Journal articles: 'Skills enhancement'

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Scott Melvin, W., Jerome A. Johnson, and E. Christopher Ellison. "Laparoscopic skills enhancement." American Journal of Surgery 172, no. 4 (October 1996): 377–79. http://dx.doi.org/10.1016/s0002-9610(96)00186-9.

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Burchard, Kenneth W., Pamela A. Rowland, Norman B. Berman, Paul D. Hanissian, and Patricia A. Carney. "Clerkship enhancement of interpersonal skills." American Journal of Surgery 189, no. 6 (June 2005): 643–46. http://dx.doi.org/10.1016/j.amjsurg.2005.03.001.

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Boutcher, Stephen H., and Robert J. Rotella. "A Psychological Skills Educational Program for Closed-Skill Performance Enhancement." Sport Psychologist 1, no. 2 (June 1987): 127–37. http://dx.doi.org/10.1123/tsp.1.2.127.

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A four-phase psychological skills educational program for closed-skill performance enhancement is outlined. The four phases of the program are sport analysis, individual assessment, conceptualization/motivation, and mental skill development. The sport analysis phase involves analyzing the unique characteristics and demands of a particular activity or sport. The individual assessment phase entails establishing an individual profile of the athlete’s strengths and weaknesses. The conceptual/motivational phase provides information on the athlete/athletic situation interaction, the kind of commitment needed to change inappropriate behaviors, and the importance of establishing an efficient goal-setting strategy. The final phase focuses on the development of general and specific mental skills. Sources and examples of data-gathering techniques, questionnaires, and mental skill enhancement strategies are described.

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Oktiawan, Wiharyanto, Mochtar Hadiwodo, and Purwono Purwono. "Enhancement Student Understanding Through The Development Of Lab Module Based On Constructivistic." International Journal of Engineering Education 1, no. 1 (June 15, 2019): 41–45. http://dx.doi.org/10.14710/ijee.1.1.41-45.

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Experimental focuses learning on developing the skills of student in the process of knowledge, discover and develop their own fact, concept, and values required. The way to make it is by doing modification to the practical guidance module had been given. Nowadays, practical guidance tend to emphasize on the explanation, so its use both practical and follow the path that has been presented. The practical guidance module should be modified based on constructivism. The module is an experimental guidance to environmental laboratory subject. The test material consists of water and wastewater sample with parameter of chemical oxygen demand (COD), total dissolved solid (TDS), and nitrate. The results showed progress in the cognitive aspects such students' ability to predict the concentration of COD sample. The greater COD concentration of wastewater make the color of mixture is blue-green. The student could communicate the calibration curves correctly. Hypothesis skills presented at TDS testing. The greater of the sediment, the greater the concentration of its. The same thing happened on COD testing, COD levels can be estimated earlier. The skills show an increasing such as the skill to ask questions, experiment planning skills, skills in using tools/materials, accuracy in data retrieval, seriousness and cooperation in conducting the experiment.

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Bloch, Brian. "Career enhancement through foreign language skills." International Journal of Career Management 7, no. 6 (December 1995): 15–26. http://dx.doi.org/10.1108/09556219510098073.

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O'hair, Mary, Dan O'hair, and Sharon L. Wooden. "Enhancement of Listening Skills as a Prerequisite to Improved Study Skills." International Listening Association. Journal 2, no. 1 (January 1988): 113–20. http://dx.doi.org/10.1080/10904018.1988.10499101.

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Goldstein, Arnold P. "Refusal Skills: Learning to Be Positively Negative." Journal of Drug Education 19, no. 3 (September 1989): 271–83. http://dx.doi.org/10.2190/gdd6-u6bf-6nkn-b9w6.

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Many youth wishing to refuse drugs or alcohol offered to them are deficient in the interpersonal abilities which constitute such refusal skills. This article describes Skillstreaming, an interpersonal skill training approach of apparent effectiveness when used for such behavioral enhancement purposes. Presented are its constituent training procedures, specific skills content, and methods for promoting the transfer and maintenance of skill competence in real-world, refusal-relevant situations.

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Rowan, Noell, Lynetta Mathis, Fran Ellers, and Jaime Thompson. "Creating Learning Opportunities for the Enhancement of Critical Thinking Skills in BSW Education." Journal of Baccalaureate Social Work 18, no. 1 (January 1, 2013): 123–40. http://dx.doi.org/10.18084/basw.18.1.h2607866p316164m.

