Journal articles: 'Solomon Four Group Design'

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Sawilowsky, Shlomo, D. LYNN Kelley, R. CLIFFORD Blair, and Barry S. Markman. "Meta-Analysis and the Solomon Four-Group Design." Journal of Experimental Education 62, no. 4 (July 1994): 361–76. http://dx.doi.org/10.1080/00220973.1994.9944140.

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Braver, Mary W., and Sanford L. Braver. "Statistical treatment of the Solomon four-group design: A meta-analytic approach." Psychological Bulletin 104, no. 1 (1988): 150–54. http://dx.doi.org/10.1037/0033-2909.104.1.150.

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Mai, Nu Nu, Yoshi Takahashi, and Mon Mon Oo. "Testing the Effectiveness of Transfer Interventions Using Solomon Four-Group Designs." Education Sciences 10, no. 4 (March 30, 2020): 92. http://dx.doi.org/10.3390/educsci10040092.

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How to enhance the transfer of training remains an important question, and to some extent, post-training interventions can provide an answer. The purpose of this study was to validate inconclusive findings on the effectiveness of two post-training transfer interventions. This study used Solomon four-group design to filter out the effects of pretest sensitization and history, which are threats to the internal and external validity but have rarely been checked in previous transfer studies. Management study undergraduate students were randomly divided into two groups: pretested and unpretested groups. After a time management workshop, the students were randomly subdivided into three additional groups based on the following conditions: full relapse prevention (RP); proximal plus distal goal setting (GS); and the control group. Although results from both intervention groups were not significantly different from those of the control group, a significant difference was found between full RP and proximal plus distal GS in terms of self-reported time-management behavioral change. It is difficult to conclude whether post-training interventions enhance the transfer of training. Further ideas for improving research designs were explored, such as increasing the time intervals between training and interventions so that trainees have opportunities to attempt transfers before the interventions.

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Sawilowsky, Shlomo S., and Barry S. Markman. "Another Look at the Power of Meta-Analysis in the Solomon Four-Group Design." Perceptual and Motor Skills 71, no. 1 (August 1990): 177–78. http://dx.doi.org/10.2466/pms.1990.71.1.177.

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Braver and Braver (1988) promoted a meta-analysis technique as the most powerful single test for analyzing data from a Solomon Four-Group Design. Customary analysis on fabricated data was not significant, but the meta-analysis yielded significance. The current paper counters that fabricated data sets can easily be constructed to show that customary tests can yield significance, whereas the meta-analysis does not. Statements about the efficacy and power of meta-analysis should be made more cautiously.

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SAWILOWSKY, SHLOMO S. "ANOTHER LOOK AT THE POWER OF META-ANALYSIS IN THE SOLOMON FOUR-GROUP DESIGN." Perceptual and Motor Skills 71, no. 5 (1990): 177. http://dx.doi.org/10.2466/pms.71.5.177-178.

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van Veen, V., MK Krug, JW Schooler, and CS Carter. "Anterior cingulate cortex, cognitive dissonance, and attitude change: Evidence from a Solomon four-group design." NeuroImage 47 (July 2009): S184. http://dx.doi.org/10.1016/s1053-8119(09)72044-0.

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Kvalem, Ingela Lundin, Jon Martin Sundet, Kate I. Rivø, Dag Erik Eilertsen, and Leiv S. Bakketeig. "The Effect of Sex Education on Adolescents' Use of Condoms: Applying the Solomon Four-Group Design." Health Education Quarterly 23, no. 1 (February 1996): 34–47. http://dx.doi.org/10.1177/109019819602300103.

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Dukes, Richard L., Jodie B. Ullman, and Judith A. Stein. "An Evaluation of D.A.R.E. (Drug Abuse Resistance Education), Using a Solomon Four-Group Design With Latent Variables." Evaluation Review 19, no. 4 (August 1995): 409–35. http://dx.doi.org/10.1177/0193841x9501900404.

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Holdnak, B. J., Tanya C. Clemons, and Stephen C. Bushardt. "Evaluation of Organisation Training by the Solomon Four Group Design: A Field Study in Self‐esteem Training." Journal of Managerial Psychology 5, no. 5 (May 1990): 25–31. http://dx.doi.org/10.1108/02683949010136251.

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Kibirige, Israel, and Kgashane Bethuel Bodirwa. "THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS’ PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 612–21. http://dx.doi.org/10.33225/jbse/21.20.612.

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Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys’ and girls’ performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners’ attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners’ performance. Keywords: computer simulations, Solomon Four-Group Design, learners’ performance, Talk and Chalk Method (TCM)

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Braver, Sanford L., and Mary C. Walton Braver. "Meta-Analysis for Solomon Four-Group Designs Reconsidered: A Reply to Sawilowsky and Markman." Perceptual and Motor Skills 71, no. 1 (August 1990): 321–22. http://dx.doi.org/10.2466/pms.1990.71.1.321.

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BRAVER, SANFORD L. "META-ANALYSIS FOR SOLOMON FOUR-GROUP DESIGNS RECONSIDERED: A REPLY TO SAWILOWSKY AND MARKMAN." Perceptual and Motor Skills 71, no. 5 (1990): 321. http://dx.doi.org/10.2466/pms.71.5.321-322.

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Dare, Shekinah E., Wilco W. van Dijk, Eric van Dijk, Lotte F. van Dillen, Marcello Gallucci, and Olaf Simonse. "The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design." Journal of Educational Research 113, no. 2 (February 3, 2020): 93–107. http://dx.doi.org/10.1080/00220671.2020.1733453.

