The Effectiveness of Robotics Intervention Strategy (RIS) among Robotics Elite Members

Introduction. Global education initiatives championed by organizations such as UNESCO, the Council of Europe, and the International Association of Universities (IAU) emphasize continuous professional development for educators as the cornerstone of quality education. In line with these initiatives, implementing academic supervision models in early childhood education settings, such as kindergartens, is important in improving teacher performance. Academic supervision is a key mechanism for improving teaching practices, ensuring educators can meet the demands of an increasingly complex educational environment. This study aims to evaluate the effectiveness of an academic supervision model in improving kindergarten teachers' performance, focusing on the changes observed before and after the implementation of this model. As such, this study contributes to the ongoing global discourse on improving the quality of education through targeted professional development strategies. Study participants and methods. The study involved six kindergarten teachers selected through purposive sampling. Data was collected using pretest and posttest evaluations, measuring teacher performance before and after implementing the academic supervision model. Descriptive statistics, t-tests, and Wilcoxon Signed Rank tests were used for data analysis. The normality of the data was assessed using the Shapiro-Wilk test. N-Gain scores were calculated to determine the relative improvement in performance. KEYWORDS Results. The essence of the pedagogical model used in this study is to improve teacher performance through academic supervision focused on continuous professional development. Improved performance was seen through a comparison of pretest and post-test mean scores; scores increased from 16.33 to 28.33 with a higher variance value (0.667) on the pretest, meaning that pretest scores had a greater spread, indicating that teachers' performance levels were initially highly variable. After implementing the model, the lower variance (0.267) in the posttest indicates that teacher performance scores became more uniform and concentrated at higher scores. This indicates that the academic supervision model effectively improved teacher performance through a t-test with a significance value of 0.000 (p < 0.05), indicating a significant difference between the pretest and post-test scores. The t-test and Wilcoxon signed rank test confirmed that the difference between pretest and posttest scores was statistically significant, further validating the effectiveness of the supervision model. N-Gain analysis, with an average score of 0.8772, highlighted significant and measurable improvements in teacher performance after implementing the academic supervision model. Conclusion. This study confirms the effectiveness of the academic supervision model in enhancing teacher performance. The model improved individual teacher competencies and ensured a uniform teaching quality across the board. These findings suggest that implementing academic supervision consistently could serve as a strategic approach for professional development in educational settings.

The purpose of this preliminary study (N 13) was to investigate the impact of response shift in quality of life for cancer patients undergoing surgical resection with resultant permanent colostomy. Response shift was measured using a "then-test" approach. Quality of life was measured using the 36-Item Short Form Health Survey version 2 (Japanese version). Baseline data (pretest scores) were collected before surgery when subjects completed the 36-Item Short Form Health Survey. Two months after the surgery, subjects were asked to respond again to the 36-Item Short Form Health Survey to assess their postsurgery quality-of-life (posttest score) level and their presurgery quality-of-life level (then-test score). Norm-based scoring for pretest, posttest, and then-test scores for each of the 36-Item Short Form Health Survey domains was calculated. Response shift was assessed by the difference between pretest and then-test scores and effect size. Findings revealed that a moderate but significant response shift was observed in the bodily pain domain. A small response shift was observed in the role physical and vitality domains. The then-test score was higher than the pretest score. The same trend was observed in all other domains except general health. The results indicate that the unit of comparison in the subjects was changed by surgery. Knowledge of these phenomena would allow a better understanding of quality of life of these subjects.