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The Council on Social Work Education has identified the enhancement of critical thinking skills as a vital component in social work education. Educators are challenged to create learning opportunities for knowledge and skill development as it relates to critical thinking. This article offers a description of a specific project to emphasize improvement in critical thinking skills through a newly created Writing Skills for Social Workers course and increased rigor in a BSW capstone project. The process of obtaining funding for the project and the methods in place to sustain it are also provided. Results indicate 88% of the students involved in the overall project demonstrated the ability to use social work critical thinking skills necessary to examine evidence, provide a clear explanation of reasonable alternatives, and evaluate possible consequences. Recommendations to continue providing learning opportunities to enhance critical thinking skills in BSW education are discussed.

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Alhaddad, Idrus, Yaya S. Kusumah, Jozua Sabandar, and Jarnawi A. Dahlan. "ENHANCING STUDENTS' COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL." Journal on Mathematics Education 6, no. 1 (April 2, 2015): 31–39. http://dx.doi.org/10.22342/jme.6.1.1856.31-39.

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This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCSÂ students that used TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model

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AGER, A., and J. C. READING. "Teaching skills through the enhancement of natural antecedents." Journal of Intellectual Disability Research 36, no. 2 (June 28, 2008): 157–68. http://dx.doi.org/10.1111/j.1365-2788.1992.tb00491.x.

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Škodová, Zuzana. "Communication and interpersonal skills enhancement in midwifery: review." Central European Journal of Nursing and Midwifery 7, no. 3 (September 30, 2016): 504–10. http://dx.doi.org/10.15452/cejnm.2016.07.0021.

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Wheeler, Anne, Chris Young, Ken Oliver, and John Smith. "Study skills enhancement through geography and environmental fieldwork." Planet 24, no. 1 (June 2011): 14–20. http://dx.doi.org/10.11120/plan.2011.00240014.

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Dabla, P. K. "Research opportunities & skills - Gateway for career enhancement." Clinica Chimica Acta 493 (June 2019): S748. http://dx.doi.org/10.1016/j.cca.2019.03.1458.

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Situngkir, Debby Anelia. "The Application of Process Approach in Enhancing Paragraph Writing Skills of SMA Negeri 1 Lembang." Acuity : Journal of English Language Pedagogy, Literature and Culture 4, no. 2 (July 29, 2019): 94–127. http://dx.doi.org/10.35974/acuity.v4i2.1043.

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Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this research. To get the aims of this research used quantitative research. Also, researcher conducted paragraph writing pre-test and post-test, as an instrument, to 64 second year students of SMA Negeri 1 Lembang. Then researcher analyzed students’ pre-test and post-test achievement by using Statistical Package for the Social Science (SPSS). The results are paragraph writing skills of students enhanced and there is significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach. It implies that Process Approach enhance paragraph writing skill of students.

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Walker, Neff, Arthur D. Fisk, Donita Phipps, and Alex Kirlik. "Training Perceptual-Rule Based Skills." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1178–82. http://dx.doi.org/10.1177/154193129403801807.

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The results of an experiment are discussed that address how best to train perceptual-rule based skills within a domain where rules correlate to perceptual aspects of a dynamic evolving environment. Participants performed the role of football quarterback where the object of the task was to learn to identify the correct pass receiver in a simulated football system. The correct receiver could always be specified by a set of rules or subtle perceptual cues. Subjects were assigned to one of four training groups which were constructed by complete crossing of rule versus no rule learning and visual enhancement training versus no visual enhancement training. After training trials all subjects transferred to new plays in which new rules or perceptual cues were required. Transfer performance was superior for the participants who received the visually enhanced training. These results are discussed in light of theories of part-task training.

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Zafar, Tehmina, Muhammad Arfan Lodhi, and Shamaila Iqbal. "Teaching English reading skills through Oxford Reading Circle (ORC) textbook among ESL learners of grade 8." International Journal of Childhood, Counselling and Special Education 2, no. 2 (June 2021): 85–102. http://dx.doi.org/10.31559/ccse2021.2.2.2.

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Reading skills though considered passive skill but play significant role in developing speaking and other skills among ESL learners. However, in the developmental process of reading skills, researchers have investigated the reading barriers that affect the learners’ reading comprehension. Most specifically, the lack of using effective reading teaching strategies for the enhancement of reading skills are common in early age students. Therefore, this study validates the significance of reading skills, investigates reading hurdles, examines the reading strategies used by teachers, and manipulates the role of the Oxford Reading Circle book grade 8 in the development and enhancement of reading proficiency among ESL learners. The experimental design is applied for this research on randomly selected 50 students. Furthermore, descriptive framework was adopted to obtain teachers’ perspectives about the textbook used as treatment in the experimental phase. The research tools developed for this study were questionnaires and tests. The obtained data was analyzed by using descriptive statistics technique and paired sample t-test in SPSS. The findings of current study demonstrate the importance of reading skills for ESL learners; explore the reading hurdles that learners have to face and determine the significant role of ORC book grade 8 on the enhancement of reading skills. The findings recommended that the teachers and English teaching contents both play crucial role in developing reading proficiency of ESL learners. It is also suggested that teachers should make use of effective pedagogical practices to develop reading skills habits and enhance reading proficiency among ESL learners.

