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This paper focuses on ‘Activity Based Learning’ (ABL) that helps students acquire the interview skills at graduation level. The main aim of this quantitative study was to see how Activity Based Learning (ABL) helped low and high achievers in Bachelors of Technology (B. Tech.) course to improve their interview skills. For the research, 40 students were chosen at random from III B. Tech. classes and were divided into experimental and control groups (20 students + 20 students). To measure the extent of interview performance among the participants an achievement test was devised and was given twice, once as a pre-test and once as a post-test. Primarily, the pre-test was used to show that with respect to pervious knowledge of interview skills, both the groups were similar. Later, Activity Based Language Teaching method of instruction to the experimental group and traditional language teaching method of instruction to the controlled group were adopted. The post-test was given at the conclusion to assess the students’ progress. The researchers employed the independent sample t-test to see if mean scores’ difference between the groups was significant at the 0.05 level. In the post test, the experimental group outscored the control group demonstrating that ABL is an effective approach in improving students’ interview skills. The results suggest that the ABL method significantly develops and improves the interview skills of students when used in the classroom. [ABSTRACT FROM AUTHOR]

Background: Intimal hyperplasia is the response to endothelial injury. Platelet-derived growth factor is released early and favors the formation of intimal hyperplasia. Although multiple treatments, from open surgery to endovascular techniques, have been used they remain controversial. There is currently interest in developing pharmacological strategies to address this pathology. Local vascular inflammation induced by vessel barotrauma generates intimal hyperplasia due to mechanical stress over the venous endothelium. Cilostazol is a selective phosphodiesterase type 3 (PDE3) selective inhibitor with a regulatory effect over intimal hyperplasia. The objective was to investigate cilostazol's role in inhibiting smooth muscle cell proliferation due to changes in the expression and release of PDGF-BB isoform and the effect on developing IH using an experimental model of vascular barotrauma (balloon-induced injury model). Methods: We included 12 New Zealand rabbits. The balloon-induced injury model (BIIM) and experimental group cilostazol (20 mg/kg/day) included 6 rabbits each. Contralateral veins from 6 rabbits used in BIIM model has been taken as control group. We measured and compared the expression of PDGF-BB and the development of IH. A pathologist board chooses a PDGFRα antibody to localized its expression by immunohistochemistry analysis. Subsequently, using an automated immunohistochemical staining machine, the PDGFR expression was evaluated using a Zeiss Primo Star 4 light microscope. Results: The measurement obtained in the intimal layer was: 126.12 μm2 in the CG, 232 μm2 in the BIIM group, and 178 μm2 in the EG. A statistically significant difference was observed. Baseline serum concentrations of PDGF-BB in the BIIM group were 0.22 pg/mL. At 12 h 0.42 pg/mL, and 0.17 pg/mL at seven days. In the experimental group, the basal levels were 0.33 pg/mL. With the use of cilostazol, a lower peak was obtained at 12 h (0.08 pg/mL). This difference was statistically significant. Conclusions: Cilostazol induced a significant reduction of IH caused by barotrauma in the venous endothelium, which correlates with decrease in the PDGF-BB in serum. This could be attributed to the pharmacologic effect on PDGFR expression. [ABSTRACT FROM AUTHOR]

This study focuses on investigating the integration of project-based learning with computational thinking (PjBL-CT) skills to enhance students' proficiency in learning mobile programming. The findings of the model provide an evaluation of cognitive aspects, affective aspects in the form of 4C soft skills, and psychomotor aspects. To measure the effectiveness of the model, we will test the differences in the quality of student learning outcomes between two groups: the control group and the experimental group. The cognitive test results showed a value of 80.85 for the experimental class and 73.21 for the control class. For the assessment of soft skill 4C, student creativity aspects are superior to other aspects. Whereas for aspects of enhancing the project's value, an important finding from the results obtained is the signifi- cant improvement in the quality of learning by incorporating computational thinking into the problem-based learning (PBL) model. [ABSTRACT FROM AUTHOR]

This study investigated the utilization of visual communication in e-learning within higher education institutions, commencing with the formal initiation of the e-learning program in March 2020 and extending through September 2022. The researchers utilized Bloom’s taxonomy framework to assess the effectiveness of hybrid learning approaches in practical education, focusing on knowledge, skills, and competencies. This study used an experimental methodology to examine the potential advantages of utilizing e-learning platforms for visual communication students in their acquisition of applicable materials. In their empirical study, researchers tracked two groups of twenty students: experimental and control. The results revealed that there was statistically significant improvement for the experimental group after the changes were implemented, which suggests that the methods used were effective. Therefore, scholars must dig further into these questions and design novel approaches to e-learning if it is to become a standard teaching method, especially in higher education.