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Yilmaz, Ozgur, and Duygu Mutlu Bayraktar. "Impact of Kinect Game on Primary School Students' Mental Computation Speed." International Journal of Game-Based Learning 8, no. 4 (October 2018): 50–67. http://dx.doi.org/10.4018/ijgbl.2018100104.

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This article investigates the effect of kinesthetic educational game on students' mental computation speed. A Solomon four-group design was used to avoid the influence of pretest-posttest design. In order to determine which grade is appropriate for this game, a pilot study was conducted with 30 students. As for the main study, 123 students participated. First, the group was divided into two as control group and experimental group. The participants of the control group played a computer game while the members of experimental group played a kinesthetic educational game. According to Solomon, using a four-group model the study group was divided into 4 separate groups. The groups were randomly assigned and two of them were applied a pre-test. After the pre-test, in order to measure the attention level of students, a d2 test of attention was applied. The study lasted for 8 weeks in total. At the end of the study, a significant difference was found between the mental computation speeds of the experimental and the control groups. The second significant finding in this study was that there was a difference between the mental computation speeds of students depending on their cognitive characteristics. In other words, students with a low attention level finished the games in a longer period of time in comparison with students who have middle and high attention levels. It was concluded that students with a low attention level have lower mental computation speed. The results suggest that within primary school, Kinect-based exergames can be exploited as effective and motivational learning environments.

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Campbell, Bradley A., and David S. Lapsey. "Do Impulsivity and Education Moderate the Effectiveness of Police Sexual Assault Investigations Training? Findings From a Solomon Four-Group Quasi-Experiment." Criminal Justice and Behavior 48, no. 10 (July 29, 2021): 1411–30. http://dx.doi.org/10.1177/00938548211034212.

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Few studies have evaluated the effectiveness of sexual assault investigations training using experimental designs. Existing studies have not examined the impact of officers’ levels of impulsivity and education on training effectiveness. Using a Solomon four-group quasi-experimental design to assess pretesting effects, we examined the impact of training, impulsivity, and education on officers’ ( N = 432) adherence to rape myths and knowledge of victim reporting behaviors. Ordinary least squares (OLS) models were estimated to examine main effects of training, and moderating effects of impulsivity and education on training for our outcome variables. Results demonstrated that training, impulsivity, and education predicted improvements in attitudinal and cognitive outcomes. However, neither impulsivity nor education moderated—or changed—the effectiveness of training. In addition, training effects held over time, and we did not detect evidence of pretesting effects. Findings from this study improve our understanding of police sexual assault investigations training and provide methodological advancements for police training evaluations.

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Muthukumari, J., and N. Ramakrishnan. "DISCRIPTIVE ANALYSIS OF SOLOMAN FOUR GROUP DESIGN ON E-CONTENT IN HISTORY." International Journal of Research -GRANTHAALAYAH 5, no. 8(SE) (August 31, 2017): 47–56. http://dx.doi.org/10.29121/granthaalayah.v5.i8(se).2017.2248.

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Education is a product of experience - Technological tool enhances better teaching - learning process. It changes classroom dynamics also - An important outcome of e-learning is E content -The quality of education depends to great extent on the quality of teachers - The scores of the post test of experimental group (e-content in history) in PT design and the post test of experimental group (e-content in history) in PPT design are high. This may be due to the effect of e-content based teaching in history subject.

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권영문 and Suhak Oh. "The Effect of Shuttle Run Training on Cardiovascular Endurance of Female University Students: Solomon Four Groups Design." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 20, no. 4 (December 2018): 77–86. http://dx.doi.org/10.21797/ksme.2018.20.4.006.

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Erickson, Carlton K., Richard E. Wilcox, Gary W. Miller, John H. Littlefield, and Kenneth A. Lawson. "Effectiveness of Addiction Science Presentations to Treatment Professionals, Using a Modified Solomon Study Design." Journal of Drug Education 33, no. 2 (June 2003): 197–216. http://dx.doi.org/10.2190/4wwf-3tgv-vxr5-pu45.

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Objectives: Knowledge of addiction research findings is critical for healthcare professionals who treat addicted patients. However, there is little information available about the instructional effectiveness of lecture-slide presentations in changing knowledge vs. beliefs of such professionals. Design: A modified Solomon four-group experimental design was used to assess the instructional effectiveness (knowledge gain vs. belief changes) of threehour addiction science workshops presented to health-care professionals by neurobiologically-trained academic researchers. Effectiveness of the workshops was assessed by a 28-item questionnaire on participant versus control group knowledge/beliefs on addiction. Six-month follow-up questionnaires measured “retention” of knowledge and belief changes. Results: The workshop participants showed significant knowledge gain and belief changes, whereas the two control groups showed no change in knowledge or beliefs. After six months, knowledge gains decreased, but were still higher than pre-test scores. In contrast, belief changes on three subscales persisted over six months in 40 to 52 percent of the subjects. Conclusions: These results illustrate a successful continuing education model by which academic researchers who are skilled teachers present a three-hour lecture-slide workshop with extensive question-and-answer sessions on addictions. We conclude that motivated health-care professionals can experience important knowledge gains and belief changes by participating in such workshops. In contrast to the transient retention of knowledge, belief changes persisted surprisingly well for at least six months in about half the subjects. These results suggest that long-term changes in the professional orientation of these health-care workers are possible.

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Salim, Nezar Ahmed, Mohammed Ghassan Tuffaha, and Jeannine M. Brant. "Impact of a pain management program on nurses' knowledge and attitude toward pain in United Arab Emirates: Experimental-four Solomon group design." Applied Nursing Research 54 (August 2020): 151314. http://dx.doi.org/10.1016/j.apnr.2020.151314.