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Kurniawan, Yudi. "The Enhancement of Consistency of Interpretation Skills on the Newton’s Laws Concept." JIPF (Jurnal Ilmu Pendidikan Fisika) 3, no. 1 (March 13, 2018): 28. http://dx.doi.org/10.26737/jipf.v3i1.411.

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Conceptual understanding is the most important thing that students should have rather than they had reaches achievement. The interpretation skill is one of conceptual understanding aspects. The aim of this paper is to know the consistency of students’ interpreting skills and all at once to get the levels of increasing of students’ interpretations skill. These variables learned by Interactive Lecture Demonstrations (ILD) common sense. The method of this research is pre-experimental research with one group pretest-posttest design. The sample has taken by cluster random sampling. The result had shown that 16 % of all student that are have perfect consistency of interpretation skill and there are increasing of interpretation skill on 84 % from unknown to be understand (this skill). This finding could be used by the future researcher to study in the other areas of conceptual understanding aspects

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Pursitasari, I. D., E. Suhardi, A. P. Putra, and I. Rachman. "Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 97–105. http://dx.doi.org/10.15294/jpii.v9i1.21884.

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This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

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Moorthy, Ramya S., Kritika Iyer, R. Hari Krishnan, and S. Pugazhenthi. "Enhancement of psychomotor skills in children with autism spectrum disorder by employing a mechatronic training kit." Paladyn, Journal of Behavioral Robotics 10, no. 1 (January 1, 2019): 1–13. http://dx.doi.org/10.1515/pjbr-2019-0001.

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AbstractPrevalence of Autism Spectrum Disorder (ASD) in children has been increasing over the years. These children, when compared to typically growing children, face challenges in leading a day-to-day life. Other than the social interactions, communication and cognitive skills, psychomotor skill deficits are also found in them. This paper focuses on enhancement of psychomotor skills in children with ASD by employing a mechatronic training kit. Training using this kit aims at developing skills like ‘palmar grasp’, ‘wrist rotation’ and ‘eye-hand coordination’. Trials were conducted with six children with autism aged between four and nine years. Significant improvements were seen in these children both in skills and in behaviour after the training. Thus, teaching psychomotor skills to children with autism using the newly developed mechatronic door training kit is found to be working and the results are encouraging.

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Ahadin, Ahadin. "KAPASITAS PERKEMBANGAN KEMAMPUAN MOTORIK PADA ANAK USIA TAMAN KANAK-KANAK." Jurnal Pesona Dasar 7, no. 2 (October 4, 2019): 26–37. http://dx.doi.org/10.24815/pear.v7i2.14756.

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Motor ability is an individual capacity to develop the ability of the skills that are possessed in an effort to heighten or accelerate the mastery of a skill. Individual capacities that are motor capability consist of: speed (speed), agility, power, balance (balance), flexibility (flexibility), and coordination (coordination). Motor development is a change in motor behaviour that occurs because of maturity and child interaction with the environment. Maturity is a change that occurs in the body within a period of time. While the environment consists of: family, friends play, and community environment. The function of motor capability for children in kindergarten is to promote labor, facilitate, accelerate in the mastery of various motor skills studied. Motor skills are a child's ability to display or demonstrate a skill. Motor capability occurs or is acquired through an integrated or associated process along with an exercise or enhancement through experience. Motor capability will occur with a change from time to time relatively permanent in the capacity to showcase a skilled motor skill.

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Khan, Rahmat Ullah, Hafiz Muhammad Inamullah, and Hafiz M. Irshadullah. "Effects of E-Learning Media on Cognitive Skills Enhancement of Students." Global Social Sciences Review III, no. I (March 30, 2018): 176–93. http://dx.doi.org/10.31703/gssr.2018(iii-i).12.