The present study aimed to examine the effect of cooperative learning (CL) on students' social self-efficacy and self-esteem in Social Studies classrooms. A pretest-posttest equivalent group design was deployed involving a sample of 100 students (N=50 control and N=50 experimental) in 7th grade from a public secondary school in District Mansehra, Pakistan. Student Team Achievement Division (STAD) based treatment was provided to the experimental group for eight weeks using 15 lessons from a Social Studies textbook. The control group was taught the same material through the traditional teaching method for the same duration. Social self-efficacy and self-esteem scales were administered before and after the treatment. Effect size and percentile points gain were used as statistical tools to compare the effect of CL. The analyzed data revealed that students of the experimental group (high-achievers, average-achievers, and low-achievers) exhibited higher social self-efficacy and self-esteem levels than those of the control group. Furthermore, the percentile gain for average and low achievers was no more or less than that of high achievers. The study results indicate that CL is an effective intervention for maximizing students' social self-efficacy and self-esteem across diverse achievement levels, emphasizing the need for its widespread implementation to promote inclusive and supportive educational environments. [ABSTRACT FROM AUTHOR]

Copyright of Sports Science & Health / Sportske Nauke i Zdravlje is the property of Pan-European University Apeiron and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to investigate the competencies of 42 preservice science teachers from a rural university in crafting scientific investigations while utilising the constructivist learning theory as its theoretical foundation. Employing an explanatory sequential design, the research initially collected quantitative data through a pre-test, followed by an intervention in the experimental group, succeeded by a post-test phase. In order to enrich the quantitative findings, qualitative data in the form of student responses were analysed, offering a more comprehensive understanding of the preservice teachers' proficiency in experimental design. Within the control group, no statistically significant variance emerged between the pre-test and post-test rankings, Z = −1.3, p = 0.190. In contrast, the experimental group exhibited noteworthy divergence. The Wilcoxon signed-rank test unveiled a substantial upsurge in post-test rankings when juxtaposed with the pre-test standings, Z = −4, p < 0.001. The qualitative data revealed that preservice teachers manifested a lack of familiarity with comprehension of the variables, strategies for ensuring investigation validity and reliability, and a coherent approach to gauging intervention impact. Emphasising the significance of these revelations, the study suggests plausible pathways for addressing these knowledge gaps via collaborative interventions, thus striving to effectively bridge the identified disparities. [ABSTRACT FROM AUTHOR]

This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA.

This study aimed to analyze the effects of a 5 min virtual reality training program (VR) on dynamic balance in tennis players. Fifty-eight college tennis players (mean age 22.9 ± 3.1 years, weight 73.9 ± 10.8 kg, height 176.6 ± 8.4 cm) were allocated to either the control group (placebo) (CG, n = 20) or the right-handed experimental group (RTG, n = 20) and left-handed experimental group (LTG, n = 18), both of which took part in the 5 min VR intervention program. Pre-tests included anthropometric measures and the Y Balance Test (YBT), and the post-test was the Y Balance Test (YBT). Three YBT trials were performed in anterior (ANT), posterolateral (PL), and posteromedial (PM) directions. After the training intervention, in the right-handed experimental group (RTG), significant differences were observed for two variables: anterior reach (right foot) (p = 0.00) and posterior medial reach (right foot) (p = 0.03). In other analyzed variables, there were no significant differences. Additionally, the effect size was small. In the left-handed experimental group (LTG), statistically significant improvements were identified in five out of six analyzed variables: anterior reach (left foot) (p = 0.00), posterior medial reach (left foot) (p = 0.00), posterior lateral reach (left foot) (p = 0.00), posterior medial reach (right foot) (p = 0.00), and posterior lateral reach (right foot) (p = 0.00). The effect size ranged between small and medium. No significant changes were observed in the control group (CG) after the training intervention. Moreover, for all variables, the time*group interaction is determined. Anterior reach (left foot), posterior medial reach (left foot), posterior medial reach (right foot), and posterior lateral reach (right foot) showed significant interactions (F = 3.04, p = 0.05; F = 3.50, p = 0.03; F = 6.08, p = 0.00; and F = 4.69, p = 0.01). The outcome of this study leads us to a further understanding that if a player were to partake in VR activity, it could show a positive effect on their dynamic balance performance. [ABSTRACT FROM AUTHOR]

