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Sample records for learning grade-level academic

  1. Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations

    Directory of Open Access Journals (Sweden)

    Xihe Zhu

    2017-01-01

    Full Text Available The objectives of this study were (a to report grade level prevalence in physical activity and sedentary behaviors and (b to examine academic burden associations with these behaviors. School-aged children (n = 48,118 reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%. Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR = 5.38, 95% CI = 4.74–6.11, but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84, controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p<0.01. Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.

  2. Turkish students' perceptions of their biology learning environments: the effects of gender and grade level

    NARCIS (Netherlands)

    Telli, S.; Brok, den P.J.; Tekkaya, C.; Cakiroglu, J.

    2009-01-01

    This study investigates the effects of gender and grade level on Turkish secondary school students’ perceptions of their biology learning environment. A total of 1474 high school students completed the What is Happening in This Classroom (WIHIC) questionnaire. The WIHIC maps several important

  3. Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

    Science.gov (United States)

    Wang, Ya-Ling; Tsai, Chin-Chung

    2017-08-01

    Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

  4. Predictors of cultural capital on science academic achievement at the 8th grade level

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    Misner, Johnathan Scott

    The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

  5. The Interaction Effects of Gender and Grade Level on Secondary School Students' Attitude towards Learning Chemistry

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    Heng, Chua Kah; Karpudewan, Mageswary

    2015-01-01

    This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry…

  6. Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels

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    Gubrud, Allan R.; Novak, Joseph D.

    1973-01-01

    Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

  7. The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

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    Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

    2018-01-01

    The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

  8. Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

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    Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

  9. Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

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    Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

  10. Sex, Grade-Level and Stream Differences in Learning Environment and Attitudes to Science in Singapore Primary Schools

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    Peer, Jarina; Fraser, Barry J.

    2015-01-01

    Learning environment research provides a well-established approach for describing and understanding what goes on in classrooms and has attracted considerable interest in Singapore. This article reports the first study of science classroom environments in Singapore primary schools. Ten scales from the What Is Happening In this Class?,…

  11. Twenty Percent of the Variance between Students in Academic Engagement Is Explained by Grade Level, Gender, Family Affluence, Anxiety, and Social Support

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    Wilcox, Gabrielle; McQuay, Jocelyn; Blackstaffe, Anita; Perry, Rosemary; Hawe, Penelope

    2016-01-01

    Understanding what contributes to academic engagement is important to effectively support students. This study examines the relationship between sociodemographic factors, anxiety, social support, and academic engagement in elementary and junior high school students. Students in grades 5-9 (N = 1,904) completed self-reports measuring academic…

  12. Relative Importance of Parents and Peers: Differences in Academic and Social Behaviors at Three Grade Levels Spanning Late Childhood and Early Adolescence

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    Masten, Carrie L.; Juvonen, Jaana; Spatzier, Agnieszka

    2009-01-01

    By focusing on school-based behaviors, this study examined the validity of a lay assumption that peers match, and even surpass, parents in terms of their importance as socialization agents by early adolescence. Self-reported academic and social behaviors, peer group norms, and perceived parent values were assessed among fourth, sixth, and eighth…

  13. Using Learning Analytics for Preserving Academic Integrity

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    Amigud, Alexander; Arnedo-Moreno, Joan; Daradoumis, Thanasis; Guerrero-Roldan, Ana-Elena

    2017-01-01

    This paper presents the results of integrating learning analytics into the assessment process to enhance academic integrity in the e-learning environment. The goal of this research is to evaluate the computational-based approach to academic integrity. The machine-learning based framework learns students' patterns of language use from data,…

  14. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

  15. Academic workload management towards learning, components of academic work

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    Ocvirk, Aleksandra; Trunk Širca, Nada

    2013-01-01

    This paper deals with attributing time value to academic workload from the point of view of an HEI, management of teaching and an individual. We have conducted a qualitative study aimed at analysing documents on academic workload in terms of its definition, and at analysing the attribution of time value to components of academic work in relation to the proportion of workload devoted to teaching in the sense of ensuring quality and effectiveness of learning, and in relation to financial implic...

  16. Individual Values, Learning Routines and Academic Procrastination

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    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-01-01

    Background: Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. Aims: The…

  17. Managing Change: Academic Libraries as Learning Organizations

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    Sherry-Shiuan Su

    2003-09-01

    Full Text Available Designing libraries that can thrive in changing, chaotic environments is a continuous challenge for today’s managers. Academic libraries must now be agile, flexible, and able to adjust to the changing world. One system that can help managers in today’s environment is that of the learning organization. In these organizations, staff are encouraged to continuously learn new skills. However, for learning to be effective, the learning must result in improvements in the organization’s operations.The article will begin with the management issues of academic libraries in the changing environment, followed by the concept of learning organization; issues about leadership and learning organization, diversity and learning organization; changing technology and learning organization; and criteria for examining a learning library.[Article content in Chinese

  18. Personality Traits, Learning and Academic Achievements

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    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  19. Relationship between learning environment characteristics and academic engagement

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    Opdenakker, Marie-Christine; Minnaert, Alexander

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

  20. Individual values, learning routines and academic procrastination.

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    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-12-01

    Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. The model tested in this study posits that postmodern value orientations are positively related to procrastination and to a lack of daily routines concerning the performance of academic activities. In contrast, modern values are negatively related to procrastination and positively to learning routines. Academic procrastination, in-turn, should be associated with the tendency to prefer leisure activities to schoolwork in case of conflicts between these two life domains. Seven hundred and four students from 6th and 8th grade with a mean age of 13.5 years participated in the study. The sample included students from all tracks of the German educational system. Students completed a questionnaire containing two value prototypes as well as scales on learning routines and procrastination. Decisions in motivational conflicts were measured using two vignettes. Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.

  1. Learned Helplessness and Academic Failure.

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    Hayes, Carolyn

    Some individuals more readily develop learned helplessness in the classroom, so it is necessary for the educational system to acknowledge it and develop teaching methods to prevent it. Creating awareness among educators of this condition could greatly decrease its occurrence. Children who have a high risk of developing learned helplessness,…

  2. Language Learning within Academic Constraints.

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    Blue, George M.

    This paper reports on a research project that examined nonnative Southampton University (England) students' attitudes to continued language learning and the importance of language learning and cultural adaptation. A survey was administered to pre-sessional and in-sessional students that included information on background, past and present language…

  3. Sleep loss, learning capacity and academic performance.

    Science.gov (United States)

    Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

    2006-10-01

    At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested.

  4. University Academics' Experiences of Learning through Mentoring

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    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  5. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  6. Multiple goals, motivation and academic learning.

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    Valle, Antonio; Cabanach, Ramón G; Núnez, José C; González-Pienda, Julio; Rodríguez, Susana; Piñeiro, Isabel

    2003-03-01

    The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence

  7. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  8. Personality, Self-Regulated Learning, and Academic Entitlement

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    McLellan, Chelsea K.; Jackson, Dennis L.

    2017-01-01

    The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

  9. Relationship between the Learning Styles Preferences and Academic Achievement

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    Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

    2017-08-01

    The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

  10. Ortographic difficulties in writing at a basic grade level

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    Maria Cristina Rodrigues Azevedo Joly

    2009-12-01

    Full Text Available This study aimed to identify the performance in children’s writing at a basic grade level. A written test was applied to 546 grade 2 or 3 boys and girls (aged 7 to 13 in public and private schools from the State of São Paulo. The results showed that the grade 3 participants presented a better performance than the grade 2 participants even though both groups have achieved the same maximum and minimum scores. It was confirmed that participants had more difficulty with words containing compound syllables, while words with aggregated consonants and digraphs were associated with the highest rate of correct answers. Furthermore, students from private school revealed more competence in orthographic writing than those coming from public schools. As to gender differences, there were no significant differences in performance for compound and complex syllables items though for other words, girls had better scores.   Keywords: writing; academic achievement; evaluation.

  11. Potential of Mobile Learning in Teaching of ESL Academic Writing

    Science.gov (United States)

    Zaki, Arlina Ahmad; Yunus, Melor Md

    2015-01-01

    The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

  12. Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

    Science.gov (United States)

    Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

    2014-01-01

    Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

  13. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  14. E-Learning Readiness in the Academic Sector of Thailand

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    Laohajaratsang, Thanomporn

    2009-01-01

    As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…

  15. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    Science.gov (United States)

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  16. Connecting and Reflecting: Transformative Learning in Academic Libraries

    Science.gov (United States)

    Hooper, Michaela D. Willi; Scharf, Emily

    2017-01-01

    This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

  17. The Relationship between Learning Style and Academic Achievement.

    Science.gov (United States)

    Farrell-Moskwa, Claire

    A study investigated the correlation between students' learning styles and their academic achievement on report cards and standardized tests. Subjects were 58 fifth-grade students in a suburban middle school. The "Learning Style Inventory" by Brown and Cooper was administered to this population, and students' academic averages and…

  18. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  19. Scholarly information discovery in the networked academic learning environment

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    Li, LiLi

    2014-01-01

    In the dynamic and interactive academic learning environment, students are required to have qualified information literacy competencies while critically reviewing print and electronic information. However, many undergraduates encounter difficulties in searching peer-reviewed information resources. Scholarly Information Discovery in the Networked Academic Learning Environment is a practical guide for students determined to improve their academic performance and career development in the digital age. Also written with academic instructors and librarians in mind who need to show their students how to access and search academic information resources and services, the book serves as a reference to promote information literacy instructions. This title consists of four parts, with chapters on the search for online and printed information via current academic information resources and services: part one examines understanding information and information literacy; part two looks at academic information delivery in the...

  20. Machine learning methods in predicting the student academic motivation

    Directory of Open Access Journals (Sweden)

    Ivana Đurđević Babić

    2017-01-01

    Full Text Available Academic motivation is closely related to academic performance. For educators, it is equally important to detect early students with a lack of academic motivation as it is to detect those with a high level of academic motivation. In endeavouring to develop a classification model for predicting student academic motivation based on their behaviour in learning management system (LMS courses, this paper intends to establish links between the predicted student academic motivation and their behaviour in the LMS course. Students from all years at the Faculty of Education in Osijek participated in this research. Three machine learning classifiers (neural networks, decision trees, and support vector machines were used. To establish whether a significant difference in the performance of models exists, a t-test of the difference in proportions was used. Although, all classifiers were successful, the neural network model was shown to be the most successful in detecting the student academic motivation based on their behaviour in LMS course.

  1. Developing academic literacy through self-regulated online learning

    Directory of Open Access Journals (Sweden)

    Emmaline Lear

    2016-03-01

    Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

  2. Academic Entitlement in the Context of Learning Styles

    Science.gov (United States)

    Andrey, Jean; Joakim, Erin; Schoner, Vivian; Hambly, Derrick; Silver, Amber; Jayasundera, Rohan; Nelson, Allen

    2012-01-01

    This study explores the linkages between students' sense of entitlement and their approaches to learning, based on survey research at a large public university in Canada. Through literature review and pilot testing, a questionnaire instrument was developed that measures four constructs: academic entitlement, deep learning, surface learning and…

  3. Academic Performance in Introductory Accounting: Do Learning Styles Matter?

    Science.gov (United States)

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

    This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

  4. Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

  5. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  6. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    Science.gov (United States)

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  7. Social-Emotional Learning and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Meghan P. McCormick

    2015-09-01

    Full Text Available Social-emotional learning (SEL programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.

  8. Assessing the Academic Medical Center as a Supportive Learning Community

    Science.gov (United States)

    Gannon, Sam C.

    2011-01-01

    Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

  9. Science learning motivation as correlate of students’ academic performances

    OpenAIRE

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

    2016-01-01

    This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

  10. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    Science.gov (United States)

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. (c) 2015 APA, all rights reserved).

  11. The Academic Library and the Culture for Learning

    Science.gov (United States)

    Hufford, Jon R.

    2016-01-01

    Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

  12. The Effect of Learning Log on the Academic Performance of ...

    African Journals Online (AJOL)

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  13. Locus of control and learning strategies as predictors of academic ...

    African Journals Online (AJOL)

    The aim of the research was to determine the relationships which exist between academic success, learning strategies and locus of control. In order to achieve this aim a small-scale quantitative study, utilising two inventories, was done. The first measuring instrument is the Learning and Study Strategies Inventory, which is ...

  14. The Relationship between Learning Style, Test Anxiety and Academic Achievement

    Science.gov (United States)

    Yazici, Kubilay

    2017-01-01

    This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

  15. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  16. Relationship between Academic Performance, Spatial Competence, Learning Styles and Attrition

    Directory of Open Access Journals (Sweden)

    Marianela Noriega Biggio

    2013-04-01

    Full Text Available This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.

  17. Academic performance in blended learning in higher education

    OpenAIRE

    Moreira, J. António; Mendes, Alexandra

    2011-01-01

    Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

  18. PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

    Directory of Open Access Journals (Sweden)

    Juliana Beatriz Stover

    2014-04-01

    Full Text Available The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985. Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999. Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students. Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989 and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987. Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998. Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940. Results are discussed considering Self Determination Theory and previous research.

  19. Academic learning for specialist nurses: a grounded theory study.

    Science.gov (United States)

    Millberg, Lena German; Berg, Linda; Brämberg, Elisabeth Björk; Nordström, Gun; Ohlén, Joakim

    2014-11-01

    The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Academic self-efficacy, self-regulated learning and academic performance in first-year university students

    Directory of Open Access Journals (Sweden)

    Alberto A. Alegre

    2014-06-01

    Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

  1. Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

    Science.gov (United States)

    Ma, Qing

    2013-01-01

    This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…

  2. Grade Level Differences in Factors of Self-Esteem

    Science.gov (United States)

    Kokenes, Barbara

    1974-01-01

    Investigated the construct validity of the Coopersmith Self Esteem Inventory, using approximately 1500 elementary school students. Also investigated grade level differences in preadolescent and adolescent children. (Author/ED)

  3. Science learning motivation as correlate of students’ academic performances

    Directory of Open Access Journals (Sweden)

    Nhorvien Jay P. Libao

    2016-09-01

    Full Text Available This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

  4. Self-regulated learning and academic performance in medical education.

    Science.gov (United States)

    Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-06-01

    Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

  5. Learned Ethical Behavior: An Academic Perspective

    Science.gov (United States)

    Gundersen, David E.; Capozzoli, Ernest A.; Rajamma, Rajasree K.

    2008-01-01

    The authors analyzed the reactions of various academic-level respondent groups to 14 short scenarios reflecting ethical dilemmas in higher education and research. As the authors hypothesized, groups differed in their views of the dilemmas presented. The results did not support a 2nd hypothesis predicting a linear relationship between academic…

  6. Young Academics in E-Learning Research - Editorial

    Directory of Open Access Journals (Sweden)

    Martin Ebner

    2012-11-01

    Full Text Available The special track “Young Academics in E-Learning Research”, shortly YAER2012, took place within the “International Conference on Interactive Collaborative Learning” (ICL 2012 in Villach, Austria. The conference slot aims to invite young researchers in the field of Technology Enhanced Learning (TEL to present their thesis or ongoing work. We asked for contributions, which address the interdisciplinary research field. YAER 2012 provided an excellent space for discussions in order to improve learning and teaching of tomorrow. Education without technology seems to be nearly impossible and this issue helps to increase the impact of technology for learning.

  7. Young Academics in E-Learning Research - Editorial

    OpenAIRE

    Martin Ebner; Ortrun Gröblinger; Stephan Waba; Kai Erenli; Erwin Bratengeyer; Reinhard Staber

    2012-01-01

    The special track “Young Academics in E-Learning Research”, shortly YAER2012, took place within the “International Conference on Interactive Collaborative Learning” (ICL 2012) in Villach, Austria. The conference slot aims to invite young researchers in the field of Technology Enhanced Learning (TEL) to present their thesis or ongoing work. We asked for contributions, which address the interdisciplinary research field. YAER 2012 provided an excellent space for discussions in order to improve l...

  8. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    Science.gov (United States)

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  9. Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

    OpenAIRE

    Mehmet FIRAT

    2016-01-01

    Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

  10. The experience of applying academic service learning within the ...

    African Journals Online (AJOL)

    The experience of applying academic service learning within the discipline of speech pathology and audiology at a South African university. ... The argument put forward is that this type of pedagogy would appear to be applicable across a broad range of disciplines and represents one strategy for assisting higher education ...

  11. University support, motivation to learn, emotional adjustment, and academic performance

    NARCIS (Netherlands)

    Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

    2016-01-01

    The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

  12. Motivated strategies for learning and their association with academic ...

    African Journals Online (AJOL)

    Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ), have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a ...

  13. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  14. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    Science.gov (United States)

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  15. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    Science.gov (United States)

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  16. Learning to assess in the academic workplace: Case study in the ...

    African Journals Online (AJOL)

    A study into how academics learn to assess student performance affirms the significance of context in understanding learning in the academic workplace. The study involved three case studies in academic departments with significant differences in the teaching, research and professional dimensions of academic life.

  17. The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Erfan Priyambodo

    2016-11-01

    Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY.  In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method.  The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.

  18. Are Academics Ready for Smart Learning?

    Science.gov (United States)

    Raghunath, Riyukta; Anker, Connie; Nortcliffe, Anne

    2018-01-01

    Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD)…

  19. Academic goals and learning quality in higher education students.

    Science.gov (United States)

    Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

    2009-05-01

    In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

  20. Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

    Science.gov (United States)

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

  1. Academic Buoyancy Mediates Academic Anxiety's Effects on Learning Strategies: An Investigation of English- and Chinese-Speaking Australian Students

    Science.gov (United States)

    Collie, Rebecca J.; Ginns, Paul; Martin, Andrew J.; Papworth, Brad

    2017-01-01

    A primary goal our study was to explore whether relations between academic anxiety and students' use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students' learning strategy use.…

  2. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  3. The effect of learning style on academic student success

    Science.gov (United States)

    Stackhouse, Omega N.