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The significant time that learners spend on using e-learning media for teaching learning purpose at schools and homes creates some thought provoking questions like how the use of e-learning media may influence cognitive skills enhancement?, and if it does have influence, then how much? The study evaluates the effects of e-learning media on cognitive skills enhancement of science students respectively, and compares the impact of elearning media on cognitive skills enhancement of male and female science learners. The study is experimental in nature. Results of the study are tested at significance level alpha: a = 0.05. After conducting pre-tests, treatment and post-tests, it is found that the post-test results of male and female science students are better than their pre-test. It is also found that the cognitive skills enhancement score of both genders of students of experimental group is higher than the score of both genders of students of control group on the basis of post-tests scores. It is also found that there was no difference between cognitive skills enhancement score of male students of experimental group and that of female students of experimental group on the basis of post-tests scores. Consequently, it is concluded that the use of e-learning media has considerable positive effect on the achievement of male and female science students and it enhances their cognitive skills, but no considerable difference was observed between the cognitive skills enhancement of male and female students using e learning media.

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Sairam, Boonchauy, Chaiyuth Sirisuthi, and Kanjana Wisetrinthong. "Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators." International Education Studies 10, no. 7 (June 27, 2017): 143. http://dx.doi.org/10.5539/ies.v10n7p143.

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Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.

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Dobrova, Victoria V., and Polina G. Labzina. "ENHANCEMENT OF ENGINEERING SOFT SKILLS DEVELOPMENT: EU COUNTRIES EXPERIENCE." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 238–43. http://dx.doi.org/10.34216/2073-1426-2020-26-2-238-243.

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Recently, the quality of graduates and their ability to meet the needs of employers became widely discussed worldwide. Despite the enormous importance of academic knowledge and cognitive abilities, today employment opportunities are more determined on the basis of the concept of soft skills. In Russia, this problem is still unsolved: the training programs of most universities are based on traditional methods with little or no time devoted to the soft skills development. In Europe, this situation has been relevant for several decades due to the global changes in the economy and, accordingly, an acute shortage of jobs. Therefore, the issues of employment and the quality of competencies and skills of graduates have already been studied a lot. The vast experience of Europe can be borrowed by Russian universities, which are just beginning to move towards the development of soft skills and the awareness of the need for their development within the framework of university disciplines. The article describes terminological variations, analyzes different methods and approaches to training and assessing soft skills, as well as presents the best practices of EU countries on teaching soft skills.

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Hirsh, James. "Teaching Paradoxes: Shakespeare and the Enhancement of Audience Skills." Shakespeare Quarterly 41, no. 2 (1990): 222. http://dx.doi.org/10.2307/2870452.

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Sanz de Acedo Lizarraga, María Luisa, María Teresa Sanz de Acedo Baquedano, Tomás Goicoa Mangado, and María Cardelle-Elawar. "Enhancement of thinking skills: Effects of two intervention methods." Thinking Skills and Creativity 4, no. 1 (April 2009): 30–43. http://dx.doi.org/10.1016/j.tsc.2008.12.001.

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Andin, Christina. "Students Satisfaction of the Industrial Skills Enhancement Program (INSEP)." International Journal of Vocational Education and Training Research 1, no. 2 (2015): 27. http://dx.doi.org/10.11648/j.ijvetr.20150102.13.

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Pathania, Raj, and Goldy Chopra. "Enhancement in Life Skills of Adolescent Girls through Intervention." Studies on Home and Community Science 11, no. 1 (January 2, 2017): 29–31. http://dx.doi.org/10.1080/09737189.2017.1351073.

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Hacker, Colleen M. "Women’s World Cup: Performance enhancement through mental skills training." Professional Psychology: Research and Practice 31, no. 4 (2000): 363–64. http://dx.doi.org/10.1037/h0092813.

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Deonandan, Raywat, Nodine Sangwa, Steve Kanters, and Sabin Nsanzimana. "Writing skills enhancement for public health professionals in Rwanda." Advances in Medical Education and Practice Volume 8 (March 2017): 253–56. http://dx.doi.org/10.2147/amep.s128403.

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Thorpe, Karran, and Judith C. Kulig. "The Enhancement of Writing Skills Among Post-RN Students." Journal of Continuing Education in Nursing 28, no. 1 (January 1997): 39–43. http://dx.doi.org/10.3928/0022-0124-19970101-09.

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Srivathsani, S., and S. Vasantha. "Review of the Skill Development Initiatives and its Effect on the Indian Economy." Asian Journal of Managerial Science 7, no. 3 (April 22, 2021): 42–45. http://dx.doi.org/10.51983/ajms-2018.7.3.1342.

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Skill can be related to the work performed by the people. If a unit of work is performed by an unskilled person, the actual output would not match the expected output. Thus, skills and competencies play an important role in a person’s life. The projection of the skills and competencies helps him to achieve the employability status. The person has to sustain his employability by the process of continuous enhancement of his skills by way of various trainings and workshops. So, skills are essential for the development of a person and the country’s economy. This paper deals with the study of the current skill gap scenario prevailing in India and various schemes and programmes propelled by the Government of India to bridge the gap. The paper also discusses the National Policy on Skill Development and Entrepreneurship 2015.

