significant difference in the post-test mean scores between the control and experimental groups. The findings revealed that the students exposed to GRRIM LM performed better than those exposed to DepEd SLM.

In this study, it was aimed to determine the effect of project-based education on children's early literacy skills. Experimental design with pretest-posttest control group was used in the research. The study group of the research consisted of a total of 36 children in the experimental (n: 18) and control (n: 18) groups, who attended independent kindergartens affiliated to the Ministry of National Education in the city center of Afyon, which were randomly selected from the population. As a data collection tool in the study, the "General Information Form" developed by the researchers to collect personal information about children and families (gender, number of siblings, duration of pre-school education, parents' ages, educational status, occupation) and to evaluate early literacy skills the “Test of Early Literacy” (TEL) developed by Kargın, Güldenoğlu and Ergül (2015) were used. A project-based education program was applied to the children in the experimental group, 3 days a week for 8 weeks. A statistically significant difference was found between the pre-test and post-test mean scores of the children in the experimental and control groups from all of the TEL and its sub-dimensions, in favor of the scores they got from the posttest. Due to the positive change in the experimental and control groups, the pre-test and post-test score differences of the children in the experimental and control groups were compared. As a result of the comparison, a statistically significant difference was found in favor of the experimental group.

The research aims is to describe the problem of writing ability in junior high school needs to be done to observe the development of students'' learning difficulties incurrent writing skills. The type of research is a class action research descriptive quantitative. population of this research is class VIII at Junior High School state Hutabayuraja. Based on the results of the pre-test, the pre-test mean score was 39,66 and the mean score in the post-test was 86,43. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to writing skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Consequently, these data which had been analyzed answered the first research question that using storytelling can improve student writing ability at Junior High School state three Hutabayuraja at class eight. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 39,66 to 86,43.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught with out story telling technique.The data also showed that students felt that vocabulary mastery technique could help them in writing.

Objective: This study was conducted to evaluate the effect of pre-clinical structured empowerment education of intern nursing students on self-confidence and anxiety in clinical decision-making, pediatric clinical comfort and perceived anxiety, and perceived pediatric nursing competency. Material and Methods: A quasi-experimental study design was used. A total of 64 nursing students (experimental group = 32; comparison group = 32) participated in the study. Before the clinical practice, a program that consisted of six scenarios, whose learning goals were structured, and in which pediatric skills were supported, was applied to the intern students in the experimental group for two days. The data were collected using a Student Descriptive Information Form, the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, the Pediatric Nursing Competency Scale, and the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, which were applied as a pretest and posttest. The mean pre-test and post-test scores of both groups were compared. Results: There was a difference in favor of the intervention group in the worry sub-dimension of the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool (p0.05). There was a significant difference between the mean scores of the experimental and control groups on the Pediatric Nursing Competency Scale in favor of the intervention group (p