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Saturday, October 18, 2008
Acknowledgments
To God almighty, thanks for the wisdom you have provided us in making this study. For the gift of patience, perseverance, and physical endurance to be able to came up with this study.
To our families, for supporting us in our journey in this competitive world and bring about inspirations in our lives.
To our friends, classmates, and colleagues, happiness and joy you bring in our lives.
To Dr. Maria Rosario E. Monce, for the challenging role you have given us. For the red marks in correcting our papers, stress, sleepless nights, and for your brain draining difficult questions that had bring us to what we are today. Thanks for bringing the best in us.
To our beloved University, thanks for bringing us quality educators that are helping us gain our healthy and harmonious self, preparing us to the real competitive world.
To our participated college, College of Engineering of the University of the East. It is our pleasure to conduct our research study in your well-respected college.
To our families, for supporting us in our journey in this competitive world and bring about inspirations in our lives.
To our friends, classmates, and colleagues, happiness and joy you bring in our lives.
To Dr. Maria Rosario E. Monce, for the challenging role you have given us. For the red marks in correcting our papers, stress, sleepless nights, and for your brain draining difficult questions that had bring us to what we are today. Thanks for bringing the best in us.
To our beloved University, thanks for bringing us quality educators that are helping us gain our healthy and harmonious self, preparing us to the real competitive world.
To our participated college, College of Engineering of the University of the East. It is our pleasure to conduct our research study in your well-respected college.
Tables, Computations, Instruments Used
Tables
Table A.1. Rank and Verbal Interpretation of the Intelligence Quotient of the Experimental Group for the Pretest
Table A.2. Rank and Verbal Interpretation of the Intelligence Quotient of the Experimental Group for the Posttest
Table A.3. Rank and Verbal Interpretation of the Intelligence Quotient of the Control Group for the Pretest
Table A.4. Rank and Verbal Interpretation of the Intelligence Quotient of the Control Group for the Posttest
Table A.5. Computed values for the t-test of the Pretest scores in Otis Quick-Scoring Mental Ability Test of the Participants
Table A.6. Computed values for the t-test of the scores in Otis Quick-Scoring Mental Ability Test of the Experimental Group
Table A.7. Computed values for the t-test of the scores in Otis Quick-Scoring Mental Ability Test of the Control Group
Table A.8. Computed values for the t-test of the Posttest scores in Otis Quick-Scoring Mental Ability Test of the Participants
Table A.9. Computed values for the Pearson r of the Suggestive Reinforcement and Intelligence of the Participants
Computations
Instruments Used
Table A.1. Rank and Verbal Interpretation of the Intelligence Quotient of the Experimental Group for the Pretest
Table A.2. Rank and Verbal Interpretation of the Intelligence Quotient of the Experimental Group for the Posttest
Table A.3. Rank and Verbal Interpretation of the Intelligence Quotient of the Control Group for the Pretest
Table A.4. Rank and Verbal Interpretation of the Intelligence Quotient of the Control Group for the Posttest
Table A.5. Computed values for the t-test of the Pretest scores in Otis Quick-Scoring Mental Ability Test of the Participants
Table A.6. Computed values for the t-test of the scores in Otis Quick-Scoring Mental Ability Test of the Experimental Group
Table A.7. Computed values for the t-test of the scores in Otis Quick-Scoring Mental Ability Test of the Control Group
Table A.8. Computed values for the t-test of the Posttest scores in Otis Quick-Scoring Mental Ability Test of the Participants
Table A.9. Computed values for the Pearson r of the Suggestive Reinforcement and Intelligence of the Participants
Computations
Instruments Used
Summary, Conclusion and Recommendation
This chapter includes the summary of the findings, the conclusion and the recommendation of the study.
Download Chapter 5
Download Chapter 5
Presentation, Interpretation, Analysis of Data
This chapter presents the Interpretation and Analysis of the categorized information gathered by the researchers.