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Khan, Muhammad, Fozia Aftab Kiani, Afsheen Ashraf, and Muhammad Iftikhar-ul- Husnain. "Skills, Competitiveness and Productivity." Pakistan Development Review 48, no. 4II (December 1, 2009): 473–86. http://dx.doi.org/10.30541/v48i4iipp.473-486.

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This study reviews selected indicators on skills and productivity for the period 2000-2008 using labour force survey data. The review of the labour market demonstrates the need of enhancement of skills as well as improved access to skills and education which are necessary to enter a virtuous circle of higher productivity, employment, incomes growth, and development. Without a workforce that is continuously acquiring new and improved skills, it will be difficult for Pakistan to be competitive in the globalising world. The analysis clearly emphasises the need for reforms in the technical and vocational education and training system. Keywords: Skills, Productivity, Labour Market, Competitiveness

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Supriyanti, Siti, Anna Permanasari, and Fitri Khoerunnisa. "Correlation Between Information Literacy and Critical Thinking Enhancement Through PjBL-Information Literacy Learning Model." Journal of Educational Sciences 4, no. 4 (October 24, 2020): 774. http://dx.doi.org/10.31258/jes.4.4.p.774-784.

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Information literacy is closely related to critical thinking skills. Critical thinking skills are related to exploring and evaluating information to make argumentation with relevant and appropriate information. It includes analyzing and synthesizing information to solve a problem where these activities are part of information literacy. Thus, information literacy-based learning should be able to enhance critical thinking skills. This study aims to determine the correlation between critical thinking skills and student’s information literacy enhancement through learning chemistry with the PjBL-IL model on the biogas production context. This study used a pre-experimental method - one group pretest-posttest design involving 32 high school students. Students' critical thinking and information literacy skills were measured using tests. Critical thinking skills and information literacy enhancement on high and medium category with N-gain score are 72.90% and 66.20% respectively and show a low correlation with a correlation coefficient value of 0.144. Where the basic support indicator has a negative correlation (r = -0.105). Thus, critical thinking skills enhancement is not always in line with information literacy.

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Simmons, Amy L., and Robert A. Duke. "Effects of Sleep on Performance of a Keyboard Melody." Journal of Research in Music Education 54, no. 3 (October 2006): 257–69. http://dx.doi.org/10.1177/002242940605400308.

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Recent research has shown that both the speed and accuracy of novel motor skills improve during sleep in a process called consolidation. Such off-line learning in the absence of practice as yet has been experimentally observed only with learners performing relatively simple tasks. In the experiment we report here, we tested whether experienced learners performing a music skill obtain similar sleep-dependent improvements. Participants learned a 12-note melody on the piano, and recalled the melody following 12- or 24-hour intervals that either did or did not include sleep. We found significant sleep-dependent improvements in performance accuracy in the retests that followed intervals of sleep, and no significant improvements following intervals that did not include sleep. This is the first demonstration of consolidation-based enhancement of motor skills in the context of music. We did not find consistent sleep-dependent enhancements in performance speed, but we observed that temporal evenness improved in the absence of practice 24 hours after training.

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Ancho, Inero. "EXPLORING TEACHERS’ RESEARCH COMPETENCY: INPUTS TO POLICY ENHANCEMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 203. http://dx.doi.org/10.24252/eternal.v52.2019.a2.

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Using a convenience sample of 120 elementary, high school and senior high school classroom teachers in a City Schools Division, province of Bulacan, Philippines, the respondents were asked to complete a survey on general research skills and quantitative and qualitative research skills. The study explored the current status of teachers’ research competence. The results and findings of this study will serve as bases for policy enhancement. The policies anchored on concrete and evidence-based viewpoints contribute to successfully developing a culture of research among basic education teachers. As findings of the study reveal the current status of teacher-respondents regarding their research skills, overall numerical rating pegged to be “fair” when interpreted; it reflects a much serious state about their plight. The prerequisite to the successful implementation of research programs for teachers is on the basic assumption that teachers possess the necessary skills to do the task. Also, this is then being enhanced by revisiting teachers’ workload. Moreover, the presence of funding programs for teachers’ research projects exhibits a positive development in strengthening support for teachers’ professional development.

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Madrigal, Leilani. "Psychological Skills for Injury Prevention and Recovery." Women in Sport and Physical Activity Journal 23, no. 2 (October 2015): 79–84. http://dx.doi.org/10.1123/wspaj.2014-0024.

