COMPARISON OF REGIONAL MANUAL THERAPY AND STANDARD PHYSICAL THERAPY INTERVENTION IN FEMALES WITH SACROILIAC JOINT PAIN

Background and Aim: Sacroiliac joint pain is localized in the region of sacroiliac joint which can be increased by stress and provocation tests of the joint. Aim of this study was to compare two interventions for reduction of sacroiliac joint pain. Methodology: Study design was randomized clinical trial. Study was conducted in bajwah hospital and children polyclinic Lahore. Duration of study was six months. The total sample size was 64 patients. Females of 20-50 years old with diagnosed sacroiliac joint pain were included in this study. Compression and distraction objective tests were performed for further confirmation of sacroiliac joint pain.  Purposive sampling technique was used. Numeric pain rating scale (NPRS) and Oswestry low back disability questionnaire (ODI) were used to collect the data. Exclusion criteria was females with fractures and other abnormalities of spine. Results: Results showed that both groups were equal when assessed on baseline by normality test colmogorov-smirnova. Independent t test was applied to compare the mean value of NPRS. Pretreatment mean of NPRS scale for both the regional treatment and standard treatment groups was 7.After 4 weeks NPRS of regional treatment group was 4 and of standard treatment group was 7. The mean value of pretreatment ODI for regional treatment group was 33 and for standard treatment group was 34.After 4 weeks ODI of regional treatment group was 24 and mean of standard treatment group was 27. Conclusion: It is concluded that after giving equal sessions to both groups when results were assessed regional treatment is more effective than standard treatment.

The Interaction of Psychological Factors on the Use of Language Learning Strategies: A Study at High School Level in Pakistan

The current research was originated by detecting the significance of the language learning strategies (LLS) with relation to the psychological factors. Previous research studies have shown language anxiety to be associated with broad based indices of language achievement. However, to date few researchers have empirically investigated the potential link between foreign language anxiety and language learning strategies. The objectives of current study were multifold. The first was to investigate which language learning strategies were frequently used by Pakistani high school students. The second was to discover the anxiety level of the participants and the third to find out the interaction of anxiety on the use of LLS. 476 high school students of grade 10th belonging to 18 schools (Private, Public, Rural and Urban)of Bahawalpur (Pakistan). Strategy Inventory for language learning (SILL) (Oxford, 1990) was used as an instrument to explore the language learning strategies used. Foreign Language Class Room Anxiety scale (Horwitz, Horwitz & Cope, 1986) was applied as an instrument for measuring the anxiety level of students. Data were analyzed using descriptive analyses, Pearson r correlation, Analysis of variance (ANOVA), T-Test and Cronbach’s alpha. The result of the SILL phase of the research revealed the frequency of strategies used by Private, Public, Rural, Urban, Science, Non Science, Low Proficiency and High Proficiency students. A significant relationship was explored between language learning strategies use and class room anxiety. Interaction of anxiety on language learning strategies was explored under three classes of anxiety as communication anxiety, test anxiety and fear of negative evaluation as stated by Horwitz et al. (1986). Students with medium level of communication anxiety used more memory and cognitive strategies than low and high communication anxiety level students. Students with low communication anxiety level used more cognitive strategies than medium and high communication anxiety level students, while students xi with high communication anxiety level used more affective strategies than low communication anxiety level students. Students with low test anxiety level used more cognitive and meta-cognitive strategies than medium test anxiety level students. High fear of negative evaluation level students used more memory and affective strategies than low fear of negative evaluation level students. The thesis concludes by bringing together the key findings and suggestive areas for further research. In sum, this research provides English language teachers and curriculum planners with ample and validated information about LLS currently used by Pakistani high school students and interaction of anxiety level on LLS use.