The purpose of the study. To describe a pedagogical experiment for the research work “Pedagogical conditions for the formation of communicative competencies in the digital educational environment of a Russian university (in the preparation of students from foreign countries)” on the example of the introduction of an interactive pedagogical website into the digital educational environment. The intended goal defined the tasks: 1) define the concept of pedagogical experiment; 2) state the essence of the subject of the experiment; 3) make a scientific description of the experiment. In pedagogical science, it is definitely not possible to conduct an experiment for a number of psychological and physiological reasons. To get a more accurate result, you need to use different methods. This research article presents two types of pedagogical experiment.Materials and methods. To define the concept of pedagogical experiment, we studied the works of A. Leontiev on active mind, O. Borovkova on the problem of experience in historical science, V. Zagvyazinsky and V. Slastenin on methodology, methods and the importance of didactic research. They turned to the philosophical encyclopedia and the vision of the modern philosopher E. Loone about the futility of conducting an experiment in the presence of a documentary source, although F. Bacon considers the pilot experiment to be extremely important and fundamental, and his thought served as an epigraph to the article. They turned to the psychological dictionary and noted that the experiment is defined as cognition. Having proved the effectiveness of teaching the introduction of information technologies in pedagogical conditions, we found out, analyzing the work of V. Krutetsky, what abilities a modern teacher should have. We stopped at the criteria of A. Sidenko’s pedagogical experiment. Using the methods of observation, description, analysis and survey, we described in the article a search and verification experiment using the method of concomitant changes. In addition, an experiment was conducted with two groups: experimental and control.Results. A pedagogical experiment cannot be as accurate as in fundamental science, so the value of the article lies in a detailed description of the pedagogical experiment. Different methods were used: concomitant changes, where the principle is causation, and a parallel method, where the effectiveness of the interactive pedagogical website was tested by comparing the results of the two groups. Conclusion. The author of the article proved that the pedagogical experiment must be carried out in different ways in order to bring its results closer to the most accurate ones. Our experiments, the results of which are reliable, have proved the effectiveness of using an interactive pedagogical website in preparing foreign students for studying at Russian universities.

The study aimed to investigate the competencies of 42 preservice science teachers from a rural university in crafting scientific investigations while utilising the constructivist learning theory as its theoretical foundation. Employing an explanatory sequential design, the research initially collected quantitative data through a pre-test, followed by an intervention in the experimental group, succeeded by a post-test phase. In order to enrich the quantitative findings, qualitative data in the form of student responses were analysed, offering a more comprehensive understanding of the preservice teachers’ proficiency in experimental design. Within the control group, no statistically significant variance emerged between the pre-test and post-test rankings, Z = −1.3, p = 0.190. In contrast, the experimental group exhibited noteworthy divergence. The Wilcoxon signed-rank test unveiled a substantial upsurge in post-test rankings when juxtaposed with the pre-test standings, Z = −4, p < 0.001. The qualitative data revealed that preservice teachers manifested a lack of familiarity with comprehension of the variables, strategies for ensuring investigation validity and reliability, and a coherent approach to gauging intervention impact. Emphasising the significance of these revelations, the study suggests plausible pathways for addressing these knowledge gaps via collaborative interventions, thus striving to effectively bridge the identified disparities.

This article presents a pilot experiment on subjects from three Social Sciences degrees at two public Andalusian universities. The aim is to analyze the teaching guides and their presentation to students as a means of communicating with them, primarily through the video format instead of the conventional written format. To this end, attractive, clear and relatable video teaching guides have been developed to present to students, aware of the success of short videos dominating digital social networks, especially among younger age groups. A knowledge test was given to 99 students on the subject contents, as well as a satisfaction test; the following information was processed through the SPSS program. The main conclusion is that students have a high degree of satisfaction and a better knowledge of the new video guide format than the conventional written model. Received: 21 July 2022 Accepted: 20 June 2023

The objective of this study is to perform a meta‐analysis of published data on the effects of active learning on Asian students' performance in science, technology, engineering, and mathematics (STEM) subjects. This comprehensive meta-analysis study includes a systematic review of papers related to various active learning approaches and instructional methods such as collaborative learning, experiential learning, discovery-based, group-inquiry-based, problem-based and activity-based learning, specifically the effects these approaches have on Asian students' performance in STEM-related subjects. The Scopus electronic bibliographic database was searched with search terms and dates to identify and extract the relevant studies that met pre-stated inclusion criteria. A main criterion for inclusion of studies in this meta-analysis were Asian students' exposure to any active learning intervention in STEM-related subjects. Studies that fulfilled the inclusion criteria were processed for data extraction. A total of 2810 full‐text peer reviewed papers published from 2000 to 2020 were analyzed and 38 papers met the inclusion criteria established for the meta-analysis. Effect sizes between experimental (n = 2230) and control groups (n = 2510) were calculated using means and standard deviations which were collected and summarized for a comprehensive and systematic review based on the compiled data. Using means and standard deviations from the studies, a moderately large effect size (ES = 0.6596) was detected. Analysis of the pre-post effect sizes demonstrated a significantly higher mean effect size thereby indicating a positive effect of active learning on Asian students' performance in STEM subjects. Findings from the meta-analysis in this study provide a comprehensive understanding of the effects of active learning on Asian students' performance in STEM subjects. Finally, the significance and relevance of these findings for future research directions are discussed. [ABSTRACT FROM AUTHOR]