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Psychological skills such as goal setting, imagery, relaxation and self-talk have been used in performance enhancement, emotional regulation, and increasing one’s confidence and/or motivation in sport. These skills can also be applied with athletes during recovery from injury in the rehabilitation setting or in preseason meetings for preventing injury. Research on psychological skill use with athletes has shown that such skills have helped reduce negative psychological outcomes, improve coping skills, and reduce reinjury anxiety (Evans & Hardy, 2002; Johnson, 2000; Mankad & Gordon, 2010). Although research has been limited in psychological skill implementation with injured athletes, these skills can be used when working with injured athletes or in the prevention of injury. Injured athletes may use psychological skills such as setting realistic goals in coming back from injury, imagery to facilitate rehabilitation, and relaxation techniques to deal with pain management. In prevention of injury, the focus is on factors that put an individual at-risk for injury. Thus, teaching strategies of goal setting, imagery, relaxation techniques, and attention/focus can be instrumental in preparing athletes for a healthy season.

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Fazlaini, Risna. "INFLUENCE OF IMPLEMENTATION OF NIFAS COUNSELING MODULES ON KNOWLEDGE, ATTITUDES AND SKILLS ENHANCEMENT MIDWIFE COUNSELING." Jurnal Medikes (Media Informasi Kesehatan) 7, no. 1 (May 31, 2020): 73–82. http://dx.doi.org/10.36743/medikes.v7i1.205.

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One of the competencies of midwife is responsible to give care during the postpartum period according to women’s individual need. In providing postpartum care, midwives should be able to detect of complications, thereby reducing morbidity and maternal mortality. Counseling is one of the interventions that can be given to the mother. Postpartum counseling module is a module that was designed and compiled based on literature review as a guide to help midwives provide counseling on postpartum mothers. The aim of the study is to analyze the effect of implementation of postpartum counseling module to increase knowledge, attitudes and counseling skills of midwives. The study is analitic with quasi experimental with pretest-posttest control group design. A sample size of 42 people that divided into two groups, 21 people in intervention group and 21 people in control group using stratified random sampling technique in the period January 16-February 25, 2017 conducted in Tegal. Data were analyzed by using t-test to examine the average increase scores of knowledge, attitudes and skills before and after training module on intervention group and before and after submission of KIA book in the control group. Mann-Whitney test to analyzed the comparison of the average increase score of knowledge, attitude and skills of midwives between the two groups. Instrument which is used in this study were questionnaire to measure knowledge and attitudes and observation sheet to assess the counseling skills of midwives The result showed that the average increase in score of knowledge 50% (p<0,05), attitude 40% (p<0,05), and midwife counseling skill 99,7% (p<0,05) in the treatment group is higher than control group with percentage increase of 0% (p>0,05) on knowledge, 0% (p>0,05) on attitude and 0% (p>0,05) on skills. The conclusion is score of knowledge, attitudes and skills of midwife counseling in the treatment group higher than control group. The optimal use of the postpartum counseling module by midwife is expected to improve the quality care in counseling during postpartum period. Keyword: Attitude, Counseling, Module, Knowledge, Skill, Postpartum

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Hockey, Ann, Martin Spaul, Carlos Jimenez-Bescos, and Ian Frame. "Creating Sustainable Communities: Conceptualising an Interactive Toolkit for Skills Enhancement." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 4, no. 1 (2008): 147–54. http://dx.doi.org/10.18848/1832-2077/cgp/v04i01/54462.

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Gilchrist, Lewayne D., Steven Paul Schinke, Joseph E. Trimble, and George T. Cvetkovich. "Skills Enhancement to Prevent Substance Abuse Among American Indian Adolescents." International Journal of the Addictions 22, no. 9 (January 1987): 869–79. http://dx.doi.org/10.3109/10826088709027465.

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Thamrin, Nani Ronsani, Pratomo Widodo, and Margana. "Developing Higher Order Thinking Skills (Hots) For Reading Comprehension Enhancement." Journal of Physics: Conference Series 1179 (July 2019): 012073. http://dx.doi.org/10.1088/1742-6596/1179/1/012073.

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Farley, Roy C., Robert L. Akridge, and B. Douglas Rice. "Interpersonal relationship skills training and employability enhancement of rehabilitation clients." Psychosocial Rehabilitation Journal 10, no. 1 (1986): 57–60. http://dx.doi.org/10.1037/h0099618.

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Ball, Samuel A., Michael Todd, Howard Tennen, Stephen Armeli, Cynthia Mohr, Glenn Affleck, and Henry R. Kranzler. "Brief motivational enhancement and coping skills interventions for heavy drinking." Addictive Behaviors 32, no. 6 (June 2007): 1105–18. http://dx.doi.org/10.1016/j.addbeh.2006.07.014.