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

  4. Performance of growing Yankasa rams Fed graded levels of ...

    African Journals Online (AJOL)

    A feeding trial which lasted eight (8) weeks was carried out to determine the intake and nutrient digestibility by growing Yankasa rams fed graded levels of Tamarindus indica leaves. Twelve Yankasa rams with average liveweight of 17.40kg were randomly allocated to three treatments of four replicates in a Randomized ...

  5. The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

    Science.gov (United States)

    Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

    2018-01-01

    This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

  6. Academic language and the challenge of reading for learning about science.

    Science.gov (United States)

    Snow, Catherine E

    2010-04-23

    A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.

  7. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    Science.gov (United States)

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  8. Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

    Science.gov (United States)

    Indiana Department of Education, 2015

    2015-01-01

    The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

  9. Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

    Directory of Open Access Journals (Sweden)

    Ying Adeline Ng Ling

    2017-01-01

    Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

  10. Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

    Directory of Open Access Journals (Sweden)

    Mehmet FIRAT

    2016-02-01

    Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

  11. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    Science.gov (United States)

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  12. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    Science.gov (United States)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  13. Learning Statistics at the Farmers Market? A Comparison of Academic Service Learning and Case Studies in an Introductory Statistics Course

    Science.gov (United States)

    Hiedemann, Bridget; Jones, Stacey M.

    2010-01-01

    We compare the effectiveness of academic service learning to that of case studies in an undergraduate introductory business statistics course. Students in six sections of the course were assigned either an academic service learning project (ASL) or business case studies (CS). We examine two learning outcomes: students' performance on the final…

  14. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    Science.gov (United States)

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  15. How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

    Science.gov (United States)

    Dickenson, Don

    2006-01-01

    This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

  16. Academic Self-Handicapping: Relationships with Learning Specific and General Self-Perceptions and Academic Performance over Time

    Science.gov (United States)

    Gadbois, Shannon A.; Sturgeon, Ryan D.

    2011-01-01

    Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…

  17. Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

    Science.gov (United States)

    Alegre, Alberto A.

    2014-01-01

    The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

  18. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.

    Science.gov (United States)

    Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M

    2009-06-01

    This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.

  19. The Chains Around Academic Freedom in Teaching-Learning.

    Science.gov (United States)

    Condon, Barbara Backer

    2017-04-01

    Freedom as a concept has been much debated. Is freedom an innate part of being, or does freedom even truly exists? These are questions that have gleaned countless hours of discourse over the years. Two components of freedom that can influence nurse higher education are freedom of speech, in the form of media, and academic freedom. The author of this column first introduces three views of freedom to demonstrate the differences surrounding it. A discussion of the media's use or misuse of freedom of speech and its influence on nursing education is then presented, followed by an examination of current threats to academic freedom in today's institutes of higher learning and specifically in the nursing education arena. The author concludes with suggestions on being a nurse educator through living as a humanbecoming professional while navigating issues surrounding nursing education.

  20. On How Editors of Academic Journals at Institutions of Higher Learning Should Resist Academic Corruption

    Science.gov (United States)

    Jing, Xiao

    2007-01-01

    Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and…

  1. Learning behaviour and preferences of family medicine residents under a flexible academic curriculum.

    Science.gov (United States)

    Sy, Alice; Wong, Eric; Boisvert, Leslie

    2014-11-01

    To determine family medicine residents' learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. London, Ont. All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians' teaching sessions (20%),and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents' homes (32%),and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents' various learning preferences and habits while providing guidance and training in the use of more effective learning methods and

  2. Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present

    Science.gov (United States)

    Blummer, Barbara; Kenton, Jeffrey M.

    2017-01-01

    Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of…

  3. The Academic Procrastination in Junior High School Students' Mathematics Learning: A Qualitative Study

    Science.gov (United States)

    Asri, Dahlia Novarianing; Setyosari, Punaji; Hitipeuw, Imanuel; Chusniyah, Tutut

    2017-01-01

    Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research…

  4. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences (and attended...... architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help...

  5. Ecological Assets and Academic Procrastination among Adolescents: The Mediating Role of Commitment to Learning.

    Science.gov (United States)

    Chen, Bin-Bin; Han, Wen

    2017-01-01

    Academic procrastination is defined as a purposive delay of academic tasks that must be completed. Within the framework of the ecological model of resiliency, this study examined how ecological assets were related to academic procrastination among adolescents. Participants in the study were 577 adolescents (53.5% boys) from Shanghai, China. They completed measures of ecological assets, commitment to learning, and academic procrastination. Structural equation modeling revealed that, as predicted, ecological assets were negatively associated with academic procrastination. In addition, commitment to learning fully mediated the association between ecological assets and academic procrastination. Implications of the present findings are discussed.

  6. Ecological Assets and Academic Procrastination among Adolescents: The Mediating Role of Commitment to Learning

    Directory of Open Access Journals (Sweden)

    Bin-Bin Chen

    2017-11-01

    Full Text Available Academic procrastination is defined as a purposive delay of academic tasks that must be completed. Within the framework of the ecological model of resiliency, this study examined how ecological assets were related to academic procrastination among adolescents. Participants in the study were 577 adolescents (53.5% boys from Shanghai, China. They completed measures of ecological assets, commitment to learning, and academic procrastination. Structural equation modeling revealed that, as predicted, ecological assets were negatively associated with academic procrastination. In addition, commitment to learning fully mediated the association between ecological assets and academic procrastination. Implications of the present findings are discussed.

  7. Profiling academic research on discourse studies and second language learning

    Directory of Open Access Journals (Sweden)

    Harold Castañeda

    2012-06-01

    Full Text Available There is little profiling academic research on discourse studies in relation to second language learning from a regional perspective. Thisstudy aims at unveiling what, when, where and who constitute scholarly work in research about these two interrelated fields. A dataset wasconfigured from registers taken from Dialnet and studied using specialized text-mining software. Findings revealed myriad research interests,few prolific years and the lack of networking. It is recommended to trace out our research as an ELT community locally and globally.

  8. Applying Cultural Project Based Learning to Develop Students’ Academic Writing

    Directory of Open Access Journals (Sweden)

    Lulus Irawati

    2015-06-01

    Full Text Available Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this article aims to elaborate the application of a cultural project based learning to develop students’ ability in academic writing. This descriptive qualitative research was conducted in Academic Writing class consisting of 20 students of the fourth semester. The students were divided into some groups, each consisting of 4-5 people assigned to make a cultural project within 6 weeks, in the form of essay. Each member of the groups has to create his/ her own essay and then compile the essays to be a mini-journal. Therefore, one group has one mini-journal consisting of 4-5 essays. To check the content of mini-journal, the lecturer also asked the groups to present in front of the class to get some suggestions, feedback, or comments.

  9. Academic managers in contemporary university: Challenges and learnings

    Directory of Open Access Journals (Sweden)

    Marita Sánchez-Moreno

    2016-04-01

    Full Text Available Purpose: The article presents and discusses some findings derived from a research project about University academic management, and it is focused on the identification of principal clues –even related to subjects and methodology– for the design of training programmes on this task. Design/methodology/approach: The research design adopted a qualitative approach and contemplated the development of in-depth interviews to 71 academic managers at the university who were valued as good in that task, in three Spanish Universities –Universidad de Las Palmas de Gran Canaria (ULP, Universidad de Lleida (UdL y Universidad de Sevilla (US. Data were analyzed using MAXQDA.11 and their interpretations were contrasted with the opinions obtained in a second round of interviews with 15 of those managers. Findings: Results allows to identify some kind of “vital cycle” in academic managers, inform about their reasons to continue in their managing charges, about their worries related to interpersonal relationships and conflict management, as well as about the recognized need of receiving a specific training for academic management, based on an active an participative methodology which can promote a practical learning. Research limitations/implications: The most important limitations of the study have to do with two unrelated issues. First of them, from a methodological point of view, is related to the limited number of participants. Second of them derives of the changing environment in which management and government model of Spanish is changing. This could probably affect the value and the interest showed by a academics on University management. Practical implications: According to one of the original mains of the study, a training program for academics in university management was already designed and developed. Social implications: The development of training Programs on University management as the one derived from the commented study would represent a

  10. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    Science.gov (United States)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  11. Teaching Academic Vocabulary to Adolescents with Learning Disabilities

    Science.gov (United States)

    Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J.; O'Connor, Rollanda E.

    2015-01-01

    This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

  12. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    Science.gov (United States)

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

  13. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ergen, Binnur; Kanadli, Sedat

    2017-01-01

    Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

  14. Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

    Science.gov (United States)

    Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

    2017-01-01

    Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…

  15. Exploring the Complex Interplay of National Learning and Teaching Policy and Academic Development Practice

    Science.gov (United States)

    Smith, Karen

    2016-01-01

    Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from critical discourse analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development…

  16. New Practices in Doing Academic Development: Twitter as an Informal Learning Space

    Science.gov (United States)

    McPherson, Megan; Budge, Kylie; Lemon, Narelle

    2015-01-01

    Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally,…

  17. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    OpenAIRE

    Suhaiza Ismail

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  18. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    OpenAIRE

    Vanthournout, Gert; Gijbels, David; Coertjens, Liesje; Donche, Vincent; Van Petegem, Peter

    2012-01-01

    The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regu...

  19. Flash Learning Games Wow Students and Instructors: Moving Toward An Academic Gaming Portal

    Directory of Open Access Journals (Sweden)

    Dan H Lim

    2003-02-01

    Full Text Available This paper describes and discusses the rationale, background, design, and implementation of Flash learning games. The paper explains why Macromedia Flash has been selected as the authoring tool in the development of highly interactive learning games for online learning. The background evolutionary process of developing the learning games points out why it has been a daunting task to create compelling learning games that impact learning. Designing learning game objects that allow other educators to customize game content is the core of this paper. The author envisions this academic gaming project will evolve into an academic gaming portal, developed in conjunction with other major institutional partners.

  20. Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.

    Science.gov (United States)

    Wang, Hongyu; Cai, Tianji

    2017-02-01

    Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.

  1. Whither Teaching? Academics' Informal Learning about Teaching in the "Tiger Mother" University

    Science.gov (United States)

    Field, Laurie

    2015-01-01

    Adopting a pluralistic view of academics' informal learning that draws on Habermas (1987), this article suggests that a great deal of academic learning results from tensions and incompatibilities between individual interests and those of employing institutions increasingly resonant with the ideology of New Public Management (NPM), with its…

  2. Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

    OpenAIRE

    Grace Adebisi Fayombo

    2013-01-01

    This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

  3. Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

    Science.gov (United States)

    Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

    2012-01-01

    Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

  4. Learning Spaces in Academic Libraries--A Review of the Evolving Trends

    Science.gov (United States)

    Turner, Arlee; Welch, Bernadette; Reynolds, Sue

    2013-01-01

    This paper presents a review of the professional discourse regarding the evolution of information and learning spaces in academic libraries, particularly in the first decade of the twenty-first century. It investigates the evolution of academic libraries and the development of learning spaces focusing on the use of the terms which have evolved…

  5. Exploring the contribution of formal and informal learning to academic staff member employability: A Dutch perspective

    NARCIS (Netherlands)

    Klink, Marcel; van der Heijden, Beatrice; Boon, Jo; van Rooij, Shahron Williams

    2014-01-01

    Purpose – Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of this paper is to explore the contribution of formal and informal learning to employability. Design/methodology/approach –

  6. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  7. Academic Progress Depending on the Skills and Qualities of Learning in Students of a Business School

    Science.gov (United States)

    de Jesús, Araiza Vázquez María; Claudia, Dörfer; Rosalinda, Castillo Corpus

    2015-01-01

    This research was to establish the relationship between qualities of learning; learning skills and academic performance in undergraduate students. 310 undergraduates participated in this research of which 72% are female and 28% male. All responded Scale Learning Strategies of Roman and Gallego (1994) and Questionnaire Learning Styles of…

  8. The Attribution Theory of Learning and Advising Students on Academic Probation

    Science.gov (United States)

    Demetriou, Cynthia

    2011-01-01

    Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

  9. Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

    Science.gov (United States)

    You, Ji Won

    2015-01-01

    This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

  10. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    OpenAIRE

    Fernández Río, Francisco Javier; Cecchini Estrada, José Antonio; Méndez Giménez, Antonio; Prieto Saborit, José Antonio

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.20...

  11. Learning styles and academic achievement among undergraduate medical students in Thailand.

    Science.gov (United States)

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  12. Learning styles and academic achievement among undergraduate medical students in Thailand

    Directory of Open Access Journals (Sweden)

    Wichuda Jiraporncharoen

    2015-07-01

    Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  13. Impact of a learning circle intervention across academic and service contexts on developing a learning culture.

    Science.gov (United States)

    Walker, Rachel; Henderson, Amanda; Cooke, Marie; Creedy, Debra

    2011-05-01

    Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n=73) actively participated in a learning circles intervention conducted over 5 months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre-post surveys of hospital staff (n=310) revealed significant differences across three sub-scales of 'accomplishment' (t=-3.98, pLearning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. Copyright © 2010 Elsevier Ltd. All rights reserved.

  14. Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and…

  15. The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities.

    Science.gov (United States)

    Ruban, Lilia M; McCoach, D Betsy; McGuire, Joan M; Reis, Sally M

    2003-01-01

    Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

  16. Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

    OpenAIRE

    Parviz Ajideh; Mohammad Zohrabi; Kazem Pouralvar

    2018-01-01

    The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are ...

  17. The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

    Science.gov (United States)

    Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

    2017-01-01

    Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

  18. Predicting Academic Success and Technological Literacy in Secondary Education: A Learning Styles Perspective

    Science.gov (United States)

    Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka

    2017-01-01

    This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…

  19. Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

    Science.gov (United States)

    Santicola, Craig F.

    2015-01-01

    The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the…

  20. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  1. Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

    Science.gov (United States)

    Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

    2018-01-01

    Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…

  2. Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

    Science.gov (United States)

    Jones, Kyle M. L.; Salo, Dorothea

    2018-01-01

    In this paper, the authors address learning analytics and the ways academic libraries are beginning to participate in wider institutional learning analytics initiatives. Since there are moral issues associated with learning analytics, the authors consider how data mining practices run counter to ethical principles in the American Library…

  3. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

    Science.gov (United States)

    Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  4. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    Science.gov (United States)

    Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  5. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    Science.gov (United States)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  6. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Suhaiza Ismail

    2009-12-01

    Full Text Available The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST was used to assess the approaches to learning adopted by students whilst the students final examination result was considered in examining the performance of the students. The results indicate that majority of the accounting students, both male andfemale groups prefer to use the deep approach in studying Business Finance. The findings also reveal that there were significant relationships between learning approaches and academic performance with positive direction appears for deep and strategic approaches whilst negative relationship reveals for surface approach.

  7. Imagine! On the Future of Teaching and Learning and the Academic Research Library

    Science.gov (United States)

    Miller, Kelly E.

    2014-01-01

    In the future, what role will the academic research library play in achieving the mission of higher education? This essay describes seven strategies that academic research libraries can adopt to become future-present libraries--libraries that foster what Douglas Thomas and John Seely Brown have called "a new culture of learning." Written…

  8. Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.

    Science.gov (United States)

    Valas, Harald

    2001-01-01

    Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…

  9. Academic and social integration and study progress in problem based learning

    NARCIS (Netherlands)

    S.E. Severiens (Sabine); H.G. Schmidt (Henk)

    2009-01-01

    textabstractThe present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a

  10. Building a Peer-Learning Service for Students in an Academic Library

    Science.gov (United States)

    O'Kelly, Mary; Garrison, Julie; Merry, Brian; Torreano, Jennifer

    2015-01-01

    Academic libraries are well lauded for offering supportive spaces for students' self-directed study, and significant resources are dedicated to librarian instruction in the classroom. What many academic libraries lack, however, is a middle ground, a routine way for students to help one another using best practices in peer-to-peer learning theory.…

  11. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    Science.gov (United States)

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  12. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    Science.gov (United States)

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  13. User experience of academic staff in the use of a learning management system tool

    CSIR Research Space (South Africa)

    De Kock, E

    2016-09-01

    Full Text Available In Open Distance Learning (ODL) institutions the teaching model is moving towards fully integrated information and communication technology applications. To successfully teach or facilitate the use of technology, academics need to have a strong...

  14. The Impact of Academic Self-Concept, Expectations and the Choice of Learning Strategy on Academic Achievement: The Case of Business Students

    Science.gov (United States)

    Rodriguez, Carlos M.

    2009-01-01

    This study provides evidence of the impact of two critical self-regulation components--academic self-concept and outcome expectations--on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self-concept theory is the framework for the analysis of students' motivations and learning behaviors.…

  15. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  16. Expectancy as a mediator of the relation between learning strategies and academic achievement among university students

    Directory of Open Access Journals (Sweden)

    Shurbanovska Orhideja

    2013-01-01

    Full Text Available The aim of this study was to explore the mediation role of the expectancy component of motivation (self-efficacy and control beliefs for learning in the relationship between learning strategies (cognitive, meta-cognitive, resource management strategies and academic achievement. The sample consisted of 155 university students (85 psychology students and 70 architecture students. Learning strategies section from the MSLQ (Motivated Strategies for Learning Questionnaire was taken to assess the extent of learning strategies usage during exam preparation. Motivation for learning was measured by the Expectancy scale as a part of the Motivation section of the MSLQ. Mediation analysis was used for data processing. Following the proposed steps for mediation effect testing, a series of regression analyses was conducted: first, the expectancy component of motivation was regressed on learning strategies; second, academic achievement was regressed on learning strategies; and third, academic achievement was regressed on the expectancy component of motivation. It was found that learning strategies influence academic achievement indirectly through the expectancy component of motivation (Sobel test=2.18; p=.029. It is emphasized that students should be encouraged to use learning strategies in knowledge acquisition.

  17. THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK

    OpenAIRE

    Dwi Sulisworo; Triwati Rahayu; Rifai Nur Akhsan

    2016-01-01

    Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to ...