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Et. al., Prabakaran B,. "Effectiveness of E-Content Module in Learning Set Language among Ninth Standard Students-Solomon Four Group Method of the Experimental Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 2515–22. http://dx.doi.org/10.17762/turcomat.v12i2.2198.

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Pedagogical methods are one of the Mathematics e-content modules of learning. The research question was raised what teaching method is more effective, whether the e-content module of learning or traditional teaching? Solomon four-group design of the experiment was managed. A convenient sampling technique is selected. Experiments are conducted in school students with 80 samples. Academic achievement test in the Mathematics unit ‘Set Language’ was used as a tool in the study. Bartlett’s Homogeneity of Variance Test, ANOVA, and LSD post-hoc tests are used for interpretation of data. The major finding explored was that the e-content module of learning positively influenced student achievement in mathematics when compared with the chalk and talk method of teaching. A recommendation of the result was a modern pedagogical method such as an e-content module of learning which is used by the teachers in the classroom as well as the students’ home for drills and practices.

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Saravanakumar AR, Prabakaran B,. "The Influence of e-Content on Academic Performance and Retention Ability in Learning Mathematics among High School Students - Solomon Four Equivalent Group of Experimental Design." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2360–69. http://dx.doi.org/10.17762/turcomat.v12i6.5285.

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The study aims to find out the more influence on the academic performance and the retention ability after receiving the subject concept through pedagogical methods such as conventional and modern methods of teaching. The investigator used the pre, the post and the retention tests for Solomon Four- Group Design of the experiment in this research. The convenient sampling technique which was adopted by selecting a sample of 20 students of the Ninth standard for each group was assigned to the conventional and modern method of teaching. The e-content development module and a standardized researcher’s achievement test were developed by the researcher under the guidance of the research supervisor based on the Mathematics subject portion as set theory including skills of drawing the Venn diagram. Levene, ANOVA, Bonferroni, ω2, r2, Effect Size (d) and Gain Ratio tests are used for statistical analysis and interpretation of achievement and retention scores (data) and the results are discussed in this paper along with the findings and recommendations.

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Champney, Leonard, and Paul Edleman. "Assessing Student Learning Outcomes in United States Government Courses." PS: Political Science & Politics 43, no. 01 (January 2010): 127–31. http://dx.doi.org/10.1017/s1049096510990689.

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AbstractThis study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others.

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Rew, Lynn, Matthew Banner, Karen Johnson, and Natasha Slesnick. "Intervention Fidelity and Facilitator Training." Western Journal of Nursing Research 40, no. 12 (January 3, 2018): 1843–60. http://dx.doi.org/10.1177/0193945917752092.

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Intervention fidelity is an ongoing concern for rigorous research, from the initial stages of planning and study design to the maintenance of internal validity. An added concern is the balance between fidelity and design accommodation to better suit varied populations and individuals. In this article, we describe our process for monitoring intervention fidelity during an individualized, yet standardized, strengths-based intervention with homeless youths, in which we include periodic training of our professional intervention facilitators. In our ongoing study, which is based on a Solomon four-group design with repeated measures, monitoring and training are essential to ensure intervention fidelity. Despite a rich literature about intervention fidelity, little guidance is available to help researchers and practitioners implement fidelity strategies in the real world with vulnerable populations. This article addresses this gap.

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Divett, Megan, Nadia Crittenden, and Ron Henderson. "Actively influencing consumer loyalty." Journal of Consumer Marketing 20, no. 2 (April 1, 2003): 109–26. http://dx.doi.org/10.1108/07363760310464587.

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Previous attempts to enhance consumer loyalty have failed, including point reward schemes such as frequent fliers. In response to the poor performance of existing loyalty programs, this study explores an alternative way of actively influencing consumer loyalty and subsequent purchase behavior. A field experiment was conducted on 240 customers of a theater subscription, using a Solomon Four Group design to evaluate the impact of an intervention on loyalty and subsequent purchase behavior. The intervention increased levels of perceived approachability and responsiveness to customer voice. Initial results indicated that greater perceived approachability and responsiveness led to greater loyalty toward the theater, and greater purchase behavior.

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Cheng, Ya-Yun, Chin-Chen Chien, and Shiow-Jen Wang. "The Effect of the Accounting and Business Curriculums on Creativity." Journal of Curriculum and Teaching 5, no. 2 (November 27, 2016): 127. http://dx.doi.org/10.5430/jct.v5n2p127.

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This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and businesscurriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects areaccounting and business administration students in Taiwan, where these two curriculums are similar to theircounterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show thatthe accounting curriculum has not been as effective as the business administration curriculum with respect to bothverbal and figurative creativity. These results indicate that in today’s dynamic and competitive businessenvironment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinkingand problem solving to meet the challenge.

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Reid, Penny, and Gillian Finchilescu. "The Disempowering Effects of Media Violence Against Women on College Women." Psychology of Women Quarterly 19, no. 3 (September 1995): 397–411. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00082.x.

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This study investigated the disempowering effect of exposure to media violence against women on female students. An initial study involving 284 female students described the development and evaluation of two forms of a scale measuring disempowerment. The second study investigated the effect of media violence using a Solomon Four-Group experimental design. Fifty-seven female students were divided into four groups that were shown video clips depicting scenes of violence directed either toward female or male victims. Half the groups completed the first form of the disempowerment scale prior to the viewing. All groups completed the second form of the scale after the viewing. Analysis confirmed that completion of the pretest scale did not differentially affect the participants viewing the female-victim clips. The results of the main analysis revealed that exposure to media aggression against women heightens feelings of disempowerment in female viewers.