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Qadi, Ahmad. "The Role of Facebook in Enhancement of Undergraduates’ Receptive Skills at a Saudi University." English Language Teaching 14, no. 8 (July 26, 2021): 19. http://dx.doi.org/10.5539/elt.v14n8p19.

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Observing receptive skills development in Saudi Arabia’s undergraduates at Summer University (pseudonym), this paper immaculately investigates students’ perceptions regarding the uses of Facebook as a well-liked forum of social media pertinent to enhancement of Receptive Skill of English, as a foreign language. At greater extent, their approaches have been scrutinized while using Facebook and the nature of influence of Facebook have been examined as well. Data have been collected from seventy-five undergraduate’s students via questionnaire. In addition, findings put forward that Facebook use is exceedingly effectual in mounting students’ listening and reading skills meticulously of English language. Relevantly, some of the probable threats to students’ proficiency have been pointed out. In fewest possible words, the study lucidly concludes that undergraduates, generally speaking, are positive in relation to the role of Facebook in the development of receptive skills while using Facebook, which not only influencing undergraduates to visualize innovative ideas in visual or video formats but also it inspires to communicate in English language. 

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Kaur, Gurpreet, Soumi Awasthy, and Usama Ghayas Syed. "Effect of Critical Thinking on Cognitive Enhancement." Defence Life Science Journal 4, no. 2 (April 11, 2019): 117–21. http://dx.doi.org/10.14429/dlsj.4.13201.

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Cognitive abilities refer to brain based skills that are required to carry out any task ranging from the simplest to the most complex. Since these skills play a significant role in our day to day activities, efforts are being made by researchers for their further enhancement. The objective of the present study was to investigate if these abilities can be enhanced through a training module on critical thinking. Critical thinking involves something more than cognitive skills. Critical thinking is not static but a constantly evolving process and even more crucial in a military environment. This study consists of certain activities which are designed in such a manner that the solution of it can be generated through critical thinking. These activities were administered on 36 participants (20 male, 16 female). Each Participant’s baseline cognitive performance was assessed after which training was given to them in the form of different critical thinking activities followed by post assessment of cognitive abilities. Paired sample t - test was used which showed that There was a significant difference in the cognitive performance post critical thinking activities.

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Damopolii, Insar, Umar Keley, Devi Tutut Rianjani, Jan Hendriek Nunaki, Elya Nusantari, and Novri Youla Kandowangko. "Potential of Inquiry-Based Learning to Train Student's Metacognitive and Science Process Skill." Jurnal Ilmiah Peuradeun 8, no. 1 (January 30, 2020): 83. http://dx.doi.org/10.26811/peuradeun.v8i1.351.

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The learning process in high schools in West Papua tends to focus on students’ cognitive enhancement and ignore the aspect skill. School is the frontline to develop students’ skills. Metacognitive and process skills are the two skills needed by the students, and both should be trained and developed. These two skills help students to implement an investigation process in which the investigation process can be well utilized using inquiry-based learning. This study aims to find out the differences in metacognitive and process skills between students treated with inquiry-based learning and those who are taught using conventional learning. This experimental study was carried out at Grade X of senior high school students of SMA Negeri 1 Manokwari. The result reveals a significant metacognitive skill of 0.000 < α 0.05, and science process skill of 0.001 < α 0.05 of students who were taught using the inquiry-based learning more than those who were taught using the conventional learning. It can be concluded that there is a significant improvement in students’ metacognitive and process skills for those who are taught using inquiry-based learning compared to those who are taught using conventional learning. Therefore, inquiry-based learning has the potential to appropriately train students’ metacognitive and science process skill.

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Spence, Susan H. "The Role of Social-Cognitive Skills in the Determination of Children's Social Competence." Behaviour Change 5, no. 1 (March 1988): 9–18. http://dx.doi.org/10.1017/s0813483900008184.

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Very few attempts to enhance children's social competence have incorporated both cognitive and overt skill components. A case is made for the importance of cognitive influences upon children's social functioning. These include not only social-cognitive skills such as social perception, social problem solving and self monitoring but also the role of maladaptive cognitive events which interfere with adequate social response. Evidence concerning the importance of social-cognitive skills is discussed and the need for an integrated cognitive-behavioural approach in children's social enhancement programs is highlighted.

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Burgell, Bob. "A rejoinder: the real story of the H&CS Enterprise Competency Standards." Children Australia 18, no. 3 (1993): 31–34. http://dx.doi.org/10.1017/s1035077200003552.