  18. Among Friends: The Role of Academic-Preparedness Diversity in Individual Performance within a Small-Group STEM Learning Environment

    Science.gov (United States)

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-01-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students…

  19. Possible Major Influences of Children Learning Social Studies on Academic Self Concept and Achievement

    Directory of Open Access Journals (Sweden)

    Laurens Kaluge

    2016-02-01

    Full Text Available This study was aimed at finding the best model to explain pupil academic attainment in learning social studies. The data came from pupils learning Social Studies at grade 3 and 4 of primary schools. The structural equation model contained 2 exogenous constructs–attitudes toward school and locus of control–and 2 endogenous constructs–self-concept and academic achievement. It was confirmed that the academic self-concept and achievement related to each other and both were influenced by attitudes toward school and internal locus of control. The model was fitting differently for different grade.

  20. Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

    Science.gov (United States)

    Abd-El-Fattah, Sabry M

    2010-11-01

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

  1. EFL Academic writing. What should Dutch business communication students learn?

    NARCIS (Netherlands)

    Meurs, Frank van; Hendriks, B.C.; Planken, B.C.; Barasa, S.N.; Groot, E.B. de; Nederstigt, U.; Arnhem, M. van; Smakman, D.

    2016-01-01

    Many Dutch university students are expected to read and write academic research papers in English. In this article, we discuss a number of areas of EFL academic writing that are relevant for first-year Dutch business communication students. These students need to become familiar with quantitative

  2. A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

    Science.gov (United States)

    Diseth, Age; Kobbeltvedt, Therese

    2010-12-01

    Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

  3. The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

    Science.gov (United States)

    Duman, Bilal

    2010-01-01

    The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test…

  4. The Effect of Mobile Learning Applications on Students' Academic Achievement and Attitudes toward Mobile Learning

    Science.gov (United States)

    Demir, Kadir; Akpinar, Ercan

    2018-01-01

    This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. Quasi-experimental design was used in the study. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. The…

  5. Grade Level: Tracking Online Education in the United States

    Science.gov (United States)

    Allen, I. Elaine; Seaman, Jeff

    2015-01-01

    This report is the twelfth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board and additional data from the National Center for Education Statistics' Integrated…

  6. Curricular Placement of Academic Service-Learning in Higher Education

    Science.gov (United States)

    Phillips, Amy; Bolduc, Steven R.; Gallo, Michael

    2013-01-01

    The higher education service-learning literature is rich with case studies, guidelines for service-learning course and program development, and demonstrations of the impact of service-learning on students. Minimal discussion, however, focuses on the "strategic placement" of service-learning in disciplinary curricula, and how curricular…

  7. The Impact of School Environment and Grade Level on Student Delinquency: A Multilevel Modeling Approach

    Science.gov (United States)

    Lo, Celia C.; Kim, Young S.; Allen, Thomas M.; Allen, Andrea N.; Minugh, P. Allison; Lomuto, Nicoletta

    2011-01-01

    Effects on delinquency made by grade level, school type (based on grade levels accommodated), and prosocial school climate were assessed, controlling for individual-level risk and protective factors. Data were obtained from the Substance Abuse Services Division of Alabama's state mental health agency and analyzed via hierarchical linear modeling,…

  8. Grade-Level Retention in Texas Public Schools, 2015-16

    Science.gov (United States)

    Texas Education Agency, 2017

    2017-01-01

    This annual report provides information for the 2015-16 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, immigrant, migrant, and overage statuses. Data also are…

  9. To What Extent Can the Big Five and Learning Styles Predict Academic Achievement

    Science.gov (United States)

    Köseoglu, Yaman

    2016-01-01

    Personality traits and learning styles play defining roles in shaping academic achievement. 202 university students completed the Big Five personality traits questionnaire and the Inventory of Learning Processes Scale and self-reported their grade point averages. Conscientiousness and agreeableness, two of the Big Five personality traits, related…

  10. The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

    Science.gov (United States)

    McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

    2013-01-01

    The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

  11. Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

    Science.gov (United States)

    Luna, Alberto D.

    2013-01-01

    Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

  12. Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

    Science.gov (United States)

    Aktas, Elif; Yurt, Serap Uzuner

    2017-01-01

    The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented…

  13. The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

    Science.gov (United States)

    Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

    2004-01-01

    Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

  14. From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries

    Science.gov (United States)

    Karasic, Victoria

    2016-01-01

    Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has…

  15. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  16. EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

    Science.gov (United States)

    Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

    2018-01-01

    The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

  17. Communities of Practice in Higher Education: Professional Learning in an Academic Career

    Science.gov (United States)

    Arthur, Linet

    2016-01-01

    This article focuses on the life history of a university academic, and the ways in which he learned in different communities of practice during his career. This account raises questions about the applicability of situated learning theory to a knowledge-based organisation, and argues that both the external context and the individuals within the…

  18. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    Science.gov (United States)

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  19. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    Science.gov (United States)

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  20. The Effect of "Here and Now" Learning on Student Engagement and Academic Achievement

    Science.gov (United States)

    Northey, Gavin; Govind, Rahul; Bucic, Tania; Chylinski, Mathew; Dolan, Rebecca; van Esch, Patrick

    2018-01-01

    Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of this, collaborative learning has been labelled a…

  1. Academic integrity in the online learning environment for health sciences students.

    Science.gov (United States)

    Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

    2014-10-01

    The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

  2. Japanese Management Styles: Can Academic Libraries Learn from Them?

    Science.gov (United States)

    Graham, Paul

    1987-01-01

    Summarizes the three main characteristics of Japanese management style and discusses its applicability to academic library management in the United States. Responses from 10 readers of advance copies of the article are included. (6 references) (MES)

  3. Stress Management Coping Strategies of Academic Leaders in an Institution of Higher Learning in Malaysia

    Directory of Open Access Journals (Sweden)

    Gurnam Kaur Sidhu

    2015-12-01

    Full Text Available In today’s demanding academic environment, academic leaders need to be well equipped with stress management coping strategies as they often find themselves in challenging situations and responsibilities. Therefore, the main aim of this paper is to investigate the stress management coping strategies used by academic leaders in an institution of higher learning located in Selangor, Malaysia. A mixed-methods research design was employed and the sample population involved 46 academic leaders from a public university. Data were collected using a questionnaire and semistructured interviews. The quantitative data were statistically analyzed using SPSS while the qualitative data were analyzed thematically. The findings showed that a majority of the academic leaders opted towards positive problem-focused engagement strategies such as cognitive restructuring and problem solving strategies followed by emotion-focused engagement which included expressing emotion and social support strategies. Besides that, academic leaders did confess that they sometimes do use disengagement strategies such as wishful thinking, problem avoidance and self-criticism coping strategies but they stressed that they faced problems and stress in a positive and constructive manner. The findings of this study imply that academic leaders in this study are engaged and well informed of stress coping strategies. However, it is recommended that top management in institutions of higher learning take the initiatives in providing necessary support to academic leaders by educating them on stress management coping strategies.

  4. Learning approaches as predictors of academic performance in first year health and science students.

    Science.gov (United States)

    Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

    2013-07-01

    To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

    Science.gov (United States)

    Suwono, Hadi; Wibowo, Agung

    2018-01-01

    Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

  6. Does academic performance or personal growth share a stronger association with learning environment perception?

    Science.gov (United States)

    Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

    2016-01-01

    Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99,  p environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912

  7. Self-regulation of learning from the student's perspective and it relatedness with academic achievement

    Directory of Open Access Journals (Sweden)

    Kuzmanović Biljana

    2015-01-01

    Full Text Available Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990 was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

  8. E-learning challenges faced by academics in higher education

    OpenAIRE

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discus...

  9. THE EFFECTIVENESS OF E-LEARNING: Academic and Business Comparison

    OpenAIRE

    Ayham FAYYOUMI

    2009-01-01

    Countries’ success in the knowledge economy increasingly rely on highly-skilled and qualified people, which in turn, requires rapid, effective, and less expensive education and training. In this context, e-Learning has emerged; e-Learning is scalable, less expensive than traditional learning, and clearly advantageous for learners to access educational information and content anywhere and anytime. However, for evaluating the effectiveness of e-learning programs, a definition of ‘effectiveness’...

  10. Self-regulated learning and academic performance in medical education

    NARCIS (Netherlands)

    Lucieer, Susanna M.; Jonker, Laura; Visscher, Chris; Rikers, Remy M. J. P.; Themmen, Axel P. N.

    Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn

  11. Effects of Academic Service Learning in Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes Toward Harm Reduction

    Science.gov (United States)

    Kabli, Noufissa; Liu, Ben; Seifert, Tricia

    2013-01-01

    Objective. To examine academic service-learning pedagogy on student learning and perceptions of drug misuse and addiction. Design. Third- and fourth-year pharmacology students were exposed to an academic service-learning pedagogy that integrated a community service experience with lectures, in-class discussions and debates, group projects, a final paper, and an examination. Reflective writing assignments throughout the course required students to assimilate and apply what they had learned in the classroom to what they learned in their community placement. Assessment. Changes in students’ responses on pre- and post-course survey instruments reflected shifts toward higher-order thinking. Also, subjective student-learning modalities shifted toward learning by writing. Students’ perspectives and attitudes allowed improved context of issues associated with drug misuse and harm reduction models. Conclusion. Academic service-learning pedagogy contributes to developing adaptable, well-rounded, engaged learners who become more compassionate and pragmatic in addressing scientific and social questions relating to drug addiction. PMID:23610481

  12. Undirected learning styles and academic risk: Analysis of the impact of stress, strain and coping.

    Science.gov (United States)

    Kimatian, Stephen; Lloyd, Sara; Berger, Jeffrey; Steiner, Lorraine; McKay, Robert; Schwengal, Deborah

    2017-01-01

    Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources

  13. Lessons learned: mobile device encryption in the academic medical center.

    Science.gov (United States)

    Kusche, Kristopher P

    2009-01-01

    The academic medical center is faced with the unique challenge of meeting the multi-faceted needs of both a modern healthcare organization and an academic institution, The need for security to protect patient information must be balanced by the academic freedoms expected in the college setting. The Albany Medical Center, consisting of the Albany Medical College and the Albany Medical Center Hospital, was challenged with implementing a solution that would preserve the availability, integrity and confidentiality of business, patient and research data stored on mobile devices. To solve this problem, Albany Medical Center implemented a mobile encryption suite across the enterprise. Such an implementation comes with complexities, from performance across multiple generations of computers and operating systems, to diversity of application use mode and end user adoption, all of which requires thoughtful policy and standards creation, understanding of regulations, and a willingness and ability to work through such diverse needs.

  14. A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education

    Science.gov (United States)

    Mothibi, Gloria

    2015-01-01

    E-learning is substantially becoming a popular effective learning approach within greater academic settings due to high use of web systems in learning. E-learning involves utilization of information and communication technology (ICT) to improve and help teaching and learning. The aim of this study was to estimate the relationship between…

  15. Simple Models Create Steep Learning Curves in Academic Design Studio

    DEFF Research Database (Denmark)

    Hansen, Peter Lundsgaard; Dam, Torben; Le Goffic, Virginie Corinne

    2014-01-01

    theory positions normally regarded as mutually incompatible. The method is the result of years of ‘trial and error’ design studio teaching at the University of Copenhagen, triangulated with academic design theory research. Research based design studio teaching poses a fundamental pedagogical challenge......, as it must combine skill-based design practice with academic-explicated theories and methods. The vehicle in the development of the simple model method is overcoming the challenge of ensuring that a group of students with various backgrounds and cultures can produce specific and consistent design proposals...... helps the students work with and understand design as both a product and a process....

  16. The cognitive and academic profiles of reading and mathematics learning disabilities.

    Science.gov (United States)

    Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

    2012-01-01

    The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

  17. INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES

    Directory of Open Access Journals (Sweden)

    Agustín Freiberg-Hoffmann

    2017-02-01

    Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and

  18. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    Science.gov (United States)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. The impact of research-based learning on student’s academic performance and motivation

    Science.gov (United States)

    Sumbawati, M. S.; Anistyasari, Y.

    2018-01-01

    Undergraduate students often have difficulty in finding the updated research topic for their undergraduate thesis. This is due to students have less knowledge about research in a particular field because they are less familiar with scientific articles. This work, therefore, proposed an implementation of research-based learning and measured students’ academic performance and motivation. The study is conducted in four stages which are the plan, do, check, and act. Research-based learning is conducted based on its syntax. Paper and pencil test is then performed to measure students’ academic achievement and a survey is devoted to determining students’ academic motivation. The results show that most students obtain satisfied score and they feel comfortable to join a class with research-based learning.

  20. Undergraduate Research and Academic Archives: Instruction, Learning and Assessment

    Science.gov (United States)

    Krause, Magia G.

    2010-01-01

    Colleges and universities are increasingly investing resources to promote undergraduate research. Undergraduate research can be broadly defined to incorporate scientific inquiry, creative expression, and scholarship with the result of producing original work. Academic archives and special collections can play a vital role in the undergraduate…

  1. Applying Cultural Project Based Learning to Develop Students' Academic Writing

    Science.gov (United States)

    Irawati, Lulus

    2015-01-01

    Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…

  2. Relationships between Minority Students Online Learning Experiences and Academic Performance

    Science.gov (United States)

    Yeboah, Alex Kumi; Smith, Patriann

    2016-01-01

    The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

  3. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

    Science.gov (United States)

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-12-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

  4. Cooperative learning and academic achievement: why does groupwork work?

    Directory of Open Access Journals (Sweden)

    Robert E. Slavin

    2014-10-01

    Full Text Available Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

  5. Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents.

    Science.gov (United States)

    Kim, Sun Hyo; Kim, Woo Kyoung; Kang, Myung-Hee

    2016-04-01

    A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P learning strategy total," "testing technique," and "resources management technique" scores (P learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

  6. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    Directory of Open Access Journals (Sweden)

    Gert Vanthournout

    2012-01-01

    Full Text Available The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

  7. The influence of learning styles, enrollment status and gender on academic performance of optometry undergraduates.

    Science.gov (United States)

    Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert

    2011-01-01

    This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students

  8. Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

    Science.gov (United States)

    Zhang, Lili; Maruno, Shun'ichi

    2010-10-01

    Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

  9. Student-Centred Teaching Strategies by Gender, Grade Level, and Teacher’s Self-Concept in Mexico

    Directory of Open Access Journals (Sweden)

    PEDRO SÁNCHEZ-ESCOBEDO

    2018-05-01

    Full Text Available This study examined the student-centred teaching strategies of Mexican teachers by gender, grade level, and self-concept as an instructor. A conventional sample of 573 teachers from diverse school settings in the state of Yucatan in Mexico responded to a paper and pencil questionnaire. Results indicated, in general, that teachers prioritized classroom management and independent learning activities, in contrast with teaching strategies emphasized by policies and teacher´s training programs in the country, such as cooperative learning, differentiation, or promoting critical thinking. There were some gender and grade level differences. In general, female teachers promoted more independent activities than males. As expected, primary school teachers were more concerned with using differentiation teaching strategies than secondary education teachers, considering the greatest variance in younger students. Teachers self-concept had differential effects. Whilst self-efficacy feelings had no influence in the use of specific student-centred teaching strategies, high self-esteem teachers used more student-centred teaching strategies. The importance of asking teachers what they did, and how they felt as teachers was argued in light of results. Future research avenues regarding self-concept and teaching strategies are posited.

  10. The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

    Science.gov (United States)

    Torrisi-Steele, Geraldine; Drew, Steve

    2013-01-01

    If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

  11. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General...

  12. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

    Science.gov (United States)

    Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

    2018-01-01

    The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

  13. The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities

    Science.gov (United States)

    Fleming, Madalay; Wated, Guillermo

    2016-01-01

    The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

  14. Integrating e-Learning and Classroom Learning; Four Years of Asynchronous Learning to Improve Academic Competences

    Directory of Open Access Journals (Sweden)

    Bart Rienties

    2008-06-01

    Full Text Available In an ever-changing world, competencies to process information efficiently are essential. However, several researchers indicate that graduates have limited abilities to solve complex problems in reality. In this paper, a possible solution to increase competences in effective searching, analysing and comparing information is provided. In a blended-learning environment, students had to share information before coming to class. The results of an analysis of four consecutive years of computersupported learning in a master-course indicate that students are willing to share information when conditions are favourable. In addition, a specific redesign of the task, control and social dimension let to increased knowledge sharing. Future research is necessary to assess whether this also has increased performance.

  15. A Longitudinal Study in Learning Preferences and Academic Performance in First Year Medical School.

    Science.gov (United States)

    Hu, Yenya; Gao, Hong; Wofford, Marcia M; Violato, Claudio

    2017-12-18

    This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi-structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  16. Does learning style influence academic performance in different forms of assessment?

    Science.gov (United States)

    Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

    2014-03-01

    Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.

  17. [Supporting an Academic Society with the Active Learning Tool Clica].

    Science.gov (United States)

    Arai, Kensuke; Mitsubori, Masahiro

    2018-01-01

     Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

  18. Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality

    Science.gov (United States)

    van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije

    2016-01-01

    In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…

  19. Are We on Our Way to Becoming a "Helicopter University"? Academics' Views on Learning Analytics

    Science.gov (United States)

    Howell, Joel A.; Roberts, Lynne D.; Seaman, Kristen; Gibson, David C.

    2018-01-01

    Higher education institutions are developing the capacity for learning analytics. However, the technical development of learning analytics has far exceeded the consideration of ethical issues around learning analytics. We examined higher education academics' knowledge, attitudes, and concerns about the use of learning analytics though four focus…

  20. Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report

    Directory of Open Access Journals (Sweden)

    Peter Jones

    2011-07-01

    Full Text Available This practice report details an institutional innovation designed to enhance academic capacities for curriculum development, with a particular focus on the first year experience (FYE. The authors discuss the appointment of “Curriculum Scholars” in each of the faculties at James Cook University. This innovation can be seen as an example of third generation responses to the challenges of the first year in higher education (FYHE (Kift, Nelson & Clarke, 2010. The report  discusses the question of academic identity and the tension between a discipline-specific identity and identification with the scholarship of teaching and learning. The authors argue that this tension may have significant implications for the success of third generation approaches to the FYE. This tension is the focus of a multi-method research project being developed by the authors. The autoethnographical dimension of this project is described, inviting participants to reflect on their own journeys as academics engaged in learning and teaching.