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Sarkar, Kaushik, Aparajita Dasgupta, Multipada Sinha, and Bhaskar Shahbabu. "Effects of health empowerment intervention on resilience of adolescents in a tribal area: A study using the Solomon four-groups design." Social Science & Medicine 190 (October 2017): 265–74. http://dx.doi.org/10.1016/j.socscimed.2017.05.044.

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Ludolph, Ramona, and Peter J. Schulz. "Tackling the outcome bias related to the effectiveness of antibiotics against the common cold: results of a randomized controlled trial applying the Solomon four-group design." Translational Behavioral Medicine 10, no. 2 (March 30, 2019): 325–36. http://dx.doi.org/10.1093/tbm/iby122.

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Abstract In recent years, antimicrobial resistance (AMR) has become an international public health priority. In the area of human medicine, the mis- and overuse of antibiotics is an important contributor to the development of AMR. Such a non-prudent use of antibiotics is especially prevalent in the treatment of viral infections such as the common cold. The present study aims to address the misconception, also known as outcome bias, that antibiotics may be an effective treatment against the common cold by providing a “debiasing” risk communication intervention. It aims at conveying the non-existence of a cause–effect relationship between antibiotics and the reduction of cold-related symptoms through a visual aid and simple explanatory text. A Solomon four-group design was employed to test for within- and between-subjects effects of the intervention as well as potential sensitization effects of the repeated measurement. A total of 311 participants residing in Germany were randomly assigned to receiving (1) a pretest, the debiasing intervention and post-test (2), a pretest, a control stimulus and post-test (3), the debiasing intervention and post-test, or (4) the post-test only. Outcome measures included knowledge about the effectiveness of antibiotics, the attitude toward using it as treatment against the common cold and the evaluation of a scenario describing an irresponsible use of antibiotics. Within-subjects comparisons found that participants receiving the pre- and post-test and intervention showed improved knowledge (t(77) = -2.53, p = .014), attitude (t(77) = -2.09, p = .040), and evaluation measures (t(77) = -2.23, p = .028). The pretest might, however, have caused a sensitization of participants for knowledge-related questions (t(77) = 2.207, p = .029). Between-subjects comparisons found differences in knowledge levels between the post-test only group and both groups receiving the intervention (F(3, 307) = 5.63, p = .001, η2p = .05]. There were no differences between the intervention and control groups with regard to attitude and evaluation of the scenario. While the risk communication intervention led to an increase in knowledge, the outcomes related to attitude and evaluation of a scenario were only affected positively in one group. Therefore, it seems that communication interventions based on visual aids are a simple method to promote the understanding of the true relationship between antibiotic treatment and the decrease of cold-related symptoms. Variables such as attitude and evaluation of a scenario presenting the irresponsible use of antibiotics require, however, additional interventions facilitating a translation of accurate understanding into respective attitudes and judgments.

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Westburg, Nancy G. "Hope and Humor: Using the Hope Scale in Outcome Studies." Psychological Reports 84, no. 3 (June 1999): 1014–20. http://dx.doi.org/10.2466/pr0.1999.84.3.1014.

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Hope has been identified as a factor measured by the Hope Scale to evaluate effectiveness of treatment in outcome studies. Hope is defined as a goal-oriented cognitive construct comprised of two components, (a) the Pathways component is the individual's sense of planning strategies to reach goals and (b) the Agency component is the individual's determination to implement these goal-focused strategies. Using a Solomon Four-Group design, the relationship of the Hope Scale pretest to the posttest scores was evaluated. This study also explored the use of humor (a source of hope) in elevating total Hope Scale scores, the Agency component scores, and the Pathways component scores. 80 undergraduate students (57 women, 23 men) were ran domly assigned to one of four groups. Analysis indicated that administering the Hope Scale prior to treatment was not significantly associated with posttest scores, and the one-time 15-min. exposure to the humor intervention of reading Far Side comics was not sufficient to elevate scores on the Hope Scale.

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Dr. Khisro Kaleem Raza, Dr. Niaz Muhammad Aajiz, and Dr. Alam Zeb. "The Effect of Integrative Pedagogy on Academic Achievements of Chemistry Students." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 7, 2021): 275–79. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(275-279).

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The study in hand aimed to determine the effects of integrative pedagogy over the academic performance of secondary school students in the subject of Chemistry. The study was conducted in an experimental framework following the Solomon Four Group Design. A total sample of 120 students of 10th class was randomly taken from 4 private sector Secondary Schools of Khyber Pakhtunkhwa, Pakistan. The sample was divided into 4 groups, each having 30 students. Giving a randomized treatment to the groups, two groups were taken as experimental while two were taken as controlled. One experimental and one controlled group were pre-tested for Chemistry subject performance through objective achievement tests, while others were not pre-tested. Both experimental groups were taught through integrative pedagogy while the controlled groups were taught through the traditional method for three months. After regular monthly post-testing, the triplicate data revealed an 11-point average increase in the academic performance of chemistry students in both the experimental groups in comparison to the controlled groups.

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Anyiendah, Mary Susan, Paul A. Odundo, and Agnes Kibuyi. "Effect of Word Recognition Skills on Learners’ Achievement in Reading Comprehension in Vihiga County, Kenya." International Journal of English Language Teaching 7, no. 2 (July 23, 2020): 45. http://dx.doi.org/10.5430/ijelt.v7n2p45.