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The article ‘A Word Salad - Enterprise Based Competencies in Child Protection’, Children Australia 18 (2) 1993 by Dr. Lesley Cooper, examines the Victorian Department of Health and Community Services (H&CS) Skills Enhancement Project (SEP). H&CS plainly rejects the negative criticisms of the skill analysis work which the article espouses.

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Zuvalinyenga, Dorcas. "Enhancing Oral Communication Skills in Mathematics Teaching: Lessons from Research." DANDE Journal of Social Sciences and Communication 1, no. 1 (December 31, 2015): 44–54. http://dx.doi.org/10.15641/dande.vi.4.

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This paper explores research on the enhancement of oral communication skills in mathematics teachers. The author reviewed four articles on the improvement of teaching and learning of mathematics. Research in this area is expanding rapidly. However, to date, few studies have critically investigated this body of work. The author reviewed key findings from influential studies. The author's analysis revealed that although these studies are subject to limitations, mathematics teachers' oral communication skills can be enhanced to improve the teaching and learning of the subject. Contemporary literature on the issue hypothesizes that the enhancement of oral communication skills promotes effective teaching and learning of the subject. The article concludes by identifying potential areas for further research.

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Piskunova, Svetlana G., Dmitry V. Prometnoy, Elena A. Besedina, and Natalya N. Prikhodko. "Medical staff’ practical skills enhancement in urgent hospital aid to children." Pediatrician (St. Petersburg) 10, no. 1 (December 15, 2019): 71–78. http://dx.doi.org/10.17816/ped10171-78.

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Strategic task of healthcare system is decreasing of lethality among children. High level of skills of emergency care to children is improve of treatment outcomes. Supporting of high level of skills is actually. The skills can high level support by regular simulation education of pediatricians in condition of low quantity of patients in low level hospitals. System of control of the skills’ level is imperfect and requires of optimizing. Purpose. To estimate of the skills’ level of emergency care to children among in-hospital pediatricians by anonym questioning. Methods. It was prepared anonym questioning on in-hospital emergency care to children of 103 in-hospital pediatricians from 10 Rostov-on-Don and Rostov region hospitals. It was suggested to answer on 1 of 3 variants of tests, which consists of 50 questions: 30 of them (60%) – were the first level questions (one correct answer), 12 (24%) – the second level (some correct answers), 8 (16%) – the third level (need formulating of correct answer). One of 15 situation tasks was included in test-sheet. The solution of the problem involves to make a diagnose, to plan of paraclinic diagnostics and to formulate of results, to provide emergency care, to make a plan of patient’s treatment. Testing was prepared after 6 months from finishing of training. Results. More of incorrect answer had questions dedicated to issues of infusion 40% (150 of 375 asked questions), acute respiratory insufficiency – 39.7% (282 of 711), cardio-pulmonary resuscitation – 38.1% (121 of 318). More incorrect answers had tasks dedicated to emergency care – 17.2% (from 103 tasks), diagnostics – 14.6%, objective examination – 10.3% and treatment – 7.7%. Conclusion. Low level of skills on separate directions of emergency care require additional monothematical trainings. Exam on practical skills in attestation of pediatricians is need.

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Malangré, Andreas, Peter Leinen, and Klaus Blischke. "Sleep-Related Offline Learning in a Complex Arm Movement Sequence." Journal of Human Kinetics 40, no. 1 (March 1, 2014): 7–20. http://dx.doi.org/10.2478/hukin-2014-0002.

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Abstract Sleep is known to elicit off-line improvements of newly learned procedural skills, a phenomenon attributed to enhancement consolidation of an internal skill representation. In the motor domain, enhancement consolidation has been reported almost exclusively for sequential-finger-tapping skills. The aim of the present study was to extend the notion of sleep-related enhancement consolidation to tasks closer to everyday motor skills. This was achieved by employing a sequence of unrestrained reaching-movements with the non-dominant arm. Fifteen reaching-movements had to be executed as fast as possible, following a spatial pattern in the horizontal plane. Terminating each movement, a peg had to be fitted into a hole on an electronic pegboard. Two experimental groups received initial training, one in the evening, the other one in the morning. Subsequently, performance in both groups was retested twelve, and again 24 hrs later. Thus, during retention each individual experienced a night of sleep, either followed or preceded by a wake interval. Performance error remained low throughout training and retests. Yet mean total execution time, indicative of task execution-speed, significantly decreased for all individuals throughout initial training (no group differences), and significantly decreased again in either group following nocturnal sleep, but not following wake. This finding does not appear to result merely from additional practice afforded at the time of retests, because only after a night of sleep individuals of both experimental groups also revealed performance improvement beyond that estimated from their initial training performance.

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Journal articles on the topic 'Skills enhancement'

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