  1. Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

    Directory of Open Access Journals (Sweden)

    Matt Bowden

    2013-04-01

    Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

  2. Self-reports on students' learning processes are academic metacognitive knowledge

    Directory of Open Access Journals (Sweden)

    Cristiano Mauro Assis Gomes

    2014-01-01

    Full Text Available The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK. We investigated, using Structural Equation Modeling (SEM, three hypotheses: (a AMcK explains the variance of factor scores of students' learning approaches (SLA and academic motivation (AM; (b AMcK is distinct from working metacognition (WMC; and (c AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA variance. Two tests (indicators of WMC and two scales (indicators of AMcK were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

  3. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I).

    Science.gov (United States)

    Mohr, Nicholas M; Moreno-Walton, Lisa; Mills, Angela M; Brunett, Patrick H; Promes, Susan B

    2011-02-01

    For the first time in history, four generations are working together-traditionalists, baby boomers, generation Xers (Gen Xers), and millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. © 2011 by the Society for Academic Emergency Medicine.

  4. Enabling School Structures, Collegial Trust and Academic Emphasis: Antecedents of professional learning communities

    Science.gov (United States)

    Gray, Julie; Kruse, Sharon; Tarter, C. John

    2016-01-01

    This study tested the role of enabling school structures, collegial trust and academic emphasis in the development of professional learning communities (PLCs) in a low-income school district. The empirical study was based upon the perceptions of teachers and principals as provided by survey responses (N = 67 schools). While enabling school…

  5. College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

    Science.gov (United States)

    Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F.

    2015-01-01

    This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending…

  6. Influence of Mothers' Parenting Styles on Self-Regulated Academic Learning among Saudi Primary School Students

    Science.gov (United States)

    Alnafea, Tahany; Curtis, David D.

    2017-01-01

    Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…

  7. Transformation of an academic medical center: lessons learned from restructuring and downsizing.

    Science.gov (United States)

    Woodard, B; Fottler, M D; Kilpatrick, A O

    1999-01-01

    This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

  8. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    Science.gov (United States)

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

  9. The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ayaz, Mehmet Fatih; Sekerci, Hanifi

    2015-01-01

    In this research, a meta-analysis study was conducted in order to determine the effects of constructivist learning approach on students' academic achievement. Master's thesis, doctoral dissertation and articles in national and international databases, which are realized between the years of 2003-2014, appropriate to the problem and which can be…

  10. Learning analytics for smart campus: Data on academic performances of engineering undergraduates in Nigerian private university

    Directory of Open Access Journals (Sweden)

    Segun I. Popoola

    2018-04-01

    Full Text Available Empirical measurement, monitoring, analysis, and reporting of learning outcomes in higher institutions of developing countries may lead to sustainable education in the region. In this data article, data about the academic performances of undergraduates that studied engineering programs at Covenant University, Nigeria are presented and analyzed. A total population sample of 1841 undergraduates that studied Chemical Engineering (CHE, Civil Engineering (CVE, Computer Engineering (CEN, Electrical and Electronics Engineering (EEE, Information and Communication Engineering (ICE, Mechanical Engineering (MEE, and Petroleum Engineering (PET within the year range of 2002–2014 are randomly selected. For the five-year study period of engineering program, Grade Point Average (GPA and its cumulative value of each of the sample were obtained from the Department of Student Records and Academic Affairs. In order to encourage evidence-based research in learning analytics, detailed datasets are made publicly available in a Microsoft Excel spreadsheet file attached to this article. Descriptive statistics and frequency distributions of the academic performance data are presented in tables and graphs for easy data interpretations. In addition, one-way Analysis of Variance (ANOVA and multiple comparison post-hoc tests are performed to determine whether the variations in the academic performances are significant across the seven engineering programs. The data provided in this article will assist the global educational research community and regional policy makers to understand and optimize the learning environment towards the realization of smart campuses and sustainable education. Keywords: Smart campus, Learning analytics, Sustainable education, Nigerian university, Education data mining, Engineering

  11. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    Science.gov (United States)

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  12. Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

    Science.gov (United States)

    Miller, Heather B.; Witherow, D. Scott; Carson, Susan

    2012-01-01

    The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

  13. Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

    Science.gov (United States)

    Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

    2017-01-01

    This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

  14. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    Science.gov (United States)

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  15. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    Science.gov (United States)

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  16. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

    NARCIS (Netherlands)

    Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

    2000-01-01

    This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

  17. Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

    Science.gov (United States)

    Caputo, Andrea

    2014-01-01

    The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

  18. Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

    Science.gov (United States)

    Darby, Alexa; Newman, Gabrielle

    2014-01-01

    This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

  19. The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on Their Academic Achievements

    Science.gov (United States)

    Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon

    2018-01-01

    The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4-6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and…

  20. The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

    Science.gov (United States)

    Gozuyesil, Eda; Dikici, Ayhan

    2014-01-01

    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the…

  1. Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

    Science.gov (United States)

    Uyanik, Gökhan

    2016-01-01

    The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

  2. Learning Management System Calendar Reminders and Effects on Time Management and Academic Performance

    Science.gov (United States)

    Mei, Jianyang

    2016-01-01

    This research project uses a large research university in the Midwest as a research site to explore the time management skills of international students and analyzes how using the Course Hack, an online Learning Management System (LMS) calendar tool, improves participants' time management skills and positively impacts their academic performance,…

  3. Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan

    Science.gov (United States)

    Ko, Wen-Hwa; Chung, Feng-Ming

    2014-01-01

    The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic performance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…

  4. Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

    Science.gov (United States)

    Bas, Gökhan

    2016-01-01

    The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…

  5. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    Science.gov (United States)

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  6. Could Learning Outcomes of the First Course in Accounting Predict Overall Academic Performance?

    Science.gov (United States)

    Alanzi, Khalid A.; Alfraih, Mishari M.

    2017-01-01

    Purpose: This study aims to question whether learning outcomes of the first course in accounting could predict the overall academic performance of accounting students as measured by their graduating grade point average (GPA). Design/methodology/approach The sample of the present study was drawn from accounting students who were graduated during…

  7. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    Science.gov (United States)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  8. Connecting 24/5 to Millennials: Providing Academic Support Services from a Learning Commons

    Science.gov (United States)

    Moore, Anne Cooper; Wells, Kimberly A.

    2009-01-01

    This study investigates user preferences for reference and technical support, services, and facilities featured in an academic library and Learning Commons through a 23-item questionnaire distributed to building entrants during one 24-hour period on March 14, 2006. Results revealed a strong preference for face-to-face assistance (including…

  9. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    Science.gov (United States)

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  10. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    Science.gov (United States)

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  11. The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

    Science.gov (United States)

    Kizkapan, Oktay; Bektas, Oktay

    2017-01-01

    The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

  12. Using TRAILER tool for Managing Informal Learning in academic and professional contexts: the learners’ perspective

    NARCIS (Netherlands)

    Viegas, Maria C.; Marques, Maria A.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Brouns, Francis; Janssen, José; Waszkiewicz, Elwira; Mykowska, Alexandra; Conde, Miguel Á.; García-Holgado, Alicia; García-Peñalvo, Francisco J.

    2013-01-01

    Viegas, C., Marques, A., Alves, G., Zangrando, V., Galanis, N., Brouns, F., Janssen, J., Waszkiewicz, E., Mykowska, A., Gonzalez, M., Holgado, A., & García-Peñalvo, F. (2013). Using TRAILER tool for Managing Informal Learning in academic and professional contexts: the learners’ perspective. In F.

  13. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    Science.gov (United States)

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  14. Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance

    Science.gov (United States)

    Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.

    2015-01-01

    Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

  15. The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

    Science.gov (United States)

    Günter, Tugçe; Alpat, Sibel Kilinç

    2017-01-01

    This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

  16. Absenteeism in Head Start and Children's Academic Learning

    Science.gov (United States)

    Ansari, Arya; Purtell, Kelly

    2016-01-01

    Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,842), this study examined the implications of 3- and 4-year-old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were…

  17. Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

    Science.gov (United States)

    San Pedro, Maria Ofelia Clarissa Z.

    2016-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

  18. The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

    Science.gov (United States)

    Ferriman, Nicholas

    2013-01-01

    This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…

  19. The Role of an Academic Development Unit in Supporting Institutional VET Learning and Teaching Change Management

    Science.gov (United States)

    Fotinatos, Nina

    2016-01-01

    The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university.…

  20. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

    Science.gov (United States)

    Haager, Diane; Osipova, Anna V.

    2017-01-01

    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  1. Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

    Science.gov (United States)

    Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

    2016-01-01

    This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

  2. International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

    Science.gov (United States)

    Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

    2014-01-01

    Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

  3. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    Science.gov (United States)

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  4. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Marko eLüftenegger

    2016-05-01

    Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

  5. Qualitative CFD for Rapid Learning in Industrial and Academic Applications

    Science.gov (United States)

    Variano, Evan

    2010-11-01

    We present a set of tools that allow CFD to be used at an early stage in the design process. Users can rapidly explore the qualitative aspects of fluid flow using real-time simulations that react immediately to design changes. This can guide the design process by fostering an intuitive understanding of fluid dynamics at the prototyping stage. We use an extremely stable Navier-Stokes solver that is available commercially (and free to academic users) plus a custom user interface. The code is designed for the animation and gaming industry, and we exploit the powerful graphical display capabilities to develop a unique human-machine interface. This interface allows the user to efficiently explore the flow in 3D + real time, fostering an intuitive understanding of steady and unsteady flow patterns. There are obvious extensions to use in an academic setting. The trade-offs between accuracy and speed will be discussed in the context of CFD's role in design and education.

  6. Academic perceptions amongst educators towards eLearning tools in dental education.

    Science.gov (United States)

    Handal, Boris; Groenlund, Catherine; Gerzina, Tania

    2011-04-01

    This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

  7. Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

    Science.gov (United States)

    Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia

    2009-01-01

    This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression."…

  8. Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

    Science.gov (United States)

    Fincham, Frank D.; And Others

    1989-01-01

    Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

  9. Logging On: Using Online Learning to Support the Academic Nomad

    Science.gov (United States)

    Gargano, Terra; Throop, Julia

    2017-01-01

    The Internet is cited for bringing about the most rapid and significant social change within societies worldwide. Higher education does not lie at the fringe of this discussion, but is rather at the center of it. Online learning is no longer considered a mere supplement to education but digital tools now routinely embed themselves in higher…

  10. Investigating the Impact of Lighting Educational Spaces on Learning and Academic Achievement of Elementary Students

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    Abdolreza Gilavand

    2016-05-01

    Full Text Available Background In modern education, physical space is considered as a dynamic factor in students' educational activities. This study was conducted to investigating the impact of lighting educational spaces on learning and academic achievement of elementary students. Materials and Methods At a cross-sectional study (2015-2016, a total of 210 students were selected randomly as sample of study. Cluster sampling was done by appropriate allocation and questionnaires were randomly divided among students. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning environment lighting and interviews with students. Data of study were analyzed using SPSS- 21 software. Results Results of this study showed that lighting educational spaces has a significant impact on learning and academic achievement of elementary school students in Ahvaz, Iran (P

  11. Learning skills and academic performance in children and adolescents with absence epilepsy.

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    Talero-Gutiérrez, C; Sánchez-Torres, J M; Velez-van-Meerbeke, A

    2015-03-01

    Although cognitive and learning disorders have been described in patients with epilepsy, very few studies focus on specific disorders such as absence epilepsy. The aim of this study was to evaluate learning skills and academic performance in children and adolescents with absence epilepsy. Observational case-control study. Cases were chosen from the Central League against Epilepsy's clinic in Bogotá, Colombia. Controls were selected from a private school and matched with cases by age, school year, and sex. Medical history, seizure frequency, antiepileptic treatment, and academic performance were assessed. Academic abilities were tested with Batería de Aptitudes Diferenciales y Generales (BADyG) (a Spanish-language test of differential and general aptitudes). Data were analysed using Student t-test. The sample consisted of 19 cases and 19 controls aged between 7 and 16. In 15 patients, seizures were controlled; all patients had received antiepileptic medication at some point and 78.9% were actively being treated. Although cases had higher rates of academic failure, a greater incidence of grade retention, and more therapeutic interventions than controls, these differences were not significant. Similarly, there were no significant differences on the BADyG test, except for the immediate memory subcategory on which cases scored higher than controls (P=.0006). Children treated pharmacologically for absence epilepsy, whose seizures are controlled, have normal academic abilities and skills for their age. Copyright © 2013 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

  12. The effect of teaching based on dominant learning style on nursing students' academic achievement.

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    Vizeshfar, Fatemeh; Torabizadeh, Camellia

    2018-01-01

    The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Gender differences in learning styles and academic performance of medical students in Saudi Arabia.

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    Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada

    2013-01-01

    Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.

  14. Anesthesiology teaching during undergraduation through an academic league: what is the impact in students' learning?

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    Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa

    2012-01-01

    Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pperformance (pevaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.

  15. Learning analytics for smart campus: Data on academic performances of engineering undergraduates in Nigerian private university.

    Science.gov (United States)

    Popoola, Segun I; Atayero, Aderemi A; Badejo, Joke A; John, Temitope M; Odukoya, Jonathan A; Omole, David O

    2018-04-01

    Empirical measurement, monitoring, analysis, and reporting of learning outcomes in higher institutions of developing countries may lead to sustainable education in the region. In this data article, data about the academic performances of undergraduates that studied engineering programs at Covenant University, Nigeria are presented and analyzed. A total population sample of 1841 undergraduates that studied Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) within the year range of 2002-2014 are randomly selected. For the five-year study period of engineering program, Grade Point Average (GPA) and its cumulative value of each of the sample were obtained from the Department of Student Records and Academic Affairs. In order to encourage evidence-based research in learning analytics, detailed datasets are made publicly available in a Microsoft Excel spreadsheet file attached to this article. Descriptive statistics and frequency distributions of the academic performance data are presented in tables and graphs for easy data interpretations. In addition, one-way Analysis of Variance (ANOVA) and multiple comparison post-hoc tests are performed to determine whether the variations in the academic performances are significant across the seven engineering programs. The data provided in this article will assist the global educational research community and regional policy makers to understand and optimize the learning environment towards the realization of smart campuses and sustainable education.

  16. The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability

    Science.gov (United States)

    Leasa, Marleny; Duran Corebima, Aloysius

    2017-01-01

    Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.

  17. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    Science.gov (United States)

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  18. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    Science.gov (United States)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

  19. Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

    Directory of Open Access Journals (Sweden)

    Parviz Ajideh

    2018-05-01

    Full Text Available The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

  20. Academic satisfaction among traditional and problem based learning medical students. A comparative study.

    Science.gov (United States)

    Albarrak, Ahmed I; Mohammed, Rafiuddin; Abalhassan, Mohammed F; Almutairi, Nasser K

    2013-11-01

    To evaluate the academic satisfaction and importance among traditional learning (TL) and problem based learning (PBL) medical students, and to further evaluate the areas of concern in the academic education from the student's point of view. A cross sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Kingdom of Saudi Arabia from May to June 2012. The survey questionnaires were self-administered and consisted of mainly 6 sections: teaching, learning, supervision, course organization, information technology (IT) facilities, and development of skills. A total of 92 TL (males: 66 [71.7%]; females: 26 [28.3%]), and 108 PBL (males: 84 [77.8%]; females: 24 [22.1%]), with a mean age of 21.3 +/- 1.3 (TL), and 20.7 +/- 1.0 (PBL) were included in the study. The overall satisfaction rate was higher in the PBL students when compared with TL students in: teaching (84.7%/60.3%); learning (81.4%/64.5%); supervision (80%/51.5%); course organization (69.3%/46.9%); IT facilities (74.0%/58.9%); and development of skills (79.1%/53.9%). There was statistical significance difference in academic satisfaction comparing both groups of students (pdisadvantages of the traditional system. The PBL was potentially considered a successful method in enhancing medical education.

  1. Learning strategies and academic motivation in college students from of Buenos Aires

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    Juliana Beatriz Stover

    2015-12-01

    Full Text Available This paper intends the analysis of learning strategies and motivation in 185 college students from Buenos Aires, attending diverse careers (45.4% male, 54.6% female aged between 19 and 33 years (M = 21.88, SD = 2.57. Data from 185 high–schoolers (41.3% male, 58.7% female from 13 to 20 years (M = 15.60, SD = 1.53 were used as a comparison group. A demographic and academic survey was employed, as well as the local versions of the Learning and Study Strategies Inventory (Stover, Uriel & Fernández Liporace, 2012 and the Academic Motivation Scale (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012. Results indicated intrinsic motivational profiles and significantly more use of learning strategies in college students, as well as in those attending Humanistic careers and those showing better academic achievement. When examining relationships between motivation and learning strategies intrinsic motivation types were found as positively associated to the use of strategies, while extrinsic profiles were related to less use of strategies. Findings are useful for professionals working at educational institutions in order to design didactic programs, adequate to students features.nd for testing the plausibility of hypotheses and theoretical propositions. 

  2. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

    Science.gov (United States)

    Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

    2014-10-01

    Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

  3. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I)

    Science.gov (United States)

    Mohr, Nicholas M.; Moreno-Walton, Lisa; Mills, Angela M.; Brunett, Patrick H.; Promes, Susan B.

    2010-01-01

    For the first time in history, four generations are working together – Traditionalists, Baby Boomers, Generation Xers, and Millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine (SAEM) Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. PMID:21314779

  4. Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities.

    Science.gov (United States)

    Murray, Christopher; Wren, Carol T

    2003-01-01

    This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed.

  5. Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

    Science.gov (United States)

    Taffs, Kathryn H.; Holt, Julienne I.