Millions of children live in the streets of cities scattered all over the world. In 2004, out of the total juveniles, the share of homeless children who were involved in various crimes was just 7.5 percent. Life skills refer to the competencies that an individual needs for sustaining and enriching life. WHO (1993) accordingly life skills are defined as “abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life”. Various psychosocial factors and skill deficits leads to low self-esteem, poor communication skills and problem solving skills, poor decision making skills and lack of assertiveness were found to be linked with delinquency, school dropouts, smoking, drug abuse, teenage pregnancy, suicidal thoughts and health problems. Learning of life skills essentially help to promote mental wellbeing. This study was conducted to evaluate the effectiveness of Life Skills Training package (LSTP) on Life Skills, Self Esteem, Quality of Life and Academic Performance of children residing in selected orphanages This study adopted a Quasi-experimental Pretest-posttest control group design. The present study was conducted at Sri Kanyakumari Gurukulam Girls Home, Alamelupuram, Karunkulam, Tamil Nadu and Rehoboth Happy girls Home, Nagercoil, Tamil Nadu. Children with age twelve years to eighteen years old comprise the sample for the present study, totally 20 girls were selected randomly, 10 from each orphanages were assigned to experimental group, and control group. Data was collected using Socio-demographic data sheet, Life Skills Scale, Vranda MN, (2007); Rosenberg Self-Esteem Scale, Rosenberg, M. (1965); WHOQOL- BREF-26 and Academic record of the children. In the experimental group the Mean and SD of the pretest score in LSS 384.4±35.3 indicates that children have low life skills whereas after the LSTP the post test score 441.2±52.1 revealed higher life skills and in the control group the pretest score in LSS 314.9±35.1 and post test score was 315.6±30.1 indicates lower life skills. Higher scores in the experimental group showed mastery over the life skills among children in orphanages In the experimental group the Mean and SD of the pretest score in SES 16.9±3.4 where as in the post test score it was 20.1±3.4 revealed higher scores, Higher self-esteem and in the control group the pretest score was 13.9±2.9 and the post test score was 14.8±2.7. In the experimental group the Mean and SD of the pretest score in QOL was 94.7±12.9 after the LSTP intervention higher score 100.6±13.9 denotes that higher quality of life and in the control group the pretest score was 77.7±7.3 and the post test score was 74.8±6.2 Between group comparison revealed that the total score of life skills, there is significant difference (p<0.001) at all the levels of assessments (pre, post-I, II, III, IV) of the children between experimental and control group. With respect to self-esteem except pre test scores (p<0.05), and post assessments were found to be significant (p<0.001). The total score of quality of life have significant difference (p<0.001) at all the levels of assessments (pre, post-I, II, III, IV) between experimental and control group. In this present study the finding revealed a significant improvement in the Life skills, Self-esteem, Quality of life for the children in experimental group who attended the Life Skills Training Package.

BackgroundWorkshops are the most common models to enhance knowledge and skills in a specific subject area with an intent to explore, solve a problem and/or innovate new things. The most important aspect of a workshop is the transfer of knowledge in a safe learning environment as a faculty development activity (FDA). At International Medical University (IMU), Malaysia’s first private medical university which was established in 1992, Faculty Development Programmes (FDPs) are run throughout the year in order to enhance the knowledge and skills in teaching and assessment. In order to sustain this faculty development, IMU has a dedicated medical education unit called the IMU Centre of Education (ICE) with dedicated staff and respected faculty developers who are academic role models to the faculty of the institution. However, FDA are collaboratively run by ICE and IMU Centre for lifelong learning (ICL).ObjectivesTo determine the immediate impact of faculty development workshops for health professionals in teaching schools of IMU to enhance the teaching and assessment abilities of the faculty.MethodologyA retrospective quantitative research design was developed to collect data from multiple standard setting workshops using a 3-point Likert scale. A 20 items questionnaire as a pretest from the participants with and without the prior reading of online posted reading materials. An interventional hands-on workshop and a post-test score, using the same 20 items questionnaire, followed the workshop intervention. A collated quantitative data were gathered from a sample of 139 participants attending the standard setting workshops. Data were analysed using paired t test, one-way ANOVA and ANCOVA with effect size in SPSS version 24.ResultsA mean difference between pretest and post-test score was significant at t (138) = 92.24, p < 0.01. A barely significant difference of mean scores between pre-read, partially read and not-read participants was found at F (1, 136) = 9.402, p = < 0.05 and η2 = 0.121 by one-way ANOVA. A post-test difference of the mean scores across those read, partially read and not-read for reading materials on a controlled pretest score determined by one-way ANCOVA remained non-significant at F (1, 136) = 0.240, p = 0.787 associated with a practical effect size = 0.4% only.ConclusionA significant difference of the mean pretest and post-test score within the group was also significant between the groups. A post-test score, controlling on pretest score, was found not significant and is suggestive of an effectively delivered workshop for all participants. As a practical guide, a 7-step plan is recommended to ensure immediate impact of FDP. Majority of the participants rated the workshop as good in terms of content, organisation, delivery and usefulness. A high percentage of survey respondents reported that similar workshops to be offered in future.