Science process skills are considered the basics of scientific inquiry and critical thinking. A deep understanding of science lessons requires the use of process skills in science subjects. The purpose of the study was to investigate how inquiry-based education affected students' science process abilities of students. The study was experimental with quasi-experimental approach. The sample comprised two groups of grade 8th students from a female public school in Sargodha District. The experimental group consisted of 31 students (N=31), and the control group consisted of 35 students (N=35). A pretest and posttest were given to the sample by using the Scientific Process Skills Test (SPST). The experimental group was taught through 5 E model instruction-based inquiry as an intervention for 16 weeks, whereas the control group was taught by the traditional teaching method. The data were analyzed through descriptive and inferential statistics, and it was found that inquiry-based instruction enhanced the science process skills of the experimental group students. The recommendations included science teachers' training for this method of teaching, and improvision of new strategies for interactive inquiry-based instructions to reinforce and enhance students' science process skills. A mixed methods research may be conducted in future to explore the positive impact of inquirybased instructions on the sciences process skills of the experimental group students as compared to control group students. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the effects of a 5 min virtual reality training program (VR) on dynamic balance in tennis players. Fifty-eight college tennis players (mean age 22.9 ± 3.1 years, weight 73.9 ± 10.8 kg, height 176.6 ± 8.4 cm) were allocated to either the control group (placebo) (CG, n = 20) or the right-handed experimental group (RTG, n = 20) and left-handed experimental group (LTG, n = 18), both of which took part in the 5 min VR intervention program. Pre-tests included anthropometric measures and the Y Balance Test (YBT), and the post-test was the Y Balance Test (YBT). Three YBT trials were performed in anterior (ANT), posterolateral (PL), and posteromedial (PM) directions. After the training intervention, in the right-handed experimental group (RTG), significant differences were observed for two variables: anterior reach (right foot) (p = 0.00) and posterior medial reach (right foot) (p = 0.03). In other analyzed variables, there were no significant differences. Additionally, the effect size was small. In the left-handed experimental group (LTG), statistically significant improvements were identified in five out of six analyzed variables: anterior reach (left foot) (p = 0.00), posterior medial reach (left foot) (p = 0.00), posterior lateral reach (left foot) (p = 0.00), posterior medial reach (right foot) (p = 0.00), and posterior lateral reach (right foot) (p = 0.00). The effect size ranged between small and medium. No significant changes were observed in the control group (CG) after the training intervention. Moreover, for all variables, the time*group interaction is determined. Anterior reach (left foot), posterior medial reach (left foot), posterior medial reach (right foot), and posterior lateral reach (right foot) showed significant interactions (F = 3.04, p = 0.05; F = 3.50, p = 0.03; F = 6.08, p = 0.00; and F = 4.69, p = 0.01). The outcome of this study leads us to a further understanding that if a player were to partake in VR activity, it could show a positive effect on their dynamic balance performance.

Copyright of Zarqa Journal for Research & Studies in Humanities is the property of Zarqa Journal for Research & Studies in Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study was conducted to investigate the effect of music on the level of happiness in primigravida women (women who are pregnant for the first time). Materials and Methods: The present research is a quasi experimental study with a pre test, a post test, a follow up, and a control group. The research population included all first time pregnant women who referred to the he comprehensive health centres in the city of sanandaj in the year 2020. Thirty primigravida women were selected using a simple random sampling method and were randomly assigned to the experimental group and he control group. The experimental group listened to music by kitaro for 45 minutes every night before going to bed for a period of four weeks. The Oxford happiness questionnaire and a checklist for listening the music were used to collect data. The collected data were analyzed in version 21 of the SPSS software using the added scores test and the independent samples t test. Results: The mean score for happiness in the experimental group increased in the post test compared with the pre test, but the difference was not significant. However, there was a significant difference between the mean scores for the pre test and the follow up stages (p<0.01). Conclusion: The results of the study showed that music can increase the level of happiness in pregnant women. It is recommended that this method be used by healthcare workers in comprehensive health centres in order to improve happiness in pregnant women. [ABSTRACT FROM AUTHOR]

Background: Urolithiasis is the third common disease of the urinary tract after UTIs and pathological diseases of the prostate. The objective of this study was to compare the efficacy of doxazosin versus tamsulosin in lower ureteric stone expulsion in adult population of District Dera Ismail Khan, Pakistan. Materials Methods: This non-randomized control trial was conducted in the Department of Urology, Gomal Medical College, Dera Ismail Khan, Pakistan from February 2020 to December 2020. The 252 patients included in our study were divided in to two groups. The patients in experimental group received Tab. doxazosin 4 mg daily for 4 weeks and Tab. diclofenac sodium 50 mg B.D for 5 days and then on need basis. The patients in control group received Cap. tamsulosin 0.4 mg daily for 4 weeks and similarly Tab. diclofenac sodium 50 mg as in experimental group. All the patients were followed regularly for expulsion of ureteric stones for four weeks. Sex, age and stone size were matching, while stone expulsion was a research variable. Hypothesis was verified by McNemar chi-square test. Results: Out of 252 patients, 113 (89.68%) patients in experimental group, while 77 (61.11%) patients in control group passed the stones. There was statistically significant difference in efficacy in doxazosin group as compared to tamsulosin group (p-value=.0001). Conclusion: The use of doxazosin as the medical expulsion therapy for the lower ureteric stone proved to be more effective as compared to tamsulosin as demonstrated by our results.