    2013-01-01

    The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

  6. How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

    Science.gov (United States)

    Banfield, Sara R.

    2009-01-01

    The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…

  7. Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students with and without Learning Disorders

    Science.gov (United States)

    Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva

    2016-01-01

    This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…

  8. THE PUZZLE TECHNIQUE, COOPERATIVE LEARNING STRATEGY TO IMPROVE ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    M.ª José Mayorga Fernández

    2012-04-01

    Full Text Available This  article  presents  an  innovative  experience  carried  out  in  the  subject Pedagogical Bases of Special Education, a 4.5 credit core subject taught at the second year of the Degree in Physical Education Teacher Training (to be extinguish, based on the use of a methodological strategic in accordance with the new demands of the EEES. With the experience we pursue a double purpose: firstly, to present the technique of jigsaw or puzzle as a useful methodological strategy for university learning and, on the other hand, to show whether this strategy improves students results. Comparing the results with students previous year results shows that the performance of students who participated in the innovative experience has improved considerably, increasing their motivation and involvement towards the task.

  9. Implementing a university e-learning strategy: levers for change within academic schools

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    Rhona Sharpe

    2006-12-01

    Full Text Available This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

  10. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    Science.gov (United States)

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

  11. Lessons learned about coordinating academic partnerships from an international network for health education.

    Science.gov (United States)

    Luo, Airong; Omollo, Kathleen Ludewig

    2013-11-01

    There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships.

  12. Improving Academic Writing Skills through Contextual Teaching Learning for Students of Bosowa University Makassar

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    Syahriah Madjid

    2017-10-01

    Full Text Available The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.

  13. THE RELEVANCE OF LEARNING APPLIED ENGLISH FOR ACADEMICS TO FOSTER PROFESSIONALISM

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    Lubna Algadrie

    2005-01-01

    Full Text Available Academics who are not competent in communication skills, particularly language skills, will develop less compared to those who are. Communication skills in general and language skills in particular will foster professionalism since professionals will spend less time doing and more time managing as experience grows. Professionalism grows from qualities that can be learned and developed as well as information learned and acquired. Negotiating skills will enable them to win deals more readily. Moreover, internet based realms of communications are mostly English speaking creations, which vary in terms of level of formality and choice of words. In this paper the writer shares her experience in materials preparations and a classroom-centered research done on a group of academics of non-English majors who came to ITS Language Centre to improve their English language competence for career development and further studies.

  14. Effect of Blended-Learning on Academic Achievement of Students in the University of Jordan

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    Ruba Obiedat

    2014-03-01

    Full Text Available The purpose of this study is to evaluate the effectiveness of blended learning on the academic achievement of students in the University of Jordan. To gain in depth understanding of the phenomena under investigation, survey method is employed to collect natural data. For the sake of respondent convince all the questions asked in this survey are directed in Arabic language. Conventional sampling technique is employed due to the subjectivity of the issue. A sample of (427 students from King Abdulla II School for Information Technology at Jordan University are randomly selected. SPSS10 software is used to make statistical analysis. The robust checks of the result are made through arithmetic average, standard deviation statistics and Pearson correlation matrix. Statistical results of the study report that there is a significant and positive impact of blended learning on academic achievement of the students in university of Jordan.

  15. The role of critical thinking skills and learning styles of university students in their academic performance

    Science.gov (United States)

    GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

    2014-01-01

    Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pcritical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (pcritical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated

  16. Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

    Science.gov (United States)

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

  17. Grade Level and Gender Differences in a School-Based Reading Tutoring Program

    Science.gov (United States)

    Chang, Sau Hou

    2011-01-01

    The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

  18. The Purdue Elementary Problem-Solving Inventory (PEPSI), Grade Level, and Socioeconomic Status: A Preliminary Study.

    Science.gov (United States)

    Cox, David W.

    1985-01-01

    The effects of grade level and socioeconomic status upon Purdue Elementary Problem-Solving Inventory (PEPSI) scores were investigated with 123 elementary students. It was concluded that the PEPSI is usable with most grade two through grade six pupils at both lower and middle socioeconomic levels, and has potential utility in teaching…

  19. Performance of Layers Fed Graded Levels of Blood –Rumen ...

    African Journals Online (AJOL)

    240 laying hens were fed graded levels of Blood-Rumen content mixture (BRCM) for a period of eight weeks. The study was designed to determine the level of BRCM that layers can tolerate in their diet. Feed intake by birds fed the control and 4% BRCM diets were comparable, but significantly higher (P<0.05) than those ...

  20. Effect of Graded Levels of Dates Dietary Fiber on Weight Gain ...

    African Journals Online (AJOL)

    Objective: The aim of the study was to evaluate the effect of graded levels of dates dietary fiber on diabetes mellitus induced by streptozotocin (STZ) in male Sprague-Dawley (SD) rats. Methodology: Rats were divided into eight groups, among which four groups (Groups 1-4) were normal and the other four groups were ...

  1. Learning Patient Safety in Academic Settings: A Comparative Study of Finnish and British Nursing Students' Perceptions.

    Science.gov (United States)

    Tella, Susanna; Smith, Nancy-Jane; Partanen, Pirjo; Turunen, Hannele

    2015-06-01

    Globalization of health care demands nursing education programs that equip students with evidence-based patient safety competences in the global context. Nursing students' entrance into clinical placements requires professional readiness. Thus, evidence-based learning activities about patient safety must be provided in academic settings prior to students' clinical placements. To explore and compare Finnish and British nursing students' perceptions of learning about patient safety in academic settings to inform nursing educators about designing future education curriculum. A purpose-designed instrument, Patient Safety in Nursing Education Questionnaire (PaSNEQ) was used to examine the perceptions of Finnish (n = 195) and British (n = 158) nursing students prior to their final year of registration. Data were collected in two Finnish and two English nursing schools in 2012. Logistic regressions were used to analyze the differences. British students reported more inclusion (p motivation" related to patient safety in their programs. Both student groups considered patient safety education to be more valuable for their own learning than what their programs had provided. Training patient safety skills in the academic settings were the strongest predictors for differences (odds ratio [OR] = 34.69, 95% confidence interval [CI] 7.39-162.83), along with work experience in the healthcare sector (OR = 3.02, 95% CI 1.39-6.58). To prepare nursing students for practical work, training related to clear communication, reporting errors, systems-based approaches, interprofessional teamwork, and use of simulation in academic settings requires comprehensive attention, especially in Finland. Overall, designing patient safety-affirming nursing curricula in collaboration with students may enhance their positive experiences on teaching and learning about patient safety. An international collaboration between educators could help to develop and harmonize patient safety education and to better

  2. Academic e-learning experience in the enhancement of open access audiovisual and media education

    OpenAIRE

    Pacholak, Anna; Sidor, Dorota

    2015-01-01

    The paper presents how the academic e-learning experience and didactic methods of the Centre for Open and Multimedia Education (COME UW), University of Warsaw, enhance the open access to audiovisual and media education at various levels of education. The project is implemented within the Audiovisual and Media Education Programme (PEAM). It is funded by the Polish Film Institute (PISF). The aim of the project is to create a proposal of a comprehensive and open programme for the audiovisual (me...

  3. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  4. Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study

    Directory of Open Access Journals (Sweden)

    Ana M. Cristóvão

    2017-11-01

    Full Text Available Social and Emotional Learning (SEL is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP, Online Knowledge Library (b-on, and Web of Science (WoS. The criteria were: (a all time frames; (b publications in either Portuguese or English; (c programs that developed socio-emotional competencies in Portuguese schools; (d academic levels including elementary, middle, and high school and (e students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.

  5. Learning science in a cooperative setting: Academic achievement and affective outcomes

    Science.gov (United States)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  6. eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

    Science.gov (United States)

    Megele, Claudia

    2015-01-01

    This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

  7. ACADEMIC ADVICE FOR ONLINE TEACHING AND LEARNING SPANISH. EXPERIENCE THE EDUCATION SYSTEM VALLADOLID

    Directory of Open Access Journals (Sweden)

    Jesús Javier Vizcarra-Brito

    2016-07-01

    Full Text Available Distance education is a novel way to amass knowledge and raise levels of student learning. In this sense academic counseling online is a valuable method of teaching and distance learning. This article describes the scientific foundations, objectives, features and some of the main impacts of the program Online Guidance developed by the Valladolid education system, which is designed and implemented in various subjects are presented; in this case, the experience gained with the subject of Spanish at the elementary level is presented.

  8. The effect of distance learning via SMS on academic achievement and satisfaction of medical students.

    Science.gov (United States)

    Sichani, Mehrdad Mohammadi; Mobarakeh, Shadi Reissizadeh; Omid, Athar

    2018-01-01

    Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching. In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17 th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20. The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied. The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction.

  9. The Effect of Learned Optimism on Achievement Motivation and Academic Resilience in Female Adolescents

    Directory of Open Access Journals (Sweden)

    M Khademi

    2015-08-01

    Full Text Available The aim of this study was to investigate the effect of learned optimism on achievement motivation and academic resilience in female adolescents. This study was a quasi design, pre- and post-test control group and the subjects were selected among adolescents who were members of the Center for Intellectual Development of Children and Adolescents in Isfahan. These subjects selected by randomly style and divided into two experimental and control groups. They were 20 female adolescents aged between 13 to 15 years. The experimental group received optimism training in 7 sessions. Measuring tools were Hermance Achievement motivation questionnaire and Samuel’s academic resilience questionnaire. Data were analyzed by multivariate analysis of covariance (MANCOVA. The results showed that learned optimism had a significant effect on achievement motivation and it’s subscales (confidence and perseverance but it had no effect on other subscales (foresight and hard working. As well as learned optimism had no effect on academic resilience and it’s subscales (communication skills, orientation for the future, orientation for the problem-based. Based on these results focus on emotional and optimism in educational system leads to increase motivation in students and prevent failure and school drop.

  10. The Relationship Between Academic Motivation and Lifelong Learning During Residency: A Study of Psychiatry Residents.

    Science.gov (United States)

    Sockalingam, Sanjeev; Wiljer, David; Yufe, Shira; Knox, Matthew K; Fefergrad, Mark; Silver, Ivan; Harris, Ilene; Tekian, Ara

    2016-10-01

    To examine the relationship between lifelong learning (LLL) and academic motivation for residents in a psychiatry residency program, trainee factors that influence LLL, and psychiatry residents' LLL practices. Between December 2014 and February 2015, 105 of 173 (61%) eligible psychiatry residents from the Department of Psychiatry, University of Toronto, completed a questionnaire with three study instruments: an LLL needs assessment survey, the Jefferson Scale of Physician Lifelong Learning (JeffSPLL), and the Academic Motivation Scale (AMS). The AMS included a relative autonomy motivation score (AMS-RAM) measuring the overall level of intrinsic motivation (IM). A significant correlation was observed between JeffSPLL and AMS-RAM scores (r = 0.39, P motivation identification domain (mean difference [M] = 0.38; 95% confidence interval [CI] [0.01, 0.75]; P = .045; d = 0.44) compared with senior residents. Clinician scientist stream (CSS) residents had significantly higher JeffSPLL scores compared with non-CSS residents (M = 3.15; 95% CI [0.52, 5.78]; P = .020; d = 0.57). The use of rigorous measures to study LLL and academic motivation confirmed prior research documenting the positive association between IM and LLL. The results suggest that postgraduate curricula aimed at enhancing IM, for example, through support for learning autonomously, could be beneficial to cultivating LLL in learners.

  11. The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

    Science.gov (United States)

    Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

    2012-01-01

    This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student…

  12. Building Commitment: An Examination of Learning Climate Congruence and the Affective Commitment of Academics in an Australian University

    Science.gov (United States)

    Southcombe, Amie; Fulop, Liz; Carter, Geoff; Cavanagh, Jillian

    2015-01-01

    The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was…

  13. The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills

    Science.gov (United States)

    Aslan Efe, Hulya

    2017-01-01

    This study aims to investigate the effects of using diorama on 7th grade students' academic achievement and science learning skills in "human being and environment relation" unit. The participants were 49 (E:25, C:24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An achievement test and "science…

  14. THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK

    Directory of Open Access Journals (Sweden)

    Dwi Sulisworo

    2016-12-01

    Full Text Available Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to improve student writing skill. This research used timed essay examination to measure the writing skill after one semester learning activity using this strategy and student satisfaction responses to learning. There were four aspects used as criteria of writing skill: ideas, organization, wording, and flavor. The results showed that this learning approach had shown good results in some aspects, particularly in improving the skill of shaping ideas and organizing the ideas into written form. The uses of various learning strategies that make students more active and centered on students tend to increase the ability of students to search for new ideas creatively. Among others, the positive aspect is the students have the knowledge and understanding of new concepts that can support the idea of writing in the aspect of idea and various choices of words.

  15. Administrator skills: a study with academics of the administration course in the context of active learning

    Directory of Open Access Journals (Sweden)

    Sabrina Gorges

    2018-01-01

    Full Text Available The constant oscillations in society and the labor market require the management professional to evolve and develop their competencies, organizations are looking for people who are capable and flexible, who adapt quickly to changes. In this way, developing competencies has become paramount in the learning process, and higher education institutions play an important role in this construction, applying learning strategies that provide the academic with the competencies demanded by the market. Thus, it is feasible to use active learning in the Administration course, since it allows the integration between theory and practice and the experience of real situations in the classroom. Active learning is a set of pedagogical practices that address the issue of student learning from a different perspective of the classic learning techniques. In active learning, it is understood that the student should not be merely a receiver of information, but must actively engage in the acquisition of knowledge. This article aims to identify and analyze the skills of the Administrator desired and developed by the undergraduate students in Administration in the context of Active Learning. In this study, a descriptive research was carried out in a sample of 54 students from the Administration courses of three universities in Santa Catarina. Among the results, the research revealed that for students, the most important competences to be developed are: self-criticism and strategic thinking regarding opportunities.

  16. Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-03-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

  17. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    Science.gov (United States)

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  18. Model of Students’ Academic and Non-Academic Behaviours in Improving Learning Achievement and Discipline at Nurul ‘Ulum Modern Pesantren in Malang

    Directory of Open Access Journals (Sweden)

    Binti Maunah

    2016-12-01

    Full Text Available This research is aimed at describing academic and non-academic behaviours that influence students’ achievements and discipline. This research used qualitative method. The data was collected by using two main methods: participative observation and deep interview. There were four steps to analyze the data: data collection, data filter, data classification, and conclusion. Based on the result of the research and the discussion, it can be concluded that : 1. Generally, students have very good academic behaviours during learning process inside and outside the class, 2. Most of the students master English and Arabic skill in which it becomes the most prominent academic behaviour in modern pesantren, 3. Academic behaviours to improve opportunity and learning achievement were conducted by boarding system in which students don’t cook, don’t wash clothes, don’t bring cellphones, motorcycle, radio, TV, and other electronic tools, 4. Students perform very good non-academic behaviours in form of politeness to senior students and teachers, discipline and obey the rules of pesantren. It’s proved by no one is expelled from pesantren due to the violation of the rules of pesantren.

  19. Improving resident well-being and clinical learning environment through academic initiatives.

    Science.gov (United States)

    Lee, Nathaniel; Appelbaum, Nital; Amendola, Michael; Dodson, Kelley; Kaplan, Brian

    2017-07-01

    Organizational effects on job satisfaction, burnout, work-life balance, and perceived support have not been studied in the context of the clinical learning environment. We evaluated the relationship between academic resources and resident well-being, the clinical learning environment, and in-service examination performance of surgical residents. Residents of general surgery and surgical specialty programs were recruited from March 2016 through June 2016 across the Southeast, Mid-Atlantic, and Northeast regions. Program directors were asked to allow distribution of a paper survey or to forward an electronic survey link onto residents. Five dichotomous questions were asked regarding access to academic resources. Validated measures were obtained assessing resident well-being and perceived clinical learning environment. Data were analyzed through t-tests and chi-squared test of independence. We received 276 respondents across 50 programs. Residents perceiving adequate support to succeed had less burnout (P = 0.008), better resilience (P = 0.009), better job satisfaction (P workplace climate (P < 0.001), better organizational support (P < 0.001), and were more likely to have high performance on the in-service examination (P = 0.001). Specific resources including educational stipends, review questions, in-service board prep, and support for poor performers correlated with improved well-being and perceived clinical learning environment. Provision of academic resources has implications beyond in-service examination performance, correlating with improved resident well-being and perceptions of the clinical learning environment. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. The role of critical thinking skills and learning styles of university students in their academic performance

    Directory of Open Access Journals (Sweden)

    ZOHRE GHAZIVAKILI

    2014-07-01

    Full Text Available Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant

  1. Classroom quality and academic skills: Approaches to learning as a moderator.

    Science.gov (United States)

    Meng, Christine

    2015-12-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. (c) 2015 APA, all rights reserved).

  2. Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

    Science.gov (United States)

    Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

    2013-08-01

    Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

  3. Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Latha Rajendra Kumar

    2011-06-01

    Full Text Available Background: The main purpose of the present study was to further investigate study processes, learning styles, and academic achievement in medical students. Methods: A total of 214 (mean age 22.5 years first and second year students - preclinical years - at the Asian Institute of Medical Science and Technology (AIMST University School of Medicine, in Malaysia participated.  There were 119 women (55.6% and 95 men (44.4%.   Biggs questionnaire for determining learning approaches and the VARK questionnaire for determining learning styles were used.  These were compared to the student’s performance in the assessment examinations. Results: The major findings were 1 the majority of students prefer to study alone, 2 most students employ a superficial study approach, and 3 students with high kinesthetic and read-write scores performed better on examinations and approached the subject by deep approach method compared to students with low scores.  Furthermore, there was a correlation between superficial approach scores and visual learner’s scores. Discussion: Read-write and kinesthetic learners who adopt a deep approach learning strategy perform better academically than do the auditory, visual learners that employ superficial study strategies.   Perhaps visual and auditory learners can be encouraged to adopt kinesthetic and read-write styles to enhance their performance in the exams.