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Word recognition is one of the comprehension processing skills encapsulated by the interactive approach instruction. Word recognition skills enable readers to understand the meaning of comprehension passages by decoding the sound of new words. Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties. The performance is weaker in comprehension than in grammar sections of the English paper. Despite this, there is paucity of empirical information about the nexus between activation of word recognition skills and learners’ achievement in reading comprehension in the County. This study applied the Solomon Four-Group Design to source data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was used to generate two models, one for the experimental group (Model 1) and one for the control group (Model 2). Key results show that the influence of word recognition skills on learners’ achievement in reading comprehension was statistically significant in both groups. However, the effect was stronger in the experimental than in the control group, suggests that training teachers in the experimental group enabled learners in that group to perform better than their colleagues in the control group. Thus, activation of learners’ word recognition skills is likely to improve achievement in reading comprehension.

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Johnson, Christopher M., and Alice-Ann Darrow. "The Effect of Positive Models of Inclusion on Band Students' Attitudinal Statements regarding the Integration of Students with Disabilities." Journal of Research in Music Education 45, no. 2 (July 1997): 173–84. http://dx.doi.org/10.2307/3345578.

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The purpose of this study was to examine the effect of five positive models of inclusion on band students' attitudinal statements regarding the integration of students with disabilities in their music program. Elementary, junior high, and senior high school band students from 15 public school served as subjects (N = 757), and a Solomon Four-Group design was chosen for this study. Bands (from elementary, junior high, and senior high school) were randomly assigned to one of the following four conditions: (1) pretest-treatment-posttest, (2) pretest-posttest, (3) treatment-posttest, or (4) posttest only. The independent variable for this project was a 30-minute videotape containing five segments that documented students with cognitive, physical, behavioral, or sensory disabilities successfully participating in a band in either rehearsal or performance situations. The dependent variable was a questionnaire consisting of attitudinal statements related to the following subscales: (a) inclusion of students with disabilities in band, (b) degree of comfort with inclusion, (c) efficiency of the band with students who have a disability, and (d) procedural issues involving students with a disability in band. Results indicated that treatment-group subjects' attitudinal statements were significantly more positive than were attitudinal statements of control-group subjects on three of the four subscales: inclusion, comfort, and efficiency. In addition, female students were significantly more positive than were male students on the same subscales. No clear trends were found among the different age-groups.

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Patrick, George D. "Improving Attitudes Toward Disabled Persons." Adapted Physical Activity Quarterly 4, no. 4 (October 1987): 316–25. http://dx.doi.org/10.1123/apaq.4.4.316.

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The degree to which physical education majors’ attitudes toward disabled persons improved after taking an adapted physical education course was examined in this study. Participants included 179 undergraduate students from a large university, some of whom were exposed to course lectures, clinic contact with disabled individuals, relevant films, disability simulations, and readings. A Solomon four-group design was used. Two groups received the course in adapted physical education (pretest-posttest, n=47; posttest only, n=45), and two control groups were not enrolled (pretest-posttest, n=44; posttest only, n=43). Data were collected using the Attitudes Toward Disabled Persons Scale (Yuker, Block, & Younng, 1966). The results indicated significant change of the two treatment groups, leading to improved attitudes toward disabled persons. Secondary findings included the reactivity to pretesting for students in the experimental condition and no statistically significant effects of gender and age.

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Roselyn, Chebii, Samuel W. Wachanga, and Zepheniah O. Anditi. "Effects of Cooperative E-Learning Approach on Students Attitude Towards Chemistry in Koibatek Sub-County, Kenya." International Journal of Educational Studies 5, no. 3 (December 22, 2018): 111–14. http://dx.doi.org/10.33687/educ.005.03.2775.

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The study investigated the effectiveness of Co-operative E-learning approach (CELA) on students’ attitude towards Chemistry. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. The study was carried out in Koibatek sub-county, Kenya where there has been a persistent low achievement in the subject. 489 form three students from twelve county schools, purposively selected from the sub-county were taught the same course content on the mole for a period of five weeks. The experiment groups received their instructions through the use of CELA approach and control groups using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of CELA before treatment. Student Attitude Questionnaire (SAQ) was used for data collection. The results of the study indicated that students in experimental groups outperformed those in the control groups. Also, there were no statistically significant differences in the mean score in SAQ between boys and girls exposed to CELA. Girls and boys performed equally well in altitudes towards Chemistry. Chemistry teachers should be encouraged to incorporate CELA method.

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Julius, Judith kinya. "Enhancement of Chemistry Self-efficacy of Students using Computer Aided Instruction among Secondary School Learners in Kenya." International Journal for Innovation Education and Research 6, no. 8 (August 31, 2018): 79–90. http://dx.doi.org/10.31686/ijier.vol6.iss8.1119.

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Chemisrty self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of computer aided instruction (CAI) on Chemisrty self-efficacy of students as compared toconventional methods(CM). The study adopted solomon Four-Group, Non-equivalent Control Group Design which emphasises Quasi-Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively samlped and randomly assigned as either Experimental Groups or Control Groups. The students of experimental groups were taught chemisrty through CAI while the control groups were taught using Conventional Methods on the topics "the structure of the Atom, the periodic table and chemical families" for six weeks. Data was colected using students self-efficacy questionnaire(SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance (ANOVA) were used to analyse the data. The study revealed that the students taught through Computer aided instruction obtained significantly higher chemisrty self-efficacy scores than the students taught using conventional methods. Further, the study revealed that girls obtained higher self-efficacy scores than thier counterpart boys when taught using CAI. Thus, Chemistry teachers should adopt CAI in thier teaching to help in enhancing Chemisrty self-efficacy of students, and by extention enhance performance in Chemistry.

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Lazar, John M., David M. Koceja, and Harold H. Morris. "Effects of Auditory Radio Interference on a Fine, Continuous, Open Motor Skill." Perceptual and Motor Skills 80, no. 3 (June 1995): 739–45. http://dx.doi.org/10.2466/pms.1995.80.3.739.