View Chapter 4
View Chapter 4
Research Methodology
This chapter discusses the methodology, population, instrument and statistical treatment undertaken by the researchers as they went a long data gathering to answer the research problems provided.
Research Design
Participants of the Study
Sampling Technique
The Instrument
Statistical Procedure
Statistical Tool
Download Chapter 3
Research Design
Participants of the Study
Sampling Technique
The Instrument
Statistical Procedure
Statistical Tool
Download Chapter 3
Review of Related Literature and Studies
This chapter presents the related literature and studies. These materials provided the researchers with the information and insights to which the present study would be based.
Synthesis of the Studies and Literatures
The experimental research entitled: "Effects of Suggestive Reinforcement on Intelligence of Engineering Students in the University of the East Using Placebo Treatment as Conditioning Tool”, this study is mainly focused about the effect of suggestive reinforcement using placebo treatment on the level of intelligence of engineering students. In some related studies and literature that were gathered among the theory that will help the researchers to pursue their studies to find out the possible positive outcome to the intelligence of the students. One of the studies conducted by Rajagopal (2006), he compared the placebo effect to Classical Conditioning, the active medication is the unconditioned stimulus, improvement owing to active medication is the unconditioned response, the placebo is the conditioned stimulus, and improvement owing to placebo is the conditioned response Patients who have had past experience of getting better with active medication may be conditioned.
In addition, most experiments and researches involving placebos are related to the field of medicine. They are usually used as a control in testing drug or treatment. Even in the study of Leuchter et al, placebo treatment was compared to an antidepressant medication which is of course necessary in order to observe any changes brought about by the placebo. Their findings are very promising since the study will involve determining any significant changes in the mental performance of the participants.
Download Chapter 2
Synthesis of the Studies and Literatures
The experimental research entitled: "Effects of Suggestive Reinforcement on Intelligence of Engineering Students in the University of the East Using Placebo Treatment as Conditioning Tool”, this study is mainly focused about the effect of suggestive reinforcement using placebo treatment on the level of intelligence of engineering students. In some related studies and literature that were gathered among the theory that will help the researchers to pursue their studies to find out the possible positive outcome to the intelligence of the students. One of the studies conducted by Rajagopal (2006), he compared the placebo effect to Classical Conditioning, the active medication is the unconditioned stimulus, improvement owing to active medication is the unconditioned response, the placebo is the conditioned stimulus, and improvement owing to placebo is the conditioned response Patients who have had past experience of getting better with active medication may be conditioned.
In addition, most experiments and researches involving placebos are related to the field of medicine. They are usually used as a control in testing drug or treatment. Even in the study of Leuchter et al, placebo treatment was compared to an antidepressant medication which is of course necessary in order to observe any changes brought about by the placebo. Their findings are very promising since the study will involve determining any significant changes in the mental performance of the participants.
Download Chapter 2
Definition of Terms
The following terms are operationally defined by the researchers.
Conditioning. Providing a stimulus to influence associations between a treatment and a response.
Intelligence. An intellect; understanding, quickness of understanding.
Placebo. A pill that contains no active ingredients that may directly affect the dependent variable.
Reinforcement. Strengthening a behavior by using a stimulus.
Suggestive Reinforcement. Presentation of rewarding expectations through suggestion to reinforce an implied behavior.
Conditioning. Providing a stimulus to influence associations between a treatment and a response.
Intelligence. An intellect; understanding, quickness of understanding.
Placebo. A pill that contains no active ingredients that may directly affect the dependent variable.
Reinforcement. Strengthening a behavior by using a stimulus.
Suggestive Reinforcement. Presentation of rewarding expectations through suggestion to reinforce an implied behavior.