  4. Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

    Science.gov (United States)

    Grimes, Sue K.

    1995-01-01

    A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive,…

  5. RELATED VOCATIONAL INTEREST TO LEARNING AND ENTREPRENEURIAL LEARNING ACHIEVEMENT WITH ENTREPRENEURSHIP INTEREST ON THE STUDENS AUTOMOTIVE ENGINEERING ISLAMIC VOCATIONAL SCHOOL YOGYAKARTA ACADEMIC YEAR 2013/2014

    OpenAIRE

    Choiruddin Nurcholis Suwondo; Subagyo Subagyo

    2014-01-01

    The purpose of the study (1) to determine whether there is a positive relationship between vocational interest to learning with entrepreneurship interest on the studens Automotive Engineering Islamic Vocational School Yogyakarta Academic Year 2013/2014; (2) to determine whether there is a positive relationship between entrepreneurial learning achivement with entrepreneurship interest on the studens Automotive Engineering Islamic Vocational School Yogyakarta Academic Year 2013/2014; (3) to det...

  6. Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

    OpenAIRE

    Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh

    2016-01-01

    The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...

  7. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    Science.gov (United States)

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

  8. The role of critical thinking skills and learning styles of university students in their academic performance.

    Science.gov (United States)

    Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

    2014-07-01

    The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pstudents with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (pskills and deductive reasoning had significant

  9. STUDY OF LEARNING STYLES AND THEIR ROLES IN THE ACADEMIC ACHIEVEMENT OF THE STUDENTS OF PAYAME NOOR UNIVERSITY (PNU

    Directory of Open Access Journals (Sweden)

    Esmaeil GHADERI

    2009-04-01

    Full Text Available This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU, Ardebli center, Iran. 184 students (90 male and 94 female students in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as a=0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.

  10. The learning styles of orthopedic residents, faculty, and applicants at an academic program.

    Science.gov (United States)

    Richard, Raveesh Daniel; Deegan, Brian Francis; Klena, Joel Christian

    2014-01-01

    To train surgeons effectively, it is important to understand how they are learning. The Kolb Learning Style Inventory (LSI) is based on the theory of experiential learning, which divides the learning cycle into 4 stages: active experimentation (AE), abstract conceptualization (AC), concrete experience, and reflective observation. The purpose of this investigation was to assess the learning styles of orthopedic residents, faculty, and applicants at an east-coast residency program. A total of 90 Kolb LSI, Version 3.1 surveys, and demographic questionnaires were distributed to all residency applicants, residents, and faculty at an academic program. Data collected included age, sex, type of medical school (MD or DO), foreign medical graduate status, and either year since college graduation, postgraduate year level (residents only), or years since completion of residency (faculty only). Seventy-one completed Kolb LSI surveys (14 residents, 14 faculty members, and 43 applicants) were recorded and analyzed for statistical significance. The most prevalent learning style among all participants was converging (53.5%), followed by accommodating (18.3%), diverging (18.3%), and assimilating (9.9%) (p = 0.13). The applicant and resident groups demonstrated a high tendency toward AE followed by AC. The faculty group demonstrated a high tendency toward AC followed by AE. None of the 24 subjects who were 26 years or under had assimilating learning styles, in significant contrast to the 12% of 27- to 30-year-olds and 18% of 31 and older group (p learning style involves problem solving and decision making, with the practical application of ideas and the use of hypothetical-deductive reasoning. Learning through AE decreased with age, whereas learning through AC increased. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  11. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    Science.gov (United States)

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. © Hammill Institute on Disabilities 2012.

  12. Is it possible to bring together pastoral youth service with the academic learning process?

    Directory of Open Access Journals (Sweden)

    Pedro Soto

    2013-06-01

    Full Text Available Is it possible a dialogue between the dynamics of youth ministry and academic learning process. As animated by the adult personnel of the school helps to guarantee a correct initiation or pedagogy of the proper imprint in the academic world for the evangelizer, and involves students in the work of evangelization whereby they connect the four pillars of education treated in the Delors Report with the three levels of evangelization under the guidance of the Church. Youth ministry, which is an organized action of the Church, is carried out by young men and women who involve themselves with Jesus Christ and his message and become protagonists of a civilization of fraternity, thus fulfilling the mandate of Jesus: “Go into the whole world and proclaim the Gospel to every creature (Mk. 16, 15. When the school moves thus, it is to say that it becomes a school of “pastoral importance”; one that, despite difficulties encountered from the various points of view, employs stragies for inserting the seeds of the Gospel into different scholastic environments, which often results in high academic learning and at the same time a robust living of the values of the Gospel.

  13. Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

    Directory of Open Access Journals (Sweden)

    Lennart Visser

    2018-05-01

    Full Text Available Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22 with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6 was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average

  14. Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students' Views on Factors Influencing Their Learning.

    Science.gov (United States)

    Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith

    2018-01-01

    Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

  15. Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

    Science.gov (United States)

    Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

    2018-01-01

    Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

  16. Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

    DEFF Research Database (Denmark)

    Herrmann, Kim Jesper; McCune, Velda; Bager-Elsborg, Anna

    2017-01-01

    The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students....... Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes....... While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta...

  17. COMPUTER-ASSISTED CONTROL OF ACADEMIC PERFORMANCE IN ENGINEERING GRAPHICS WITHIN THE FRAMEWORK OF DISTANCE LEARNING PROGRAMMES

    Directory of Open Access Journals (Sweden)

    Tel'noy Viktor Ivanovich

    2012-10-01

    Full Text Available Development of computer-assisted computer technologies and their integration into the academic activity with a view to the control of the academic performance within the framework of distance learning programmes represent the subject matter of the article. The article is a brief overview of the software programme designated for the monitoring of the academic performance of students enrolled in distance learning programmes. The software is developed on Delphi 7.0 for Windows operating system. The strength of the proposed software consists in the availability of the two modes of its operation that differ in the principle of the problem selection and timing parameters. Interim academic performance assessment is to be performed through the employment of computerized testing procedures that contemplate the use of a data base of testing assignments implemented in the eLearning Server media. Identification of students is to be performed through the installation of video cameras at workplaces of students.

  18. The Revised School Culture Elements Questionnaire: Gender and Grade Level Invariant?

    Science.gov (United States)

    DeVaney, Thomas A.; Adams, Nan B.; Hill-Winstead, Flo; Trahan, Mitzi P.

    2012-01-01

    The purpose of this research was to examine the psychometric properties of the RSCEQ with respect to invariance across gender and grade level, using a sample of 901 teachers from 44 schools in southeast Louisiana. Reliability estimates were consistent with previous research and ranged from 0.81 to 0.90 on the actual and 0.83 to 0.92 on the…

  19. Attitude and Incentives of Payam-e-Noor University Academics regarding e-learning

    Directory of Open Access Journals (Sweden)

    Mina Mousavi

    2015-02-01

    Full Text Available The main purpose of this study was to investigate attitude and incentives of academic staff on e-learning lecturing in all Payam-e-Noor Universities of Ardabil province, Iran. The target population of the study comprised of 600 lecturers out of which a sample of 160 participants was randomly selected. In this descriptive correlational research, a self-made questionnaire was administered after securing its validity and reliability. Data revealed that all participants had positive attitudes towards e-learning. Factor analysis explored four factors influencing instructors' attitude towards e-learning –i.e. improving educational effectiveness via e-learning; developing the instructor and student rapport; introducing legal and spiritual support for e-learning’s input and output; and finally incorporating traditional and electronic learning. Moreover, personal interest of the lecturers regarding information technology applications in educational settings, their continuous career development and participation in e-learning projects were proved to be the most important incentives of the respondents.

  20. Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects.

    Science.gov (United States)

    Anthony, Christopher J; DiPerna, James Clyde; Amato, Paul R

    2014-06-01

    Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  1. Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education

    DEFF Research Database (Denmark)

    Herrmann, Kim Jesper; Bager-Elsborg, Anna; McCune, Velda

    2017-01-01

    This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, subject area affinity, was developed. The scale explores the extent to which...... students identify with their area of study and imagine being part of it in future. The new scale showed strong psychometric properties when it was tested on a sample of 4377 students at a research-intensive university. The new scale correlated positively with both the deep approach and self-efficacy scales....... The new scale also correlated negatively with the surface approach scale. K-means cluster analysis identified seven distinct groups of students who espoused interpretable combinations of approaches, self-efficacy and subject area affinity. Cluster membership was associated with differences in academic...

  2. The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

    Science.gov (United States)

    Alotaibi, Khaled N

    2016-01-01

    There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.

  3. Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students

    Science.gov (United States)

    Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C.

    2010-01-01

    The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

  4. Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology- Enhanced Learning in Initial Teacher Education

    Science.gov (United States)

    Kehrwald, Benjamin A.; McCallum, Faye

    2015-01-01

    The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes…

  5. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    Science.gov (United States)

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  6. Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences among College Students

    Science.gov (United States)

    Bembenutty, Hefer

    2007-01-01

    Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college…

  7. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    Science.gov (United States)

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  8. Will Increasing Academic Recognition of Workplace Learning in the UK Reinforce Existing Gender Divisions in the Labour Market?

    Science.gov (United States)

    Walsh, Anita

    2006-01-01

    In the United Kingdom there has been a considerable increase in the academic recognition of workplace learning, and a number of new awards drawing on workplace learning have been introduced. These include apprenticeships and Advanced Apprenticeships, both of which contain National Vocational Qualifications, and the Foundation Degree. In addition,…

  9. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

    Science.gov (United States)

    Lavine, Marc H.; Roussin, Christopher J.

    2012-01-01

    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  10. Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

    Science.gov (United States)

    Ning, Hoi Kwan; Downing, Kevin

    2012-01-01

    This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

  11. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    Science.gov (United States)

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  12. Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

    Science.gov (United States)

    Saeid, Nasim; Eslaminejad, Tahere

    2017-01-01

    Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…

  13. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

    Science.gov (United States)

    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  14. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    Science.gov (United States)

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  15. Investigating Content Knowledge Gains in Academic Service-Learning: A Quasi-Experimental Study in an Educational Psychology Course.

    Science.gov (United States)

    Shastri, Anuradhaa

    Research on service learning spanning the last three decades has revealed that service learning facilitates the development of leadership skills, self esteem, teamwork, communication skills, and acceptance of cultural diversity. Perhaps the most difficult arena has been the area of intellectual, cognitive, and academic efforts. A study…

  16. Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

    Science.gov (United States)

    Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

    2016-01-01

    This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

  17. The Relation between Self-Regulated Learning and Academic Achievement across Childhood and Adolescence: A Meta-Analysis

    Science.gov (United States)

    Dent, Amy L.; Koenka, Alison C.

    2016-01-01

    This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall…

  18. Perception of performance management system by academic staff in an open distance learning higher education environment

    Directory of Open Access Journals (Sweden)

    Esther M. Maimela

    2016-10-01

    Full Text Available Orientation: Institutions of higher learning in South Africa are fast embracing performance management system (PMS as a mechanism for the achievement of teaching excellence and enhancement of research productivity. However, literature provided evidence to show that application of PMS in the private sector had failed to drive competition, efficiency and productivity. Research purpose: The main purpose of this article was to evaluate the perception of academic staff members of an open distance learning institution regarding the implementation of a PMS. Motivation for the study: PMS as a mechanism through which performance of academics is measured has been described as inconsistent with the long tradition of academic freedom, scholarship and collegiality in the academy. Moreso, previous research on the implementation of PMS was limited to private sector organisations, thus resulting in the dearth of empirical literature relating to its practice in service-driven public sector institutions. Research design, approach and method: The article adopted a quantitative research approach using census survey methodology. Data were collected from 492 academic staff from the surveyed institution using a self-developed questionnaire that was tested for high content validity with a consolidated Cronbach’s alpha value of 0.83. Data were analysed using a onesample t-test because of the one-measurement nature of the variable under investigation. Main findings: Major findings of the study indicated that respondents were satisfied with the implementation of the PMS by management. However, the payment of performance bonuses was not considered as sufficiently motivating, thus necessitating a pragmatic review by management. Practical/managerial implications: The findings of this article provided a practical guide to managers on the implementation and management of PMS as an employee performance reward mechanism in non-profit and service-oriented organisations

  19. Lessons Learned From a Community–Academic Partnership Addressing Adolescent Pregnancy Prevention in Filipino American Families

    Science.gov (United States)

    Javier, Joyce R.; Chamberlain, Lisa J.; Rivera, Kahealani K.; Gonzalez, Sarah E.; Mendoza, Fernando S.; Huffman, Lynne C.

    2014-01-01

    Background Filipino Americans have more adolescent pregnancies than other Asian-Pacific Islanders (APIs). Few community–academic collaborations have addressed adolescent pregnancy prevention in this community. Objectives We sought to describe the lessons learned from and impact of a community-based teen pregnancy prevention program for Filipino Americans implemented by a Filipina pediatrics resident. Methods We formed a community–academic partnership between the Filipino Youth Coalition, a community-based organization (CBO) in San Jose, California, and the Stanford School of Medicine’s Pediatric Advocacy Program. We developed a culturally tailored parent–teen conference addressing adolescent pregnancy prevention in Filipino Americans. We qualitatively and quantitatively evaluated this intervention by collecting both pre- and post-conference data using a convenience sample design. Lessons Learned Engaging particular aspects of Filipino culture (i.e., religion and intergenerational differences) helped to make this community–academic partnership successful. For physicians-in-training who are conducting community-based participatory research (CBPR), project challenges may include difficulties in building and maintaining academic–community relationships, struggles to promote sustainability, and conflicting goals of “community insiders” and “academic outsiders.” Authors offer insights and implications for residents interested in practicing CBPR. Conclusion CBPR is a key tool for exploring health issues in understudied populations. CBPR experiences can provide meaningful educational opportunities for physicians-in-training and can build sustained capacity in CBOs. They can also help residents to develop analytic skills, directly affect the health of the communities they serve, and, for minority physicians, give back to the communities they call home. PMID:21169708

  20. The Effect of Cooperative Learning Methods on Academic Success in Social Studies Course

    Directory of Open Access Journals (Sweden)

    Mehmet ŞENTÜRK

    2016-12-01

    Full Text Available The aim of this study is to determine the effect of Jigsaw and Ask Together Learn Together technique used in the application of cooperative learning model on the academic success of social studies of 6th degree students. Experimental research design, including pretest and post-test, was used in the study. Work group of the study consisted of 54 6th grade students studying in three different classes of a secondary school in Trabzon between 2015-2016 school years. The study was conducted with two experimental groups and one control group. The related unit was taught via the related techniques for four weeks with experimental groups. Academic Success Test (AST was used as data collection tool of the study. The pre-test and post test scores of experimental and control groups from AST were analysed by using ANOVA and ANCOVA. According to the AST pre-test and posttest results of research groups, there was no significant difference between pre-test and posttest scores of Jigsaw and Ask Together Learn Together technique students in experimental groups, while significant difference was measured between experimental groups and control group.

  1. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    Science.gov (United States)

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

  2. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  3. Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

    Science.gov (United States)

    Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

    2015-01-01

    Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (Penvironment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities and supportive systems for the students. PMID:25848331

  4. The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2011-01-01

    Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

  5. A Begrudging, Recalcitrant Academic Observes What She's Learning: Distance Learning in Leadership Formation

    Science.gov (United States)

    Hess, Lisa M.

    2014-01-01

    Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal-institutional discernment, and intense ambivalence.…

  6. The Culture of Academic Medicine: Faculty Behaviors Impacting the Learning Environment.

    Science.gov (United States)

    Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian

    2016-12-01

    The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.

  7. Teacher-to-Teacher Consultation: Facilitating Consistent and Effective Intervention across Grade Levels for Students with ADHD

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    Gormley, Matthew J.; Dupaul, George J.

    2015-01-01

    Teacher-to-teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade-level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine…

  8. A survey of the knowledge, use, and adoption of emerging technologies by academics in an Open Distance Learning environment

    Directory of Open Access Journals (Sweden)

    B Chimbo

    2014-07-01

    Full Text Available The realisation of the advantages offered by e-learning accompanied by the use of various emerging information technologies has resulted in a noticeable shift by academia towards e-learning. An analysis of the use, knowledge and adoption of emerging technologies by academics in an Open Distance Learning (ODL environment at the University of South Africa (UNISA was undertaken in this study. The aim of the study was to evaluate the use, knowledge and adoption of emerging e-learning technologies by the academics from the selected schools. The academics in the Schools of Arts, Computing and Science were purposively selected in order to draw on views of academics from different teaching and educational backgrounds. Questionnaires were distributed both electronically and manually. The results showed that academics in all the Schools were competent at the use of information technology tools and applications such as emailing, word-processing, Internet, myUnisa (UNISA’s online teaching platform, and Microsoft PowerPoint and Excel. An evaluation of the awareness of different emerging technological tools showed that most academics were aware of Open Access Technologies, Social Networking Sites, Blogs, Video Games and Microblogging Platforms. While the level of awareness was high for these technologies, the use by the academics was low. At least 62.3% of the academics indicated willingness to migrate to online teaching completely and also indicated the need for further training on new technologies. A comparison of the different schools showed no statistically significant difference in the use, knowledge and willingness to adopt technology amongst the academics.

  9. Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

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    H. Fontalvo

    2009-03-01

    Full Text Available Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow students’ interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials. The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the students’ learning styles.

  10. The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students

    Science.gov (United States)

    Eissa, Mourad Ali

    2012-01-01

    This study investigated the effect of using advance graphic organizers on academic achievement, self efficacy, and motivation to learn social studies in learning disabled second year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30, 23 boys,…

  11. An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

    Science.gov (United States)

    Akça, Figen

    2013-01-01

    The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

  12. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    Science.gov (United States)

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  13. The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

    Science.gov (United States)

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

  14. The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

    Science.gov (United States)

    Zheng, Lanqin

    2016-01-01

    This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

  15. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    Science.gov (United States)

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  16. Integration of academic learning and service development through guided projects for rural practitioners in India.