Background: Urinary stone disease is one of the commonest urological diseases worldwide. The objective of this study was to compare the efficacy of alfuzosin versus control group in upper ureteric stone expulsion in adult population of district Lahore, Pakistan. Materials Methods: This trial was conducted in Department of Urology, Sheikh Zayed Hospital, Lahore, Pakistan form January 2017 to June 2017. All adult patients with upper ureteric stone size 5-10 mm were eligible. Those with multiple stones, having fever, severe pain, history of surgery in past two weeks and growth on urine culture or pyuria were excluded. Experimental and control groups each had 30 patients. Experimental group received Tab. alfuzosin 10 mg daily for four weeks and Tab. diclofenac sodium 50 mg SOS for acute pain. The control group received Tab. diclofenac sodium 50 mg SOS for acute pain. We followed all patients for four weeks for expulsion of ureteric stones by X-ray KUB or CT KUB. Sex, age and stone size were matching variables. Stone expulsion (yes, no) was research variable. We compared count of stone expulsion between two groups by using McNemar chi-square test at alpha 0.5 using GraphPad. Results: Out of 30 patients in experimental group, 23 (76.67%) were men and seven (23.33%) women and out of 30 in control group, 20 (66.67%) were men and 10 (33.33%) women, almost similar in both groups. Mean age in experimental group was 39.45±10.33 years and in control group it was 37.38±8.28 years, almost similar in both groups. Mean stone size was 7.45±1.47 (5-10) mm in the experimental and 7.28±1.68 (5-10) mm in control group, being comparable in both the groups. In experimental group, stone expulsion was achieved in 23 (76.67%) cases and not in seven (23.33%) cases and in control group, it was achieved in 16 (53.33%) cases and not in 14 (46.67%) cases. There was statistically no significant difference in efficacy of alfuzosin versus control group (p=.1213). Conclusion: Our study showed no difference in efficacy of alfuzosin versus control group for upper ureteric stone expulsion in adult population of district Lahore, Pakistan.

Multimedia-based instructional tools developed by ICT, are often more practical and extremely helpful compared to different sources of learning within the learners' environment. These multimedia system e-content platforms through odds and ends of assorted audio, video, texts, sounds, images, and motion graphics square measure difficult the norms of the normal teaching ways and rote-learning. Multimedia system has overcome instructional barriers such as time, and locality and provides proof to be accepted as an anytime and anyplace tool for educating multi-disciplinary lots. Multimedia system learning modules are serving multimedia-based learners to learn and retain information additional expeditiously. The English language has occupied a vital place within the education system of the Republic of India. English is the language of administration, a required subject at schools and colleges, and also the medium of instruction for the school to college level. The present study goes to analyze the boys of standard IX in the experimental group and the control group in academic achievement in English. [ABSTRACT FROM AUTHOR]

People with primary angle glaucoma should be cautious about the physical activities they engage in, as these activities might lead to a rise in intraocular pressure. Hence, improvements in healthcare sectors have assisted in dispelling these myths. Yet, due to increased competition, those with primary angle glaucoma are more prone to experience psychological anguish. This research aims to investigate the effect of mental and physical activities on the psychological stress of athletes with primary angle glaucoma. For this reason, an experimental study was done, and around 115 athletes from diverse Iraqi public high schools were chosen. They were divided into four groups: control, physical, psychological, and combined activities. This study was done over 12 weeks, and the "Psychological Stress Scale" was utilized to measure psychological stress for all groups. The statistical analysis was conducted using SPSS. After 12 weeks of experimental treatment, both psychological and physical groups had a significant impact on various dimensions of psychological stress, including development (p= 0.012), social contact (p= 0.015), and life (p= 0.031) (p <0.05), total scores (p= 0.001), life events (p= 0.002), and family (p= 0.0001) (p <0.01). The physical exercises were kept at a moderate to low intensity to prevent exertion on the volunteers. This study concludes that combining physical and psychological activities is essential for lowering psychological stress in players with primary angle glaucoma. [ABSTRACT FROM AUTHOR]

As contemporary society evolves, technological revolutions are increasingly forcing academic and secondary institutions to adopt innovative strategies rather than traditional instruction. Therefore, the use of ICT in teaching is an active teaching method with proven effectiveness on learning outcomes and student motivation in life and earth sciences. Our study aims to examine the impact of ICT integration on student learning and motivational outcomes in science education. In order to do that, we used three tests, the knowledge test, the achievement of objectives test and the motivation test. The control group consisted of 30 students compared with 30 students in the experimental group, and the experiment lasted for 8 weeks. Also, we used a motivation questionnaire for students in the experimental group as a pre-test at the beginning, followed by a post-test at the end of the study to measure the degree of student motivation after using ICT, these last one were used as data collection tools, and all statistical analysis were performed using SPSS version 23. The results obtained showed a very particular statistical increase (p<0.0001) in the results and the degree of motivation of the students in the experimental group. According to our results, the integration of ICTE could be an effective way to improve students' learning and increase their motivation for teaching life and earth sciences. [ABSTRACT FROM AUTHOR]

