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Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

The main purpose of this study is to contribute to the literature concerned with improving the effectiveness of corporate social responsibility (CSR) advertising by considering how such ads are pre-tested.

Two similar video ads were produced: one using an informative appeal and the other using an emotional appeal. The latter appeal is more widely used by practitioners. Each ad was designed to promote the CSR credentials of the same (fictitious) company. A web-based experiment (n = 244) was used to test both using two types of measure: first attitude towards the company (such as its image) and second the feelings evoked by the ad.

As predicted from theory, the ads promoted similar evaluations of the company but the evaluations measured by evoked feelings differed significantly. The information-based ad evoked more positive emotions, less negative emotions and more positive attitudes toward the ad. If the ads had been pretested using only measures of evoked feelings, the more emotive treatment would have been rejected.

The study shows why CSR ads should be pretested and why such tests should include multiple measures. It also illustrates how informative CSR video ads can be better received but how both informative and emotional appeals can be used when communicating a company's CSR.

There is little research relevant to the pretesting of ads designed to communicate a company's CSR. Signaling theory can help explain why comparable (CSR) video ads can be evaluated as similar in their effect on company related evaluations.

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.

Junior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.

(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.

Within SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.

Professionalization is an important issue in many all-volunteer nonprofit organizations (e.g. recreational sports clubs). Therefore, this study relied on the competing values framework and self-determination theory to investigate whether a newly developed intervention can effectively strengthen the management processes and leadership styles in all-volunteer sports clubs.

For this purpose, a rigorous non-equivalent pre-test post-test control group design was used. The intervention involved two sessions organized in sports clubs in which internal stakeholders (e.g. board members, coaches, volunteers) were invited to discuss change initiatives aimed at enhancing the organizational processes.

An effect on both the management processes and leadership styles was found. As for the management processes, the intervention had an impact on the internal processes, with especially the development of an internal communication plan and the annual assessment of the organization's operations being promoted by the intervention. Regarding the leadership styles, the intervention had an effect on the controlling and chaotic leadership style, with leaders becoming less chaotic and controlling in situations in which (respectively) the business plan was established and the tasks were distributed within the organization.

This intervention study adopted an innovative approach to organizational intervention research by focusing on the enhancement of both the management processes and the leadership styles. Its principles are also relevant and valuable to organizations operating in other organizational contexts.

The purpose of this study was to develop pre-exposure prophylaxis (PrEP) education materials that directly address the needs of trans women. PrEP medication is an effective HIV prevention strategy, but some groups at high risk of HIV, such as transgender (trans) women, have suboptimal uptake and adherence. Most PrEP marketing has been aimed fat men who have sex with men (MSM) and include trans women as part of that audience, but this strategy ignores important differences in perceptions of and barriers to PrEP.

This study used a social marketing approach grounded in exchange theory to systematically develop and pretest PrEP messaging and communication materials for trans women through qualitative (focus groups: n = 5, 34 participants) and quantitative (surveys: n = 128) methods in Philadelphia and the San Francisco Bay area. Segmentation analysis, perceptual mapping and vector message modeling techniques were used to create three-dimensional visualizations of PrEP perceptions to identify highly targeted messaging. Working with trans artists, the authors developed prototype materials using the targeted messaging and pretested these (n = 11) in both locations for feedback on content, look and insight on appropriate intervention strategies.

Using segmentation and perceptual mapping, this study identified key PrEP messaging across different subgroups, including by demographic and psychographic variables. Differences by group were determined to not be significant and overall messages that would resonate with all groups were built into the materials. Pretesting sessions indicated high acceptability of the messaging and trans women-centered approach to increase PrEP uptake.

To the best of the authors’ knowledge, this is the first study to use a social marketing framework to create targeted PrEP communication materials for trans women in partnership with trans women.

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.

The study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.

The findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.

The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.

The findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

This two-part exploratory study aims to investigate the perceptions of active lifestyle individuals and general craft beer consumers toward no- and low-alcohol craft beers. The influence of advertising appeals is also tested to determine the effectiveness of value-expressive and guilt appeals in determining switching behaviors.

The first study used a mixed-methods approach to determine perceptions and switching behaviors for active lifestyle individuals. The first part of the study presented respondents with one of three advertisements, the ads were designed to either elicit a value expressive appeal, a guilt appeal or a control. The second part of this study presented respondents with a series of open-ended questions seeking further information on their perceptions and preferences regarding no- and low-alcohol craft beers. The second study assessed perceptions of general craft beer consumers as they related to the three advertisements.

The results of this quantitative studies did not find any significant differences between the three ad slogans; however, the results of the qualitative study do indicate differing perceptions and potential switching behaviors for active lifestyle individuals.

This research advances knowledge on advertising appeals for no- and low-alcoholic craft beers.

Brewers and marketers gain insights into two different consumer groups perceptions and potential switching behaviors toward no- and low-alcohol craft beers.

This research tests how advertising appeals influence perceptions and potential switching behaviors of active lifestyle individuals and general craft beer consumers toward no- and low-alcohol craft beers.

The authors' research examines how negative electronic word-of-mouth (e-WOM) alters focal customers' post-recovery justice perceptions and attitudes to determine their future behavior with the service provider. Specifically, this paper develops and tests a conceptual model to investigate how negative e-WOM alters focal customers' perceptual and attitudinal outcomes after the service recovery experience. It also examines the post-recovery effect of negative e-WOM on focal customers’ willingness to patronize the service after their recovery experience.

To test the hypotheses, two pretests and two experimental studies with created scenarios in the retail context were conducted.

The authors' findings reveal that services are judged during and well beyond failure and recovery occurrences. To maintain a loyal customer base, service managers should develop processes that address service complaints both within and beyond the service consumption stage. The authors also find that despite a favorable recovery, focal customers gravitate toward the failure experience and develop unfavorable attitudes toward the service provider, leading to likely defections.

The authors' research demonstrates the persuasive power of negative e-WOM at the post-service recovery stage, making a unique contribution to the service recovery literature. This research also contributes to the persuasive effect of negative e-WOM, demonstrating message context as a boundary condition of negative e-WOM effects. In general, the authors' work highlights the importance of understanding the psychological processes involved in eliciting the persuasive influence of negative e-WOM in the post-service recovery stage that may lead to the defection of “so-called” successfully recovered customers.

This chapter revisits the Hausman (1978) test for panel data. It emphasizes that it is a general specification test and that rejection of the null signals misspecification and is not an endorsement of the fixed effects estimator as is done in practice. Non-rejection of the null provides support for the random effects estimator which is efficient under the null. The chapter offers practical tips on what to do in case the null is rejected including checking for endogeneity of the regressors, misspecified dynamics, and applying a nonparametric Hausman test, see Amini, Delgado, Henderson, and Parmeter (2012, chapter 16). Alternatively, for the fixed effects die hard, the chapter suggests testing the fixed effects restrictions before adopting this estimator. The chapter also recommends a pretest estimator that is based on an additional Hausman test based on the difference between the Hausman and Taylor estimator and the fixed effects estimator.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.