    Science.gov (United States)

    Vyas, Rashmi; Zachariah, Anand; Swamidasan, Isobel; Doris, Priya; Harris, Ilene

    2011-01-01

    Christian Medical College Vellore (CMC) aspired through its Fellowship in Secondary Hospital Medicine (FSHM), a 1-year distance-learning program, to integrate academic learning and service development through guided projects for junior doctors working in small rural hospitals. The purpose of this article is to report the evaluation of the effectiveness of the project work in the FSHM program. Mixed method evaluation was done using focus group discussion with students, written surveys for students and faculty, and telephone interviews with students and medical superintendents. Evidence for validity was gathered for the written survey. Criteria for trustworthiness were applied for the qualitative data analysis. The major strengths of the project work identified were that students became aware of local health problems and how to deal with them, learned to work as a team, and had a sense of doing something useful. Recommendations for improvement were to have more interactions between guides and students. The benefits of projects to the hospital were providing improved clinical care, improved health systems, cost effective care management and benefits to the community. Service learning through guided project work should be incorporated into distance-learning educational programs for junior doctors working in rural hospitals.

  17. Motivated strategies for learning and their association with academic performance of a diverse group of 1styear medical students

    Directory of Open Access Journals (Sweden)

    Shaista Hamid

    2016-05-01

    Full Text Available Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ, have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a heterogeneous group of 1st-year medical students. Methods. Eighty-three percent of 1st-year medical students consented to participate in this quantitative study. The MSLQ consisted of a motivation strategies component with six subscales, while the learning strategies component had nine subscales. Demographic and academic achievement information of the students was also collected. Stata version 13 (StataCorp LP, USA was used for the statistical analyses of all data. Results. Female students displayed significantly higher motivational scores. Students with prior educational experience and those who attended peer mentoring sessions had significantly higher learning strategy scores. Significant but moderate relationships were found between academic performance and the motivation strategies subsumed within the categories ‘task value’ and ‘self-efficacy for learning performance’. In terms of the ‘learning strategy component’, ‘critical thinking’, and ‘time and study environment’, the composite score was significantly but poorly correlated to academic performance. Conclusion. Overall, limited correlations were found between the MSLQ scores and academic performance. Further investigation of the use of the MSLQ and its association with academic achievement is recommended, with greater focus on specific learning events than on course outcomes. This study highlights the importance of evaluating an instrument in a specific context before accepting the findings of others with regard to the use of the instrument and its correlation with academic performance.

  18. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    Science.gov (United States)

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    Science.gov (United States)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  20. Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

    Science.gov (United States)

    Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

    2013-06-01

    Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

  1. Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

    NARCIS (Netherlands)

    Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2012-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style ( ASRS; i.e., a macro level of motivation) on learning. This

  2. Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

    NARCIS (Netherlands)

    Gorissen, Chantal J J; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This

  3. Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

    Science.gov (United States)

    Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

  4. Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

    Science.gov (United States)

    Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

    2018-05-01

    Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

  5. The Effect of Visual Variability on the Learning of Academic Concepts.

    Science.gov (United States)

    Bourgoyne, Ashley; Alt, Mary

    2017-06-10

    The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units.

  6. Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts.

    Science.gov (United States)

    Berk, L E; Landau, S

    1993-04-01

    Learning disabled (LD) children are often targets for cognitive-behavioral interventions designed to train them in effective use of a self-directed speech. The purpose of this study was to determine if, indeed, these children display immature private speech in the naturalistic classroom setting. Comparisons were made of the private speech, motor accompaniment to task, and attention of LD and normally achieving classmates during academic seatwork. Setting effects were examined by comparing classroom data with observations during academic seatwork and puzzle solving in the laboratory. Finally, a subgroup of LD children symptomatic of attention-deficit hyperactivity disorder (ADHD) was compared with pure LD and normally achieving controls to determine if the presumed immature private speech is a function of a learning disability or externalizing behavior problems. Results indicated that LD children used more task-relevant private speech than controls, an effect that was especially pronounced for the LD/ADHD subgroup. Use of private speech was setting- and task-specific. Implications for intervention and future research methodology are discussed.

  7. Clinical and academic profile of children with specific learning disorder-mixed type: An Indian study

    Directory of Open Access Journals (Sweden)

    Anamika Sahu

    2017-01-01

    Full Text Available Background: Specific learning disorder (SLD in the past decade has gained recognition as a disabling condition among children by parents and teachers in India. However, there are still gaps in knowledge about its clinical presentation and understanding. Therefore, the present study was planned to evaluate the clinical and academic profile of children with SLD. Methods: The sample comprised 30 children with their age range between 7 and 12 years with a diagnosis of SLD-mixed type. All children were assessed through specifically designed structured pro forma for clinical details (i.e., nature of birth, developmental milestones, and comorbidities and academic history (i.e., history of failure, promoted in next class, repetition in the class, school change, etc. and SLD-comprehensive battery. Results: The mean age of the participants was 9.6 years (standard deviation [SD] = 1.5. 76.7% of participants were male and their mean years of education was 4.7 (SD = 1.5. Thirty percent of children had a history of delayed developmental milestones in terms of speech (16.7%, walking (6.7% and in speech and walking (6.7%, 23% of children had comorbid conditions of attention-deficit/hyperactivity disorder/attention-deficit disorder. Thirty percent of children repeated classes in their academic career. Conclusions: A significant number of children had delayed milestones and other problems. Moreover, it is important to understand the clinical and academic profile in the cultural context so that early identification and intervention can be planned.

  8. Does Grade Level Matter for the Assessment of Business Process Management Maturity?

    Directory of Open Access Journals (Sweden)

    Gabryelczyk Renata

    2016-06-01

    Full Text Available The purpose of this paper is to create and test the practical application of a business process management maturity assessment conducted at two different grade levels (management and professional level in an organization. The conceptual framework for this research includes creating a business process maturity indicator (BPMI for six process areas: strategy, documentation, optimization, implementation, execution, and controlling. The comparative analysis of the business process management maturity is performed using the BPMI on two cases: inside a single organization and the sector internally.

  9. LEARNING MODEL OF SCHOOL-BASED ANTI BULLYING INTERVENTION IN EAP (ENGLISH FOR ACADEMIC PURPOSES SETTINGS

    Directory of Open Access Journals (Sweden)

    Ririn Ambarini

    2017-12-01

    Full Text Available Bilingual learning can be integrated in any subjects in school. One of the subject is Guidance and Couseling subject that provides opportunities for students to develop their social skills and communication. Today, the phenomenon of bullying often occurs in every aspect of life, and one of them is in educational institutions such as schools. School should be a place to establish a positive attitude and character, but the fact the school becomes the scene of bullying practices. The research question is how the bilingual learning of school-based anti bullying intervension integrated with Guidance and Counseling materials by using English for Academic Purposes settings is. This qualitative study used descriptive qualitative method that aims to understand the process and the outcome of bilingual learning process from the viewpoint or perspective of the participants. This research takes the view that since people are instruments, the objects of the research together with the researcher herself, their active involvement in the process is the key to any sustainable efforts. This research is aslo supposed to identify the students‘ understanding of the school-based anti bullying materials that are implemented in EAP settings. The impact of thus program implementation is certainly expected as the strategies to minimize the impacts that will occur in bullying behavior by the integration of anti-bullying bilingual learning model through guidance and counseling materials.

  10. Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

    Directory of Open Access Journals (Sweden)

    Sepideh Seyed

    2017-03-01

    Full Text Available Introduction Many factors including self-efficacy and achievement motivation can affect children’s academic progress. Studies have shown that socioeconomic status can affect people’s life, education, and vocation. However, not many studies looked at the relations between the intrinsic factors and socioeconomic status, and between these 2 categories and students’ academic progress in children with learning disabilities. Thus, the present study aimed at examining self-efficacy, achievement motivation, and academic progress of students with learning disabilities compared with typical students and looking for any possible relation between these variables and socioeconomic status (parental education and occupation. Methods This was a cross sectional study, which included 34 students with learning disabilities and 32 typical students matched on age, gender, and school grade. The participants answered Sherer et al.’s self-efficacy scale (1982 and Herman’s achievement motivation questionnaire (2000. Students’ academic progress was evaluated based on the descriptive scores in the first semester. Findings Scores of children with learning disabilities in self-efficacy, achievement motivation, and academic progress were significantly lower than those of matched controls (P<0.0001. Results revealed moderate positive correlations between academic progress and different levels of self-efficacy (rs = 0.441, P<0.0001, N = 66; and between academic progress and achievement motivation (rs = 0.645, P<0.0001, N = 66. The results of the correlation analysis demonstrated weak to moderate positive correlations between academic progress and parental education (rs = 0.39, P = 0.001, academic progress and father’s occupation (rs = 0.323, P = 0.008, achievement motivation and parental education (rs = .34, p = 0.009, N = 66, and finally achievement motivation and father’s occupation (rs = 0.285, P = 0.02, N = 66. Conclusions Lower levels of self-efficacy and

  11. Direct and indirect relationships of physical fitness, weight status, and learning duration to academic performance in Japanese schoolchildren.

    Science.gov (United States)

    Ishihara, Toru; Morita, Noriteru; Nakajima, Toshihiro; Okita, Koichi; Yamatsu, Koji; Sagawa, Masato

    2018-03-01

    The purpose of this study was to determine, using structural equation modelling (SEM), the direct and indirect influence of daily behaviours (i.e. exercise/learning durations), weight status, and physical fitness on academic performance among seventh-grade schoolchildren, after controlling for socioeconomic status. We analysed cross-sectional data from 274 schoolchildren (159 males and 115 females; 12-13 years old). Academic performance was assessed using the total grade points in eight academic subjects. Physical fitness was evaluated using the total score of eight physical fitness tests and weight status using body mass index. The daily behaviours and socioeconomic status were assessed by the questionnaire. The SEM showed an adequate fit to the data (χ 2  = 0.684, p = .710, RMSEA = .000). Physical fitness and learning durations had direct effects on academic performance (β = .301, p academic performance via physical fitness. These findings suggest that, independent of socioeconomic status and learning durations, exercise habits and maintaining healthy weight status may indirectly contribute to academic success via better physical fitness in children.

  12. "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

    Science.gov (United States)

    Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

    2018-01-01

    Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

  13. Self-regulated learning processes of medical students during an academic learning task.

    Science.gov (United States)

    Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

    2016-10-01

    This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated

  14. Measuring the short-term effects of incorporating academic service learning throughout a dental hygiene curriculum.

    Science.gov (United States)

    Simmer-Beck, M; Gadbury-Amyot, C; Williams, K B; Keselyak, N T; Branson, B; Mitchell, T V

    2013-11-01

    Academic service learning (ASL) provides the venue for dental hygiene education to take oral healthcare services directly into communities while at the same time promoting professional responsibility within the student bodies. The purpose of this study was to quantitatively examine the change in pre-existing attitudes and behaviours of dental hygiene students following the incorporation of ASL activities throughout a five-semester dental hygiene curriculum. Seventy-seven first-year dental hygiene students who participated in ASL from the graduating classes of 2008-2010 participated in the study. A survey instrument developed by Shiarella, based on Schwartz's Helping Behaviors Model, was used to assess students' attitudes towards community service. Additionally, questions were developed using Shinnamon's Methods and Strategies for Assessing Service-Learning in the Health Professions. Internal estimates of reliability for scales (Cronbach's α) were all >0.8. The results revealed statistically significant improvements over time in enhanced learning (P = 0.0001), self-awareness (P = 0.0001), sense of volunteerism (P = 0.013), impact on career choices (P = 0.001) and decrease in personal costs (P = 0.0001). There were no significant changes in other subscales over time. Further investigating these domains revealed minimal to no changes in attributes of service learning. Service learning integrated into the dental hygiene curriculum can enhance learning and improve students' self-awareness, sense of volunteerism, career choices and perception of personal costs. In concert with the literature on ASL, these experiences throughout the curriculum have potential for increasing students' awareness of community need and their roles as oral health professionals. © 2013 John Wiley & Sons A/S.

  15. Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

    Science.gov (United States)

    Guy, Richard,; Byrne, Bruce; Dobos, Marian

    2018-01-01

    Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

  16. The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

    Directory of Open Access Journals (Sweden)

    Reza Ghaffari

    2013-10-01

    Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

  17. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

    Science.gov (United States)

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

  18. Predicting the academic success of architecture students by pre-enrolment requirement: using machine-learning techniques

    Directory of Open Access Journals (Sweden)

    Ralph Olusola Aluko

    2016-12-01

    Full Text Available In recent years, there has been an increase in the number of applicants seeking admission into architecture programmes. As expected, prior academic performance (also referred to as pre-enrolment requirement is a major factor considered during the process of selecting applicants. In the present study, machine learning models were used to predict academic success of architecture students based on information provided in prior academic performance. Two modeling techniques, namely K-nearest neighbour (k-NN and linear discriminant analysis were applied in the study. It was found that K-nearest neighbour (k-NN outperforms the linear discriminant analysis model in terms of accuracy. In addition, grades obtained in mathematics (at ordinary level examinations had a significant impact on the academic success of undergraduate architecture students. This paper makes a modest contribution to the ongoing discussion on the relationship between prior academic performance and academic success of undergraduate students by evaluating this proposition. One of the issues that emerges from these findings is that prior academic performance can be used as a predictor of academic success in undergraduate architecture programmes. Overall, the developed k-NN model can serve as a valuable tool during the process of selecting new intakes into undergraduate architecture programmes in Nigeria.

  19. Study of Ethical Values and Practices in Academic Programmes at a Higher Learning Institution

    Science.gov (United States)

    Narayanasamy, Kogilah; Shetty, M. V.

    The study on ethical values in academic programmes has attracted the attention of many researchers throughout the world especially in view of its important role today. Many academic programmes today focus on how to make profit both for the individual and the organization and on how to increase the firm`s market share and shareholders value and in the process may compromise on their ethical values and have unethical practices. Thus, this study is undertaken to evaluate the extent of integration of ethical values in the academic programmes of the higher learning operating institution involved with post graduate and higher level programs. The impact of demographics and race of the lecturer and students have been separately ascertained. The sample has been taken from one college, rated to be high in ethical values and practices, a sample of 120 students and 31 lecturers from a leading college (reputed for ethical values) have been collated and analyzed for validation of the objectives. The explanation on ethics has been done to a large extent in the study. The study also indicates the number of higher learning institutions to indicate the extent of impact if these issues are appropriately addressed. Government policy in this regard also needs to be reviewed and improved to avoid deterioration of ethical values and practices in the dynamic market place of today. This study review that, the level at which lecturers at the institutions have high ethical values and do incorporate it in their lectures and discussions in the classroom. The impact of demographic factors on the ethical values and practice of the lecturers have useful insights for academic staff recruitment and staff training. On the other hand, students` ethical values and behavior is a cause for concern to everyone as these future pillars of the nation have been found to have their ethical values and practices at low levels. The implications for the college management as to consider further emphasis on the

  20. The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

    Science.gov (United States)

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.

  1. The Influence of Early Parent Involvement and Depression on Academic Achievement, Psychosocial Behaviors, and Motivation in Children with Learning Disabilities across Elementary School

    Science.gov (United States)

    Mahdavi, Seema

    2017-01-01

    Children with learning disabilities represent the largest category of students served within special education systems in schools, and are at increased risk for academic and psychosocial problems in comparison to peers without learning disabilities. While much of clinical practice and research focus has been on academic interventions,…

  2. Self-Regulated Learning and Academic Performance: a Study among Freshmen : Zelfregulerend leren en studiesucces: een studie onder eerstejaars studenten in het hoger onderwijs

    NARCIS (Netherlands)

    M. De Bruijn - Smolders

    2017-01-01

    The four studies presented in this dissertation aimed to examine which aspects of self-regulated learning (think of planning, time management, and motivation) best predict academic performance in higher education, and whether and how self-regulated learning might be improved for better academic

  3. Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

    OpenAIRE

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

    2011-01-01

    This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every six months until the end of eighth grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less...

  4. Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

    Science.gov (United States)

    Miles, Jane M; Larson, Kim L; Swanson, Melvin

    2017-07-01

    Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

  5. Developing Research Collaborations in an Academic Clinical Setting: Challenges and Lessons Learned.

    Science.gov (United States)

    Sahs, John A; Nicasio, Andel V; Storey, Joan E; Guarnaccia, Peter J; Lewis-Fernández, Roberto

    2017-08-01

    Research collaboration in "real world" practice settings may enhance the meaningfulness of the findings and reduce barriers to implementation of novel intervention strategies. This study describes an initiative to integrate research into a hospital-based outpatient psychiatric clinic within an academic medical center, focusing on collaborative processes across three research projects. We report on the varied outcomes of the projects and utilize data from two focus groups to identify the key elements that contributed to the challenges and successes. We identify barriers to practice-research collaborations that emerged even when the initial circumstances of the partnership were favorable. These barriers include the presence of varied agendas across clinicians and investigators, resource constraints, limited staff buy-in, and staff turnover. In highlighting the lessons learned in this collaborative process, we hope to facilitate successful partnerships in other clinical settings.