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The effects of human speech on a fine, continuous, and open motor skill were examined. A tape of auditory human radio traffic was interjected into a tank gunnery simulator during each training session for 4 wk. of training for 3 hr. a week. The dependent variables were identification time, fire time, kill time, systems errors, and acquisition errors. These were measured by the Unit Conduct Of Fire Trainer (UCOFT). The interference was interjected into the UCOFT Tank Table VIII gunnery test. A Solomon four-group design was used. A 2 × 2 analysis of variance was used to assess whether interference gunnery training resulted in improvements in interference posttest scores. During the first three weeks of training, the interference group committed 106% more systems errors and 75% more acquisition errors than the standard group. The interference training condition was associated with a significant improvement from pre- to posttest of 44% in over-all UCOFT scores; however, when examined on the posttest the standard training did not improve performance significantly over the same period. It was concluded that auditory radio interference degrades performance of this fine, continuous, open motor skill, and interference training appears to abate the effects of this degradation.

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Susan Anyiendah, Mary, Paul A. Odundo, and Agnes Kibui. "Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya." International Journal of English Language Education 8, no. 2 (June 1, 2020): 77. http://dx.doi.org/10.5296/ijele.v8i2.17126.

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Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

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McNaughten, Dennis, and Carl Gabbard. "Physical Exertion and Immediate Mental Performance of Sixth-Grade Children." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1155–59. http://dx.doi.org/10.2466/pms.1993.77.3f.1155.

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The intent of this investigation was to examine the potential influence of varying durations of physical exertion at different times of the day on immediate mathematical performance by 120 sixth-grade boys and girls. Subjects were assigned to two control and two treatment groups (Solomon Four-group Design), with treated subjects administered physical exertion (paced walking at controlled moderate intensity) for durations of 20, 30, and 40 min. at three different times of the school day [8:30 a.m., 11:50 a.m. (before lunch), 2:20 p.m.] over 3 weeks. After each exertion session, subjects were immediately administered a 90-sec. mathematical computation test. Analysis indicated no significant differences in mathematical performance at any duration in the morning, but scores were significantly higher at 11:50 a.m. and 2:20 p.m. at 30- and 40-min. durations in comparison to the 20-min. duration. There were no differences by gender of subject.

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Uslu, Banu, and Ceyhun Ersan. "The Effect of Foreign Language Education on Preschoolers’ Native Language Development." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 381. http://dx.doi.org/10.46328/ijres.v6i3.1087.

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The present study is conducted to examine how foreign language education may affect preschool children's native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The Solomon Four-Group Design was used. Children’s native language skills were assessed via the Turkish Early Language Development Test (Tedil-3) and the experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups were subjected to the same experimental procedure for 8 weeks under the “right to benefit from the experiment process” which has never been applied before in any studies in Turkey. The findings were discussed within the framework of the literature and various suggestions were presented.

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Uludağ, Ali Korkut. "A chord programming model designed for Turkish Music Polyphony subject and its effectiveness levelTürk Müziği Çokseslendirme dersi için tasarlanan bir akor programlama çalışması ve etkililik düzeyleri." Journal of Human Sciences 13, no. 2 (May 17, 2016): 2563. http://dx.doi.org/10.14687/jhs.v13i2.3792.

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This research aims to determine effects of a chord programming model on students which was developed for Turkish Music Polyphony subject with different harmony types. Experimental process of the research was managed by the researcher over learning strategies based on chord programming study within the scope of “polyphony of Turkish folk songs belong to mode Huseyni series” subject. The study was conducted within 8 weeks with 28 students attending undergraduate program in Ataturk University, Kazım Karabekir Faculty of Education, Department of Fine Arts and Music Education Department. The study was designed with random research methods in which quantitative research methods are used predominantly. In the design, we used the Solomon Four Group Design which is regarded as the most valid complete model in terms of external and internal validity and Interview Technique which is applied to study group students. The control and experimental groups were generated through objective designation by considering equivalence test points.At the end of the experimental process, data obtained from the interview forms which were applied to the study group students showed consistency with research results, and we found a statistically significant increase in the experimental groups in terms of students’ polyphonic singing skills for the Ballad of Yemen. ÖzetTürk Müziği Çokseslendirme dersi için farklı armoni türleriyle hazırlamış bir akor programlama çalışma modelinin öğrenciler üzerindeki etkisini tespit etmek bu araştırmanın temel amacını oluşturmuştur. Araştırmanın deneysel işlem süreci, “Hüseyni makamı dizisine ait Türk halk ezgilerinin çokseslendirilmesi” konusu kapsamında akor programlama çalışmasına dayalı öğrenme stratejileri üzerinden araştırmacı tarafından kurgulanmıştır.Çalışma, Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümü, Müzik Eğitimi Anabilim Dalı lisans programında öğrenim gören toplam 28 öğrenci ile 8 hafta içerisinde gerçekleştirilmiştir. Çalışma, nicel araştırma yöntemlerinin baskın olarak kullanıldığı karma araştırma yöntemleri ile tasarlanmıştır. Bu tasarı içerisinde iç ve dış geçerliliği en yüksek tam model olarak kabul edilen “Solomon Dört Grup Modeli” ve çalışma grubu öğrencileri için uygulanan “Görüşme Tekniği” yer almıştır. Kontrol ve deney grupları, denklik testi puanları dikkate alınarak yansız atama yoluyla oluşturulmuştur. Deneysel işlem sonucunda çalışma grubu öğrencileri için uygulanan görüşme formlarından elde edilen veriler araştırma sonuçları ile tutarlılık göstermiş ve öğrencilerin “Yemen Türküsü” adlı eseri çok seslendirme becerilerinde istatistiksel açıdan deney grupları lehine anlamlı düzeyde bir artış belirlenmiştir.