This was a research report on developing students’ vocabulary through watching English cartoon films. The objectives of this research were to develop students’ vocabulary and students’ responses on learning vocabulary through watching English cartoon film at SMP BHAKTI, Jakarta. This research used classroom action research (CAR) method in which the students consisted of 23 eighth graders of SMP BHAKTI, Jakarta and comprised15 males and 8 females. To collect the data the researcher used test and non-test techniques. The test technique was realized in pre-test and post-test; while the non-test one was in questionnaire, observation sheet, and diary notes. Based on the test analysis results, it was found that the mean score of the pretest, post-test in Cycle 1 and 2 were 60.73 points, 80.86 points, and 90.00 points respectively. The gain between the post-test and pre-test scores in Cycle 1 was 33.14% and the gain between the post-test in Cycle 1 and post-test scores in Cycle 2 was 11.30%. The gain between pre-test and post-test scores in Cycle 2 was 48.69%. Therefore, it can be concluded that watching English cartoon films could develop the eighth graders’ vocabulary of SMP BHAKTI, Jakarta. Besides, based on the questionnaire, observation sheet, and diary notes analysis results, it was revealed that students agreed that watching English cartoon films was a good strategy to develop their vocabulary. The conclusion is that watching English cartoon films can develop students’ vocabulary.Keywords: English cartoon films, vocabulary, action research

Introduction Ebolaviruses are negative-stranded RNA viruses in the Filoviridae family. They are transmitted to humans through direct contact with the bodily fluids of infected individuals or animals, and they cause severe and often fatal hemorrhagic fever, with mortality rates ranging from 25% to 90%, depending on the outbreak and available healthcare resources. These viruses cause severe systemic disease with high mortality rates. Given the infectious nature of Ebola and the critical role of healthcare providers in managing outbreaks, educating nursing students on the virus's transmission, prevention, and treatment is essential. Enhancing the knowledge of future healthcare professionals can improve healthcare system preparedness, ensuring effective response during outbreaks and reducing the virus's impact. Methodology A quasi-experimental one-group pre-test post-test design was utilized to assess the effectiveness of a planned teaching program on Ebola virus knowledge among nursing students. A simple random sampling technique was employed to select participants from nursing colleges in Navi Mumbai. The teaching program, which covered Ebola virus transmission, prevention, and treatment, was administered to the selected students. A pre-test was conducted to assess baseline knowledge, followed by the teaching intervention, and a post-test was performed to measure knowledge gains. Data were analyzed using frequency and percentage distribution and paired t-tests to compare pre-test and post-test scores. Results A study was conducted with 50 second-year Bachelor of Science in Nursing students from MGM College of Nursing, Navi Mumbai, to assess the impact of an educational intervention. Participants included 41 females (82%) and nine males (18%), with most living in nuclear families (38 (76%)) and urban areas (45 (90%)). Before the intervention, the pre-test showed that participants' knowledge levels varied: 10 (20%) had average knowledge, eight (16%) had poor knowledge, and 32 (64%) had good knowledge. After the intervention, there was a marked improvement: 32 participants (64%) exhibited excellent knowledge, 16 (32%) had good knowledge, and only two (4%) remained at the average level. This shift highlights the effectiveness of the intervention in enhancing participants' understanding. Statistical analysis using paired t-tests confirmed a significant increase in knowledge, with no notable associations between demographic variables and pre-test scores. Conclusion The study concluded that the planned teaching program significantly enhanced the knowledge of nursing students regarding Ebola virus infection. A notable improvement was observed in the post-test, with most students demonstrating excellent and good knowledge compared to average and poor knowledge levels in the pre-test. These results suggest that targeted educational interventions are effective in improving healthcare students' understanding of critical infectious diseases like Ebola. Furthermore, no significant associations were found between demographic variables and pre-test knowledge scores, indicating that the teaching program effectively reached all students. The findings underscore the importance of incorporating such teaching programs into nursing curricula to prepare students for managing future public health challenges.