The present paper is an humble effort to study the effect of guidance on time management skill of teachers of experimental group. In the first phase of the study 800 teachers were taken as a sample. In second phase, which was experimental in nature, out of a sample of 800 teachers, 25 teachers were taken as an experimental group. Through guidelet, guidance were given to them to improvement their time management skills. Teachers' pre and post tests scores were calculated by applying 't' test. It was observed that there is a significant increase in the mean values for all the dimensions of time management skills indicating that if guidance is provided, the teachers can improve their practice of time management skills. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic that spread at the end of 2019 resulted in the emergence of social restrictions and the obligation to carry out health protocols for all citizens. One of the affected factors is the individual's mental health, including the emergence of the psychological condition of loneliness. Loneliness occurs when a person perceives a gap between expected and actual social relations. Based on previous research, an online friendship enrichment program (oFEP) with regulative coping strategies can alleviate loneliness. This study uses an experimental pretest-posttest control group design with 42 students as participants. They are randomly divided into an experimental group and a control group. De Jong Gierveld Loneliness Scale short version is a measurement instrument given to participants from the two groups studied to obtain pretest data. Furthermore, the experimental group received treatment in the form of an online regulatory coping strategy to reduce loneliness levels for 5 (five) weeks with five different subject matter. Meanwhile, the control group do not receive any treatment. After the treatment, the two research groups again underwent post-test measurements with the same instrument. The research findings indicate a difference between the pretest and post-test in the experimental group that the average posttest score is significantly lower than the pretest. In conclusion, online regulaive coping strategies can reduce lonerliness. [ABSTRACT FROM AUTHOR]

The purpose of this study is to conduct an experimental research to find out the influence of music training on student's creativity. Students were classified into an experimental group and controlled group. Test of Creative Thinking was given to both the groups to determine their creativity. Then music training was imparted only to the experimental group for a period of three months by means of interventional music training module developed by the investigator. Thereafter, Test of Creative Thinking was again given to both the groups. In order to determine whether music training had any impact on the student's creativity, t test was applied to find the mean difference between experimental group and controlled group in the pre-test as well as in the post-test. The outcome shows that no significant difference was found between the experimental group and the controlled group in the pre test while a significant difference was found at the post test between them at .01 levels. Comparison of creativity between the pre-test and post-test was also determined with the experimental group as well as the controlled group. Here, significant difference between pre-test and post-test among experimental group was found at .01 level while significant difference between the pre test and post test among the controlled group was found at .05 level of confidence. Therefore, it can be interpreted that music training given to the students does have a significant impact on their creativity. [ABSTRACT FROM AUTHOR]

The study examines the effects of communicative strategies and writing skills on students learning atsecondary level in Pakistan. The study is experimental in nature and the researcher applieda pre-test post-test equivalent group experimental design to draw the conclusion.For the facilitation of study, the researcher presumed the male students of grade 10 studying at Government Higher Secondary School Renala Khurd.Government Higher Secondary School Renala Khurd was selected as population in Okara district as the spot for intervention.The selection of the students was made through convienience and informed consent which tantamounted to simple random sampling technique. Experimental group and control group comprised of thirty students each as such sample size for this experimental study was stretched over 60 students. The experimental group was exposed to communicate through communicative language teaching-based activities included in the (NECL, 2006) for grade 10 while the control group was imparted intervention through traditional methods for two months. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the effectiveness of using math educational software in the academic achievement and attitude of the learners in a business mathematics course. The experimental research design was used particularly the pre-test post-test control group design. The experimental group was exposed to math educational software namely, the QM for Windows while the control group was taught using the traditional teaching approach. The results of the study showed that the experimental group performed better in academic achievement and showed a higher positive attitude towards the course than the control group. Hence, educational software is effective and has a positive impact on the academic achievement of the learners in business mathematics as well as their attitude toward the course. [ABSTRACT FROM AUTHOR]

Background: Urolithiasis is the third common disease of the urinary tract after UTIs and pathological diseases of the prostate. The objective of this study was to compare the efficacy of doxazosin versus tamsulosin in lower ureteric stone expulsion in adult population of District Dera Ismail Khan, Pakistan. Materials & Methods: This non-randomized control trial was conducted in the Department of Urology, Gomal Medical College, Dera Ismail Khan, Pakistan from February 2020 to December 2020. The 252 patients included in our study were divided in to two groups. The patients in experimental group received Tab. doxazosin 4 mg daily for 4 weeks and Tab. diclofenac sodium 50 mg B.D for 5 days and then on need basis. The patients in control group received Cap. tamsulosin 0.4 mg daily for 4 weeks and similarly Tab. diclofenac sodium 50 mg as in experimental group. All the patients were followed regularly for expulsion of ureteric stones for four weeks. Sex, age and stone size were matching, while stone expulsion was a research variable. Hypothesis was verified by McNemar chi-square test. Results: Out of 252 patients, 113 (89.68%) patients in experimental group, while 77 (61.11%) patients in control group passed the stones. There was statistically significant difference in efficacy in doxazosin group as compared to tamsulosin group (p-value=<.0001). Conclusion: The use of doxazosin as the medical expulsion therapy for the lower ureteric stone proved to be more effective as compared to tamsulosin as demonstrated by our results. [ABSTRACT FROM AUTHOR]