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Jordaan, Jacques, Roelf Beukes, and Karel Esterhuyse. "The Development and Evaluation of a Life Skills Programme for Young Adult Offenders." International Journal of Offender Therapy and Comparative Criminology 62, no. 10 (October 31, 2017): 3077–96. http://dx.doi.org/10.1177/0306624x17737682.

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The purpose of this research project was to develop, implement, and evaluate a Life Skills programme for young adult male long-term offenders with the aim of improving their life skills that, in turn, could enable them to adjust more effectively in the correctional environment. Experimental research was used to investigate the effectiveness of the programme. In this study, 96 literate young adult male offenders between the ages of 21 and 25 years, with long sentences, were selected randomly. The participants were assigned randomly into an experimental and a control group. The Solomon four-group design was utilized to control for the effect of pretest sensitization. The measurements of the effectiveness of the programme were conducted before the programme commenced, directly (short term) after, 3 months (medium term) after, and 6 months (long term) after. The findings indicated that the programme had limited success in equipping the offenders with the necessary skills crucial to their survival in a correctional centre. The programme did, however, have significant effects, especially on problem solving and anger management in the short and medium term. These improvements were not long lived.

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Bakkaloğlu, Nilgün, and Pınar Özdemir Şimşek. "AN EVALUATION OF THE CREATIVE DRAMA METHOD USED IN THIRD- AND FOURTH- GRADE CLASSES ON ENVIRONMENTAL TOPICS BY TEACHING METHOD AND TEACHER EFFECT." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 590–611. http://dx.doi.org/10.33225/jbse/21.20.590.

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This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students. Keywords: environmental education, creative drama method, science education, teacher effect

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Wiles, Rebecca, and Troy E. Hall. "Can Interpretive Messages Change Park Visitors’ Views on Wildland Fire?" Journal of Interpretation Research 10, no. 2 (November 2005): 18–34. http://dx.doi.org/10.1177/109258720501000203.

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This study evaluated the effect of differently formulated interpretive messages embedded in a 90-minute guided tour on Mesa Verde National Park visitors’ knowledge and attitudes about wildland fire. Using a Solomon four-group experimental design, 31 different groups of visitors ( N=496) received affective arguments, cognitive arguments, a combination of arguments, or no persuasive argument. All persuasive programs led to significant increases (one to two points) on a five-question knowledge scale and two attitude scales, although the three treatments did not differ in their effects. Attitudes became slightly more positive about the ecological role of fire and less negative about the destructive nature of fire. A slight priming effect of the pre-test was found for one measure but there were no effects on other measures, supporting the external validity of study findings. Attitude and knowledge changes related to fire were greater for those who had weaker prior attitudes or lower prior levels of knowledge. Counter to hypotheses, the personal relevance of fire and need for cognition did not exhibit a significant relationship to knowledge gain or attitude change.

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Wilke, R. Russell. "THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS." Advances in Physiology Education 27, no. 4 (December 2003): 207–23. http://dx.doi.org/10.1152/advan.00003.2002.

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This study investigated the effect of active-learning strategies on college students’ achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

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Majid, Ismail. "Pengaruh E-learning berbasis Edmodo pada Mata Kuliah Pengantar Sistem dan Teknologi Informasi." Journal of Computer and Information System ( J-CIS ) 1, no. 2 (October 17, 2019): 29–36. http://dx.doi.org/10.31605/jcis.v1i2.627.

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Tugas utama sebagai seorang dosen adalah mencakup 3 hal yakni melakukan pengajaran, penelitian, dan pengabdian masyarakat, terkadang akibat adanya tugas selain pengajaran, dosen tidak maksimal memberikan perkuliahan di ruang kelas, dan untuk melakukan penjadualan ulang perkuliahan tidak mudah karena terbatasnya ruang kelas yang tersedia, Penelitian ini bertujuan mengungkapkan perbedaan hasil belajar Mahasiswa yang diajar dengan metode e-learning berbasis edmodo dengan metode diskusi, Penelitian ini merupakan penelitian Quasi eksperiment mengggunakan Randomized Solomon Four-Group Design, dengan meneliti empat kelompok mahasiswa yaitu kelas eksperimen yang terdiri dari satu kelompok yang ikut pretest dan satu kelompok tidak ikut pretest dan kelas kontrol juga terdiri dari dua kelompok satu kelompok ikut pretest dan kelompok satu berikutnya tidak ikut pretest. Kelas eksperimen diberikan perlakuan dengan menggunakan e-learning berbasis edmodo dan kelompok kontrol diberikan perlakuan menggunakan pembelajaran dengan metode diskusi. Hasil penelitian menunjukkan hasil belajar mahasiswa yang diajar menggunakan metode e-learning berbasis edmodo masuk pada kategori tinggi atau dengan presntase sebesar 57%, terdapat perbedaan rerata nilai hasil belajar antara kelas eksperimen dengan kelas kelas kontrol akan tetapi tidak signifikan.

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Retzbach, Joachim, Andrea Retzbach, Michaela Maier, Lukas Otto, and Marion Rahnke. "Effects of Repeated Exposure to Science TV Shows on Beliefs About Scientific Evidence and Interest in Science." Journal of Media Psychology 25, no. 1 (January 2013): 3–13. http://dx.doi.org/10.1027/1864-1105/a000073.