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

IntroductionA Malaysian Higher Education Provider has applied technology as part of its pedagogical approach, in alignment with Education 4. 0. The use of simulation, which aligns with the principles of Education 4.0, employs digital technologies and supports learning by bridging the classroom and the clinical areas. We reported the effectiveness of learning in our program that utilizes multimodal pedagogy, including interactive lectures, pre-recorded video lectures, simulation, and hands-on supervised clinical sessions, using the program's cumulative assessment data.MethodologyThis program evaluation was based on Kirkpatrick's framework. End-points for learning (Kirkpatrick level 2) were analyzed based on improved overall post-test theoretical and clinical assessment performance. Quantitative data analysis of theoretical pre-test, theoretical post-test, clinical assessment, and post-test scores was performed to compare cohorts.ResultsThe performance of 19 trainees, over six cohorts from 2012 to 2019, were analyzed. All our trainees had equal opportunities to learn using the multimodal pedagogy, including a simulator. The analysis of pre- and post-theoretical test scores showed a significant improvement in the mean scores (pre-test 48.7% (± SD 9), post-test 64.1% (± SD11.5); p ≤ 0.001). Overall, 19 out of 21 trainees completed the clinical assessment and case presentation satisfactorilyConclusionThe Kirkpatrick framework served as a useful framework to perform the evaluation of the TEE program. The significant improvement in post-test scores, when compared with pre-test scores, suggested that the program is effective with regard to learning. As part of a multimodal pedagogy, simulation has proven to be an added value to our training program, and this was reflected by the improvement in the clinical assessment scores when compared to the pre-test scores. This result aligned with the concept of technology-enhanced learning in Education 4.0, where simulation in TEE training is applicable in the Malaysian context.

This study evaluates the effectiveness of Social Skills Training (SST) on improving social interactions and reducing psychological symptoms in individuals with schizophrenia by comparing pre-test and post-test scores of control and experimental groups. The quasi-experimental research, using a static group comparison design, involved five male post-hospitalized schizophrenia patients aged 19-40 in Nganjuk Regency. The experimental group received SST, while the control group did not. Results from paired sample t-tests indicated no significant change in the control group but showed significant improvement in the experimental group, with post-test scores significantly lower than pre-test scores (p &lt; 0.05). Independent sample t-tests confirmed no significant difference in pre-test scores between groups, but post-test scores revealed significant differences, affirming SST's positive impact. The SST intervention, comprising sessions on communication, friendship, joint activities, handling difficult situations, expressing opinions, and family psychoeducation, significantly enhanced social skills and reduced negative responses. These findings highlight SST as an effective intervention for individuals with mental health issues, promoting better social interactions and reducing relapse rates, thereby supporting its integration into therapeutic practices.

Evaluation of a caregiver education program: home oxygen therapy for infants.