Assumptions
In conducting this study, the researchers assumed that:
1. Suggestive reinforcement will have an effect on the intelligence of the participants.
2. Suggestive reinforcement using placebo treatment plays an important role on intelligence of the participants.
3. Suggestive reinforcement will serve as a learning aid for the students to cope with the flow on education.
1. Suggestive reinforcement will have an effect on the intelligence of the participants.
2. Suggestive reinforcement using placebo treatment plays an important role on intelligence of the participants.
3. Suggestive reinforcement will serve as a learning aid for the students to cope with the flow on education.
Hypothesis
The hypotheses support the researchers’ study.
Null Hypotheses
There is no significant difference between the scores of the control group and experimental group in the pretest.
There is no significant difference between the scores of the control group in the pretest and posttest.
There is no significant difference between the scores of the experimental group in the pretest and posttest.
There is no significant relationship between the suggestive reinforcement using placebo treatment and the intelligence of the participants.
Null Hypotheses
There is no significant difference between the scores of the control group and experimental group in the pretest.
There is no significant difference between the scores of the control group in the pretest and posttest.
There is no significant difference between the scores of the experimental group in the pretest and posttest.
There is no significant relationship between the suggestive reinforcement using placebo treatment and the intelligence of the participants.
Statement of the Problem
The study aims to determine the Effects of Suggestive Reinforcement on the Intelligence of Engineering Students in the University of the East Using Placebo Treatment as Conditioning Tool. Specifically, the researchers would like to seek answers to the following questions:
1. What is the demographic profile of the participants in terms of the following:
1.1 Age:
1.2 Gender?
2. What is the I.Q. level of the participants?
3. Is there a significant difference between the scores of the control group and experimental group in the pretest?
4. Is there a significant difference between the scores of the control group in the pretest and posttest?
5. Is there a significant difference between the scores of the experimental group in the pretest and posttest?
6. Is there a significant relationship between the suggestive reinforcement using placebo treatment and the intelligence of the participants?
7. What is the effect of suggestive reinforcement using placebo treatment to the intelligence of the participants?
1. What is the demographic profile of the participants in terms of the following:
1.1 Age:
1.2 Gender?
2. What is the I.Q. level of the participants?
3. Is there a significant difference between the scores of the control group and experimental group in the pretest?
4. Is there a significant difference between the scores of the control group in the pretest and posttest?
5. Is there a significant difference between the scores of the experimental group in the pretest and posttest?
6. Is there a significant relationship between the suggestive reinforcement using placebo treatment and the intelligence of the participants?
7. What is the effect of suggestive reinforcement using placebo treatment to the intelligence of the participants?
Conceptual Framework
The diagram shows the relationship of the independent variable which is the suggestive reinforcement and the dependent variable which is the intelligence test. The participants will take a pretest and posttest which is the Otis Quick- Scoring Mental Ability Test to get the I Q level. Before the participants will take the posttest, the researchers will give the experimental group another I.Q test which is the Scholastic Aptitude Test 2 (SAT 2). The experimental group will be taking the I.Q. test (SAT 2) with placebo treatment while the control group will not be taking the I.Q. test (SAT 2). The experimental group will be given suggestive reinforcement while the control group will not be given suggestion. Before the posttest, both groups will be given placebo treatment. This is to find out if there is effect on the intelligence of the participants. The control group and experimental group will serve as the input and the output or the possible effect will be high and/or low. Results of the test performance between the two groups will be compared.
The Problem and Its Background
Introduction
Theoretical Framework
Conceptual Framework
Statement of the Problem
Hypothesis
Assumptions
Scope and Delimitation
Significance of the Study
Definition of Terms
Download Chapter 1
Theoretical Framework
Conceptual Framework
Statement of the Problem
Hypothesis
Assumptions
Scope and Delimitation
Significance of the Study
Definition of Terms
Download Chapter 1
Neural Accelerator Pill
Neural Accelerator Pill (Brand name will be disclosed after the experiment)
The pill is a lab-tested performance product scientifically engineered to quickly increase the speed of neural transmission and
information processing (perceptual focus, memory storage, and recall), with a prolonged effect of 2-6 hours following each dosage.