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For scientific laypersons, it is becoming increasingly important to understand the concept of scientific evidence. Prior research shows that the media tend to underrepresent the tentativeness and uncertainty of research findings. Yet presently it remains unclear whether beliefs about the certainty or uncertainty of scientific evidence are affected by the mass media’s science coverage. In this study, we tested cultivation effects of features from German science TV shows on laypersons’ beliefs about science and their interest in science. A sample of adults (N = 700) representative of the German population in terms of age, sex, and education participated in a longitudinal field experiment with an extended Solomon four-group design (two experimental and three control groups). The treatment consisted of six successive media stimuli, which portrayed scientific evidence as either certain or uncertain, over the course of 6 weeks. Results indicate media effects on participants’ beliefs about the certainty of scientific evidence. Additionally, the treatment portraying science as certain enhanced participants’ interest in science, whereas the uncertainty treatment had no effect on interest. These experimental findings demonstrate cultivation effects using real-world stimuli and are interpreted in support of the claim for a greater acknowledgement of uncertainty in science communication.

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Anyiendah, Mary Susan, Paul Amolloh Odundo, and Agnes Kibuyi. "Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects." English Language Teaching 13, no. 10 (September 28, 2020): 139. http://dx.doi.org/10.5539/elt.v13n10p139.

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Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English language examinations than peers in neighbouring counties over the years. The performance is much weaker in comprehension passages than grammar sections. Although there are low grades, the nexus between use of prediction skills and learners’ achievement in reading comprehension passages has not been assessed. This study applied the Solomon Four Non-Equivalent Group Design to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression used generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Findings indicate that the influence of prediction skills on learner achievement in reading comprehension passages was significant in experimental, but insignificant in the control groups. However, influence was stronger in the experimental than in the control groups, suggesting that training English language teachers on correct application of prediction skills improves learner achievement in reading comprehension passages. The study recommends need to: sensitise teachers on textbook usage, while supplementing with improvised materials; guide learners through titles; as well as update teacher training curriculum by integrating inter alia, emerging instructional methods embracing Information and Communication Technology and entrenching innovation in resource mobilization and use.

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KUNT, SİNEM, and BİLGEHAN GÜLCAN. "Potential impact of creative infusion on perceptions and behaviors of visitors: theory and evidence from tourism." International Journal of Professional Business Review 6, no. 1 (December 26, 2020): 198. http://dx.doi.org/10.26668/businessreview/2021.v6i1.198.

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This study aims to synthesize creative infusion with the theory of inoculation. It is sought to reveal the potential impact of this synthesis’ application on the perceptions and behaviors of visitors. Relationships among variables are assessed using Solomon Four Group and Factorial Modeling based on experimental designs. The data are gathered from tourists (n = 451) at the Seven Churches sites (Ephesus, Smyrna, Pergamum, Sardis, Philadelphia, Thyatira and Laodicea) in Turkey. Model results indicate that perceived creative infusion has a significant impact on revisits and recommendations. This is the first study which examines the relationship between perception and behavior by synthesizing creative infusion with inoculation theory in the tourism literature. Furthermore, it is a new contribution to the tourism literature through its revealing that inoculation theory also works in synthesis with creative infusion in the field of destination marketing as previously shown in such fields as behavioral science, communication, marketing and social psychology.

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Çifçi, Taner. "Effects of Infographics on Students Achievement and Attitude towards Geography Lessons." Journal of Education and Learning 5, no. 1 (January 21, 2016): 154. http://dx.doi.org/10.5539/jel.v5n1p154.

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Geography is a very comprehensive field of study with many subjects to study topics. Using a wide range of materials in the teaching of this course can this lesson be made effective and permanent because we do not have chances to observe natural phenomena. Therefore, in geography education materials natural environment is to be brought to class by using materials. One of these materials is infographics. Within the scope of this study, the effects of use of infographics on students’ achievement and attitude in geography course. The study is important as it can contribute to design of new instructional materials to be used in classes. The study was designed as quasi-experimental study, which is one of the quantitative study methods. In the study, “Solomon Four Group Design” has been used. As a result, it can be said that using infographics in geography lessons increase academic achievement and attitude levels of the students. It can also contribute to visual and verbal learning levels. Besides, these results can also provide guidance to teachers as they provide alternative and different instructional materials in geography lessons. Infographics can be effectively and widely used in geography lessons in different grade levels and learning areas when visual and information are to be given together. It is also suggested to use infographics in cases where achievement and attitudes of students in geography lesson is low.

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Omondi, Kevin K., Fred N. Keraro, and Zephania O. Anditi. "Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya." Frontiers in Education Technology 1, no. 2 (October 12, 2018): 191. http://dx.doi.org/10.22158/fet.v1n2p191.

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This study investigated the effects of using advance organizers on students’ achievement in biology in secondary schools in Kilifi County. Solomon Four, Non-Equivalent control group design was used in this study. The study targeted all secondary school students in Kilifi County. The accessible population consisted of all form two students in Kilifi County. Purposive sampling was used to select four co-educational secondary schools in Kilifi County. The four schools were randomly assigned to experimental groups (E1) and (E2) and control groups C1 and C2. A total of 156 students participated in the study. Data was collected using Biology Achievement Test (BAT). The reliability of BAT was estimated using Kuder-Richardson (K-R) 20 and Cronbach’s coefficient. This yielded a reliability coefficient of 0.82 and 0.79 respectively. BAT was validated by experts in science education from Egerton University. The data collected was analyzed using mean, one-way ANOVA and t-test. The level of significance was 0.05. The findings of this study show that there was statistically significant difference in achievement between learners in favour of those taught using advance organizers compared to those taught using conventional teaching methods. The findings also indicate that there was no statistically significant gender difference in achievement.

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Journal articles on the topic 'Solomon Four Group Design'

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