Chewing gum is thought to increase focus via a reduction in stress and anxiety. Chewing gum contributes to success by improving short-term memory. This study was conducted to determine the effect of chewing gum on stress, anxiety, depression, self-focused attention, and exam success. A randomized controlled trial was conducted with a total of 100 students. In the long-term (19days) and short-term (7days) chewing gum groups, the pretest scores of depression, anxiety, and stress were significantly higher than the posttest scores. Although the posttest scores on the self-focused attention subscale were higher than the pretest scores in long-term chewing gum group, there was no significant difference between the pretest and posttest scores in this group. The academic success mean scores of the long-term experimental group students were higher than those of the other groups. Students are recommended to chew gum before exams in order to overcome exam stress and to enhance exam success. However, chewing gum is not recommended in the long term for students who have difficulty focussing their attention.

The self-medication of analgesic drugs by elderly prospective hajj pilgrims in Indonesia requires better education to enhance understanding of safe and rational drug use, thus reducing the risk of side effects. Therefore, the research aimed at providing education to increase the knowledge of prospective Hajj pilgrims. The purpose of this study is to analyze the effects of providing video education on the knowledge level of self-medication with analgesic drugs among prospective Hajj pilgrims in the city of Batu. This study is an pre-experimental research using a one-group pretest-posttest design on 21 prospective hajj pilgrims in the Batu District, Batu City. The sampling was conducted using a purposive sampling method. Data were obtained through questionnaires administered to respondents both before and after the intervention. The analysis of the impact of video education on the knowledge of prospective hajj pilgrims about self-medication with analgetic drugs was performed using the Wilcoxon signed-rank statistical test. After being given education, there was a significant increase in the respondents knowledge about self-medication with analgetic drugs, rising from 19.04% having good knowledge previously to 90.47% after the video education session, with the Wilcoxon test results indicating a significant difference between the pretest and post-test scores; the relatively low z-score (-3.794) and very low p-value (0.00) indicate that the ranking for the group with post-test scores is higher, signifying a significant improvement, thus post-test scores are better than pretest scores.

This study was an attempt to evaluate and describe the utilization of localized learning materials as supplement to learning the receptive skills in English as a Second Language with contributory factors such as the respondents’ age, sex, strand and grade point average. The research utilized a combination of quasiexperimental pretest and posttest study design and descriptive method of research. Data were collected using researcher-made questionnaires for the pretest and posttest for both the localized and nonlocalized learning materials. The respondents of the study were the 120 English Language Learners from a Senior High School in Nueva Ecija, Philippines. It was also supplemented by an intervention in the form of instruction to further strengthen the validity of the instruments used. For the Localized Learning Material, the respondents’ performance during the pretest was identified under the Intermediate level. However, after taking the posttest, the respondents reached the Upper Intermediate level. In contrast, for the Nonlocalized Learning Material, both the pretest and posttest scores reveal that the respondents are still on the same level, which is the Intermediate level. Significant relationships were established between the respondents’ profile and receptive skills. Significant differences were also noted between the Pretest Scores and Posttest Scores when using Localized and Non-Localized Learning Materials, as well as between the Pretest and Post Test Scores using Localized and Nonlocalized Learning Materials when grouped according to Strand.

This investigation examines whether foreign language (FL) students learn cultural information embedded in videos. Fifty beginning French students participated. They viewed eight targeted videos as part of their multimedia-based curriculum. A pretest and a posttest assessed long-term gains in overall cultural knowledge and in the learning of little “c” culture (practices) and big “C” culture (products). Eight postvideo tests measured short-term retention of culture in each of the eight videos. Oral dialogues tested students’ ability to interact culturally appropriately in a communicative setting. A questionnaire analyzed student perceptions of cultural learning. From pre- to posttesting, results indicated a significant gain in overall cultural knowledge. Posttest scores were significantly higher than pretest scores. Pretest and post-test scores were significantly higher for little “c” than for big “C.” On the postvideo tests, measuring short-term retention of culture, there was no significant difference between types of culture retained. Regarding oral performance, students performed culturally appropriately more than 60% of the time. Students perceived that the videos contained more little than big “C” culture and that they learned more little “c.” Results support using video as an effective technological tool for presenting culture in the FL classroom.