Active compounds are supported by clinical research and have been cited in over 4,050 scientific studies. Just 1 of the 18 active
components alone has been demonstrated with computer-administered testing to safely increase short-term memory and reaction
speed in excess of 35%.
Tested for disintegration and dissolution. Disintegration is the physical breakdown of the nutrient. Dissolution occurs after the
disintegration process when the nutrient goes into solution and then becomes available to your body.
It is designed to facilitate cell communication while simultaneously increasing oxygen delivery and uptake.
Most customers take 1-2 doses per day, five days per week, with two days off to prevent tolerance development.
Non-addictive, non-animal in origin. Does not contain any ephedrine, ephedra, ma huang, yohimbine, or other dangerous stimulants.
Design includes specialized and clinically-tested ingredients such as:
Cobalamin, Niacinamide, Folic Acid, 2-dimethylaminoethanol, Pyridoxine HCL, Pantothenic Acid (Calcium Pantothenate), Proprietary Cognamine™
Complex (including components of: Phosphatidylserine, Choline Bitartrate, Vinpocetine, Salix Alba, Thioctic Acid, L-Tyrosine, Ciwujia, and other
synergistic compounds).
All ingredients are listed on the Generally Recognized As Safe (GRAS) list published by the federal government.
Will increase alertness and should not be used immediately prior to sleep.
The pill is a lab-tested performance product scientifically engineered to quickly increase the speed of neural transmission and
information processing (perceptual focus, memory storage, and recall), with a prolonged effect of 2-6 hours following each dosage.
Active compounds are supported by clinical research and have been cited in over 4,050 scientific studies. Just 1 of the 18 active
components alone has been demonstrated with computer-administered testing to safely increase short-term memory and reaction
speed in excess of 35%.
Tested for disintegration and dissolution. Disintegration is the physical breakdown of the nutrient. Dissolution occurs after the
disintegration process when the nutrient goes into solution and then becomes available to your body.
It is designed to facilitate cell communication while simultaneously increasing oxygen delivery and uptake.
Most customers take 1-2 doses per day, five days per week, with two days off to prevent tolerance development.
Non-addictive, non-animal in origin. Does not contain any ephedrine, ephedra, ma huang, yohimbine, or other dangerous stimulants.
Design includes specialized and clinically-tested ingredients such as:
Cobalamin, Niacinamide, Folic Acid, 2-dimethylaminoethanol, Pyridoxine HCL, Pantothenic Acid (Calcium Pantothenate), Proprietary Cognamine™
Complex (including components of: Phosphatidylserine, Choline Bitartrate, Vinpocetine, Salix Alba, Thioctic Acid, L-Tyrosine, Ciwujia, and other
synergistic compounds).
All ingredients are listed on the Generally Recognized As Safe (GRAS) list published by the federal government.
Will increase alertness and should not be used immediately prior to sleep.
Consent Form
Here is a copy of the informed consent form:
Project Title: Effects of Neural Accelerator on Mental Performance of Engineering Students in University of the East-Manila
consent-form
Project Title: Effects of Neural Accelerator on Mental Performance of Engineering Students in University of the East-Manila
consent-form
Introduction
The emergence of food supplements which hold no therapeutic claims but advertised as having great effects to health has prompted the researchers to conduct this experimental study. Since no medical or therapeutic claims are published, could it be that manufacturers are trying to use the placebo effect to sell their products? With this in mind, the researchers aim to determine if this effect extends to a person's mental performance. Placebos have been used in experiments mainly on the effectiveness of a drug being tested. In most cases the placebo whether a drug or a procedure, showed the same effectiveness as the treatment being tested. Placebos have an effect because they constitute suggestions in the minds of people taking them (Henderson, 2005). The researchers have incorporated suggestive reinforcement to placebo treatment in the study. There is little evidence of a placebo effect in mental performance as most researches have been on the field of medicine. But certain studies have shown that effective placebo treatment induces changes in brain function that are distinct from those associated with medication (Leuchter et al, 2002).
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