Background: Urinary stone disease is one of the commonest urological diseases worldwide. The objective of this study was to compare the efficacy of alfuzosin versus control group in upper ureteric stone expulsion in adult population of district Lahore, Pakistan. Materials & Methods: This trial was conducted in Department of Urology, Sheikh Zayed Hospital, Lahore, Pakistan form January 2017 to June 2017. All adult patients with upper ureteric stone size 5-10 mm were eligible. Those with multiple stones, having fever, severe pain, history of surgery in past two weeks and growth on urine culture or pyuria were excluded. Experimental and control groups each had 30 patients. Experimental group received Tab. alfuzosin 10 mg daily for four weeks and Tab. diclofenac sodium 50 mg SOS for acute pain. The control group received Tab. diclofenac sodium 50 mg SOS for acute pain. We followed all patients for four weeks for expulsion of ureteric stones by X-ray KUB or CT KUB. Sex, age and stone size were matching variables. Stone expulsion (yes, no) was research variable. We compared count of stone expulsion between two groups by using McNemar chi-square test at alpha 0.5 using GraphPad. Results: Out of 30 patients in experimental group, 23 (76.67%) were men and seven (23.33%) women and out of 30 in control group, 20 (66.67%) were men and 10 (33.33%) women, almost similar in both groups. Mean age in experimental group was 39.45±10.33 years and in control group it was 37.38±8.28 years, almost similar in both groups. Mean stone size was 7.45±1.47 (5-10) mm in the experimental and 7.28±1.68 (5-10) mm in control group, being comparable in both the groups. In experimental group, stone expulsion was achieved in 23 (76.67%) cases and not in seven (23.33%) cases and in control group, it was achieved in 16 (53.33%) cases and not in 14 (46.67%) cases. There was statistically no significant difference in efficacy of alfuzosin versus control group (p=.1213). Conclusion: Our study showed no difference in efficacy of alfuzosin versus control group for upper ureteric stone expulsion in adult population of district Lahore, Pakistan. [ABSTRACT FROM AUTHOR]

The purpose of the research was to investigate the effect of activity-based games on the academic achievement of graduate-level pupils in social sciences. An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied. The project's second phase was to study the effects of various activities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, most pupils' marks improved in the experimental group. The mean value showed that experimental group participants scored 18.77 on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each. The experimental group was taught through the use of YouTube videos, while the control group was taught the speaking skills using the traditional approach. A pre-test and a post-test were administered to the two groups. Four TEFL experts were asked to rate the participants’ performance using the IELTS speaking band descriptors, which consist of four main categories: fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. The findings showed that the performance of the two groups was improved. However, compared to the traditional group, the experimental group demonstrated a relatively better improvement. The results also showed significant progress in the speaking performance of the students subjected to the YouTube experiment. Of all the four constructs under investigation, pronunciation and fluency & coherence were the most noticeably advanced in the performance of the YouTube experimental group. The present study recommends that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.

The most important tool of effective teaching learning process is teaching technigues. The use of innovation and digital eguipment in the teaching processes has made learning process very simple, easy and student friendly. Digital innovation has revolutionized the instructional strategies for a sustainable development. Student teachers of today will become gualified teachers tomorrow and the demand for present time is that they should be trained with not only traditional learning methods but also trained them with new digital instructional technigues. Explain the differences between traditional learning methods and innovative technigues and bring awareness of new technigue is the aim of our study. The purpose of this exercise is to invigilate the outcomes of Digital instructional strategies on the performance of the teacher's students. This experiment was conducted on a teaching subject Life Skill Education of fourth semester of teacher education program. A sample of 50 students was selected randomly out of 100 students of Semester IV in a teacher training college. Two groups of 25 students each were made. Pre -test was given to both the groups and the results were recorded. One group was taken as a control group which was taught the subject by the teacher who used conventional method of teaching while the other i.e. the experimental group was taught by the teacher who used innovative digital teaching technigues. After two week time of teaching, a post-test was conducted. [ABSTRACT FROM AUTHOR]

This study investigated the impact of using Fix Up Strategy as a specific treatment to deal with the learners’ problem in reading that cannot be overcome merely by general reading comprehension course. This was a kind of quasi-experimental research involving 69 students of Madrasah Tsanawiyah (MTs) Al-Hikmah Bandar Lampung, Indonesia. They were divided into two groups: 36 students of experimental group and 33 students of control group. Learners in experimental group were taught with Fix Up Strategy (FUS) and those in the control group were taught with Reading Aloud (RA), a conventional reading activity. The instrument consisted of 25 multiple choice questions that had been previously validated in the procedures of data collection. Then the instrument was given in pre-test and posttest. In addition, observations were also carried out in the process of teaching reading by using FUS. The data were analysed using t-test and the result showed that 1) the students in the treatment with FUS demonstrated a significant improvement in EFL reading comprehension, and 2) FUS contributed to the students’ autonomy in learning reading, enhancement of students’ awareness in reading, students’ active involvement in reading practice. The finding claims that the students who practiced reading with FUS had a better comprehension than those with RA. Certain pedagogical implications related to the finding were also discussed. [ABSTRACT FROM AUTHOR]

The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level. The study was experimental in nature and post-test only control group design was used. The sample comprised of 55 males and 60 female students and 02 Chemistry teachers of class IX of Public schools. At the end of the treatment, practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education. The scores of both control and experimental groups were compared by using independent sample t-test in three main areas i.e. written, viva voce and notebook. The result of independent sample t test of school No 1(male) indicated that there is a significance difference between the performance of control group (M=8.9, SD=2.13) and experimental group (M=10.5, SD=3.04) at α=0.05 and df=53. The result of independent sample t test of school No 2(female) indicated that there is a significance difference between the performance of control group (M=10, SD=1.91) and experimental group (M=11.7, SD=2.13) at α=0.05 and df=58. The qualitative data was collected by means of interviews from chemistry teachers. Both the interviewees were motivated and showed keen interest in the simulated software. The performance of the students of experimental groups showed improvement results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation.

The content of the practical activities of sports training, as well as the series of operations with an experimental character cannot be performed without the afferent appreciations on the different directions, types of training, levels of training, etc., on certain states, functions, levels of development and growth of the analyzed weightlifters’ body which, in fact, would represent the technical training, an element persistently anticipated by our research as well as by others.Among the multitude of particularities required for a proper and accurate training, we took into account the weightlifters’ somatic aspect, considering this aspect highly important as the weights planned during the training sessions can be selected and are conditioned by other measurements also. Among somatic tests (several states were appreciated through different tests), we find appreciations on certain indicators of the subjects from the experimental and control groups, the results being illustrated in the tables and figures below

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playing in learning some of the basic skills of football game for fifth grade pupils at the Mukhtar primary school in Maysan province for the academic year 2018-2019. The researcher used the experimental method with pre-and post-test tests for the control and experimental groups. The research community was determined from the fifth stage pupils. 32 pupils were selected as a sample of the research and divided into two groups randomly. The control group became (16) pupils and the experimental group (16) pupils. Moreover, the researcher concluded that this strategy has a positive and effective effect because it provided exciting stimuli and alternatives that gave learners a speed of learning due to the creation of an atmosphere of play fun and thrill, as well as the researcher concluded that this method is better than learning the traditional method. It was recommended that this strategy should be applied to other skills and the rest of the different educational levels in primary schools. [ABSTRACT FROM AUTHOR]

The research was conducted on a sample of 100 women from 19 to 30 years, all students on University “Fehmi Agani” in Gjakovica. The sample was divided into two groups: first group is the experimental group (EG), which includes 50 women undergoing three months of experimental kinesiological treatment and the second group is the control group (CG), consisted of 50 women who didn’t participate in aerobic activity. Five biochemical parameters: glucose, HDL cholesterol, LDL cholesterol, triglycerides in blood and total cholesterol, were analyzed at the Center for family medicine in Gjakova with “COBAS INTEGRA 400 Plus”. The experimental program, cycling ergometer, lasted 3 months and the trainings were organized three times a week. The duration of the training started with 40 minutes and increased with time to 60 minutes, while the intensity started from 50% of maximum heart rate and increased with time to 70%. The results were processed with the SPSS statistical package for Windows version 22.0 and the following statistical protocols were applied: minimum, maximum, mean, std. deviation and coefficient of variability, univariant (ANOVA) and multivariant analysis of variance (MANOVA) were used to determine the differences in the initial measurement between the experimental group and the control group, univariate (ANKOVA) and multivariate analysis of covariance (MANKOVA) were used to determine the differences in the final measurement between the experimental group and the control group and T-tests for dependent samples to determine the differences in blood parameters between the initial and the final measurement in the experimental group and the control group, separately. The results obtained showed that statistically significant differences between the initial and the final measurement in the experimental group were found in the following variables: decreasing in LDL cholesterol by 12.62%, in triglycerides by 18.03% and total cholesterol by 12.18%. [ABSTRACT FROM AUTHOR]

The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level. The study was experimental in nature and post-test only control group design was used. The sample comprised of 55 males and 60 female students and 02 Chemistry teachers of class IX of Public schools. At the end of the treatment, practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education. The scores of both control and experimental groups were compared by using independent sample t-test in three main areas i.e. written, viva voce and notebook. The result of independent sample t test of school No 1(male) indicated that there is a significance difference between the performance of control group (M=8.9, SD=2.13) and experimental group (M=10.5, SD=3.04) at α=0.05 and df=53. The result of independent sample t test of school No 2(female) indicated that there is a significance difference between the performance of control group (M=10, SD=1.91) and experimental group (M=11.7, SD=2.13) at α=0.05 and df=58. The qualitative data was collected by means of interviews from chemistry teachers. Both the interviewees were motivated and showed keen interest in the simulated software. The performance of the students of experimental groups showed improvement results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation. [ABSTRACT FROM AUTHOR]