  6. Testing measurement invariance of the Learning Programme Management and Evaluation scale across academic achievement

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    Maelekanyo C. Mulaudzi

    2016-10-01

    Full Text Available Orientation: Measurement invariance is one of the most precarious aspects of the scale development process without which the interpretation of research findings on population subgroups may be ambiguous and even invalid. Besides tests for validity and reliability, measurement invariance represents the hallmark for psychometric compliance of a new measuring instrument and provides the basis for inference of research findings across a range of relevant population sub-groups. Research purpose: This study tested the measurement invariance of a Learning Programme Management and Evaluation (LPME scale across levels of academic achievement. Motivation for the study: It is important for any researcher involved in new scale development to ensure that the measurement instrument and its underlying constructs have proper structural alignment and that they both have the same level of meaning and significance across comparable heterogeneous groups. Research design, approach and method: A quantitative, non-experimental, cross-sectional survey design was used, and data were obtained from 369 participants who were selected from three public sector organisations using a probabilistic simple random sampling technique. The Statistical Package for Social Sciences and Analysis of Moment Structures software (versions 21.0.0 were used to analyse the data. Main findings: The findings show that all the four invariance models tested have achieved acceptable goodness-of-fit indices. Furthermore, the findings show that the factorial structure of the LPME scale and the meaning of its underlying constructs are invariant across different levels of academic achievement for human resource development (HRD practitioners and learners or apprentices involved in occupational learning programmes. Practical implications: The findings of this study suggest practical implications for HRD scholars as they are enabled to make informed decisional balance comparisons involving educational

  7. The Use of Academic Portfolio in the Learning and Assessment of Physics Students

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    Meng Kay Ling

    2016-05-01

    Full Text Available The purpose of this research paper is to examine the use of portfolios in the teaching and learning of physics at a Singapore private college. The paper starts with a short introduction of the types of students and the purpose of using academic portfolios in their learning and assessment. Some ideas of how portfolios can be used in the local context will also be discussed. It is necessary for teachers to know how to incorporate portfolio assessment in their daily lesson plans. At the same time, students who are studying physics at the college should also know how to use portfolios to their academic advantage. The paper also highlights three of the relevant work artifacts that can be included into the physics portfolios. The three work samples are concept-maps, internet research reports and newspaper articles reports. Concept-maps are useful tools to help students establish the connections between concepts. Internet research reports serve as important means for students to know more about how some scientific devices or technology use physics in the operations. Newspaper articles reports allow students to understand the real impact of physics on the lives of people. Subsequent sections of the paper discuss about the organizational flow of the portfolio, the timeline, the selection process, the portfolio checklist and assessment rubrics, the positive influences of using portfolios, the issues to consider and also the potential problems that physics teachers may face in implementing portfolios. These sections present the important framework which teachers can use as references for their portfolio initiatives in schools.

  8. Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

    Science.gov (United States)

    Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

    2015-04-01

    To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

  9. Sensitivity of anterior pituitary hormones to graded levels of psychological stress.

    Science.gov (United States)

    Armario, A; Lopez-Calderón, A; Jolin, T; Castellanos, J M

    1986-08-04

    The effect of graded levels of stressor intensity on anterior pituitary hormones was studied in adult male rats. Corticosterone, considered as a reflection of ACTH release, and prolactin responses showed a good correlation with the intensity of the stressors. On the contrary, neither LH, GH nor TSH release showed a parallelism with the intensity of the stressors in spite of the fact that they clearly responded to all the stimuli. It appears that the hormones of the anterior pituitary might be divided into two groups: those whose response is sensitive to the levels of emotional arousal elicited by stress, and those displaying a clear but stereotyped response during stress. However, other alternative explanations might exist to justify the present results. The neural mechanisms underlying the two types of response are at present unknown. These data indicate that only the pituitary-adrenal axis and prolactin have some potential utilities as quantitative indices of emotional arousal elicited by currently applied stressors in the rat.

  10. Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

    Science.gov (United States)

    Cunningham, Rhonda Phillips

    2013-01-01

    Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

  11. Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

    Science.gov (United States)

    Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

    2015-01-01

    Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

  12. Typical Intellectual Engagement, Big Five Personality Traits, Approaches to Learning and Cognitive Ability Predictors of Academic Performance

    Science.gov (United States)

    Furnham, Adrian; Monsen, Jeremy; Ahmetoglu, Gorkan

    2009-01-01

    Background: Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and…

  13. Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

    Science.gov (United States)

    Gregory, Mary Sarah-Jane; Lodge, Jason Michael

    2015-01-01

    The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation--academic teaching staff. This paper aims to highlight…

  14. Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

    Science.gov (United States)

    Kahn, Peter; Qualter, Anne; Young, Richard

    2012-01-01

    Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

  15. Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

    Science.gov (United States)

    Girli, Alev; Öztürk, Halil

    2017-01-01

    The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

  16. The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

    Science.gov (United States)

    Alsancak Sirakaya, Didem; Ozdemir, Selçuk

    2018-01-01

    This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…

  17. Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk

    Directory of Open Access Journals (Sweden)

    Muhammad Sabbir Rahman

    2018-03-01

    Full Text Available The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the non-academic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.

  18. Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

    Science.gov (United States)

    Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

    2008-01-01

    The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

  19. A Thematic-Based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

    Science.gov (United States)

    Özdas, Faysal; Batdi, Veli

    2017-01-01

    This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies…

  20. Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement

    NARCIS (Netherlands)

    Peetsma, T.; van der Veen, I.

    2011-01-01

    Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the

  1. Relations between the Development of Future Time Perspective in Three Life Domains, Investment in Learning, and Academic Achievement

    Science.gov (United States)

    Peetsma, Thea; van der Veen, Ineke

    2011-01-01

    Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…

  2. Informal Learning in Academic Student Organizations: An Exploratory Examination of Student-Faculty Interactions and the Relationship to Leadership

    Science.gov (United States)

    Holzweiss, Peggy C.; Parrott, Kelli Peck; Cole, Bryan R.

    2013-01-01

    This exploratory study examined informal learning opportunities that exist within student organizations. The researchers specifically isolated academic organizations and the interactions between students and faculty that may occur in this context. Findings indicate that 81% of participants experienced interactions with faculty within the context…

  3. Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?

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    Akçaoglu, Mustafa Öztürk

    2016-01-01

    The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of…

  4. Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

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    Heo, JeongChul; Han, Sumi

    2018-01-01

    The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…

  5. Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

    Science.gov (United States)

    San Pedro, Maria Ofelia Z.

    2015-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

  6. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

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    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in the…

  7. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

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    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  8. ESCOLEX: a grade-level lexical database from European Portuguese elementary to middle school textbooks.

    Science.gov (United States)

    Soares, Ana Paula; Medeiros, José Carlos; Simões, Alberto; Machado, João; Costa, Ana; Iriarte, Álvaro; de Almeida, José João; Pinheiro, Ana P; Comesaña, Montserrat

    2014-03-01

    In this article, we introduce ESCOLEX, the first European Portuguese children's lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children's grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009-1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156-166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children's developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases .

  9. Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

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    Rotjanakunnatam, Boonthida; Chayaburakul, Kanokporn

    2018-01-01

    The aims of this research study was to develop the conceptual instructional design with the Inquiry-Based Instruction Model (IBIM) of secondary students at the 10th grade level on Digestion System and Cellular Degradation issue using both oxygen and oxygen-degrading cellular nutrients were designed instructional model with a sample size of 45 secondary students at the 10th Grade level. Data were collected by asking students to do a questionnaire pre and post learning processes. The questionnaire consists of two main parts that composed of students' perception questionnaire and the questionnaire that asked the question answer concept for the selected questionnaire. The 10-item Conceptual Thinking Test (CTT) was assessed students' conceptual thinking evaluation that it was covered in two main concepts, namely; Oxygen degradation nutrients and degradation nutrients without oxygen. The data by classifying students' answers into 5 groups and measuring them in frequency and a percentage of students' performances of their learning pre and post activities with the Inquiry-Based Instruction Model were analyzed as a tutorial. The results of this research found that: After the learning activities with the IBIM, most students developed concepts of both oxygen and oxygen-degrading cellular nutrients in the correct, complete and correct concept, and there are a number of students who have conceptual ideas in the wrong concept, and no concept was clearly reduced. However, the results are still found that; some students have some misconceptions, such as; the concept of direction of electron motion and formation of the ATP of bioactivities of life. This cause may come from the nature of the content, the complexity, the continuity, the movement, and the time constraints only in the classroom. Based on this research, it is suggested that some students may take some time, and the limited time in the classroom to their learning activity with content creation content binding and

  10. Selected engagement factors and academic learning outcomes of undergraduate engineering students

    Science.gov (United States)

    Justice, Patricia J.

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

  11. Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies.

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    Suárez Riveiro, José Manuel

    2014-01-01

    In addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research.

  12. The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

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    Kemal Özgen

    2014-04-01

    Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words:    Constructivist learning approach, learning style, learning activity, success, attitude

  13. Learning styles, academic achievement, and mental health problems among medical students in Thailand.

    Science.gov (United States)

    Paiboonsithiwong, Salilthip; Kunanitthaworn, Natchaya; Songtrijuck, Natchaphon; Wongpakaran, Nahathai; Wongpakaran, Tinakon

    2016-01-01

    This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants' demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

  14. Learning styles, academic achievement, and mental health problems among medical students in Thailand

    Directory of Open Access Journals (Sweden)

    Salilthip Paiboonsithiwong

    2016-10-01

    Full Text Available Purpose This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10 and the 21-item Outcome Inventory (OI-21 were also used. The participants’ demographic data, grade point average (GPA, and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%. Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043. Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

  15. Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

    Science.gov (United States)

    Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

    2014-03-01

    Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

  16. Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study.

    Science.gov (United States)

    Juntorn, Sutinun; Sriphetcharawut, Sarinya; Munkhetvit, Peeraya

    2017-01-01

    Learning disabilities (LD) can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child's ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP) System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM) of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group ( n = 10) and the control group ( n = 10). Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants' ability to apply information processing strategies during academic activities.

  17. Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Sutinun Juntorn

    2017-01-01

    Full Text Available Learning disabilities (LD can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child’s ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group (n=10 and the control group (n=10. Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants’ ability to apply information processing strategies during academic activities.

  18. Knowledge, Communication and E-learning in Higher Education Perception and Differences of Traditional and Modern Academic Status

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    Silvia-Adriana Tomescu

    2010-06-01

    Full Text Available The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. Atthe same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the „shared values” in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role ofuniversity as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.

  19. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

    Science.gov (United States)

    Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

    2015-01-01

    The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

  20. Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

    Science.gov (United States)

    Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

    The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

  1. A City Learning Together: Reciprocal Collaboration of Academics and Practitioners at the Chicago Park District

    Science.gov (United States)

    Hibbler, Dan; Scott, Leodis; Ginger, Nicole

    2016-01-01

    Concerns regarding professional preparation among practitioners and academics in the parks, recreation, and leisure profession demand real examples of people working together for the good of their overall community. Such reciprocal collaboration (two-way interaction from academics to practice and from practice to academics) has started to take…

  2. Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

    Science.gov (United States)

    Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

    2016-01-01

    This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

  3. The Prevalence of Neuromyths in Community College: Examining Community College Students' Beliefs in Learning Styles and Impacts on Perceived Academic Locus of Control

    Science.gov (United States)

    Palis, Leila Ann

    2016-01-01

    It was not known if and to what extent there was a relationship between the degree to which community college students believed that learning was enhanced when teachers tailored instruction to individual learning styles and student perceived academic locus of control (PAC). Learning styles theory and locus of control theory formed the theoretical…

  4. Implementing total quality management in an academic surgery setting: lessons learned.

    Science.gov (United States)

    Townes, C; Petit, B; Young, B

    1995-01-01

    Total Quality Management, a philosophy developed by W. Edwards Deming, has been used successfully in many countries and in many types of organizations to improve the quality of processes. The system is based upon the scientific method and provides the ability to solve long-standing, recalcitrant problems. The application of the TQM philosophy to health care, although recommended by many medical economists, is still in its infancy. At our medical center, three departments (Surgery, Anesthesiology, and Operating Room Services) joined forces to implement TQM. Critical activities early in implementation included establishing a Steering Committee, training key employees, providing systems for communicating TQM activities, and developing the leadership, facilitator, and other resources needed to support teams. Two of our first teams studied very different processes (one in the Operating Room, the other in outpatient Surgery clinics), providing many useful insights regarding keys to successful application of the TQM philosophy. We have learned strategies for increasing acceptance of and participation in TQM efforts on the part of staff members and, in particular, physicians, and for initiating the cultural change needed for TQM. Although the teams have met with resistance to behavioral changes and a lack of full support from some upper-level administrators in the Medical Center and the Hospital, most of them have been quite successful in improving the processes under study. We conclude that, with the proper leadership and facilitation, the TQM philosophy can be successfully implemented in the health care environment. Total Quality Management (TQM) as a system for improving the quality of processes has been successful in many countries throughout the world for organizations offering a wide variety of products and services. This article will describe specific TQM endeavors, both successful and unsuccessful, undertaken in an academic surgery department in the United States

  5. The effectiveness of advance organiser model on students' academic achievement in learning work and energy

    Science.gov (United States)

    Gidena, Asay; Gebeyehu, Desta

    2017-11-01

    The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students' academic achievement in learning work and energy. The design of the study was quasi-experimental pretest-posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.

  6. Academe-Industry Partnership: Basis for Enhanced Learning Guide in the New Science General Education Course

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    Alma D. Agero

    2016-11-01

    Full Text Available This study explores the academe-industry partnership of Cebu Technological University Bachelor of Science in Hospitality Management and Bachelor of Science in Industrial Technology major in Food Preparation and Services courses, SY 2014-2015 to improve the quality of course offering. It takes on the feedback received from supervisors of 50 different hotels and restaurants of Cebu province, as well as the self-rating of 185 OJTs of the two courses as regard to OJTs' level of functional and science-based core competencies. This descriptive research utilizes Likert-type research-made survey questionnaire which was previously tested for validity and reliability. The findings revealed that industry supervisors evaluated the trainees as Competent in core competencies (Bartending, Bread and pastry products, Cookery, Customer services, Front office services, food and beverages as well as functional skills (Problem solving, Leadership, Communication, Independent work, Creativity, Negotiation, Teamwork, Time management and Initiative. However, they found the students need of strengthening their problem solving and communication skills. The researchers therefore developed an enhanced learning guide for the New Science GE course to address the gaps based on the industry feedback.

  7. Do cooperative learning and family involvement improve variables linked to academic performance?

    Science.gov (United States)

    Santos Rego, Miguel A; Ferraces Otero, María J; Godas Otero, Agustín; Lorenzo Moledo, María M

    2018-05-01

    One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Cooperative work and family involvement in education affect the variables which research links to improving school performance.

  8. Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

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    Timothy J. Cleary

    2013-01-01

    Full Text Available Four high school students received 11 weeks of a self-regulated learning (SRL intervention, called the Self-Regulation Empowerment Program (SREP, to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

  9. Effects of Graded Levels of Montmorillonite on Performance, Hematological Parameters and Bone Mineralization in Weaned Pigs

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    Q. W. Duan

    2013-11-01

    Full Text Available The aim of this study was to investigate the effects of graded levels of montmorillonite, a constituent of clay, on performance, hematological parameters and bone mineralization in weaned pigs. One hundred and twenty, 35-d-old crossbred pigs (Duroc×Large White×Landrace, 10.50±1.20 kg were used in a 28-d experiment and fed either an unsupplemented corn-soybean meal basal diet or similar diets supplemented with 0.5, 1.0, 2.5 or 5.0% montmorillonite added at the expense of wheat bran. Each treatment was replicated six times with four pigs (two barrows and two gilts per replicate. Feed intake declined (linear and quadratic effect, p< 0.01 with increasing level of montmorillonite while feed conversion was improved (linear and quadratic effect, p<0.01. Daily gain was unaffected by dietary treatment. Plasma myeloperoxidase declined linearly (p = 0.03 with increasing dietary level of montmorillonite. Plasma malondialdehyde and nitric oxide levels were quadratically affected (p<0.01 by montmorillonite with increases observed for pigs fed the 0.5 and 1.0% levels which then declined for pigs fed the 2.5 and 5.0% treatments. In bone, the content of potassium, sodium, copper, iron, manganese and magnesium were decreased (linear and quadratic effect, p<0.01 in response to an increase of dietary montmorillonite. These results suggest that dietary inclusion of montmorillonite at levels as high as 5.0% does not result in overt toxicity but could induce potential oxidative damage and reduce bone mineralization in pigs.

  10. Erythrocyte Osmotic Fragility and Excitability Score in Rabbit fed Hibiscus Sabdariffa in Graded Level.

    Science.gov (United States)

    Adenkola, A Y; Oluremi, O I A

    2014-12-29

    This study was conducted for 10 weeks with the aim of investigating the erythrocyte membrane integrity as measured by erythrocyte osmotic fragility and excitability scores of rabbits fed graded level of Hibiscus sabdariffa calyx (HSC). Twenty weaners' rabbit of both sexes were used for the study and were placed on four experimental diets which contain the following percentages of HSC 0 %, 25 %, 50 %, 75 %, as feed additive and were added at 0 g, 62.5 g, 125 g, 187.5 g designated as T1, T2, T3 and T4 experimental diets. Excitability scores were measured weekly as described by Voisnet et al. (1997). At the end of the experiment, the rabbits were slaughtered by severing the jugular vein. A Blood sample (2 ml) was collected from each rabbit into sampled bottles, containing the Na EDTA as anticoagulant for hematological analysis. Packed cell volume (PCV) Haemoglobin concentration (Hb), Total red blood cell (RBC) count, Total leukocyte count as well as differential leukocyte was determined using standard method. The percentage haemolysis recorded at 0.3 % to 0.8 % was significantly (P < 0.05) higher in rabbits in T1 compared to the remaining 3 diets. The result of excitability score shows that rabbit on diet 1 and 2 had a lower value which was significantly (P < 0.05) lower than rabbits on diets 3 and 4 with a value of 65.5 ± 5.0 and 70.00 ± 5.50 % respectively. In conclusion this study demonstrated for the first time that chronic administration of HSC improves haematological parameters, brain mood and function as well as maintaining erythrocyte membrane integrity.

  11. Performance and cost-benefits of weaner rabbits fed graded levels of Moringa oleifera leaf meal

    Directory of Open Access Journals (Sweden)

    Ayo-Ajasa

    2017-06-01

    Full Text Available Moringa has been acclaimed to be beneficial especially in livestock production. Its leaves and green fresh pods are said to be rich in carotene and ascorbic acid with a good profile of amino acids while its twigs are reported to be very palatable to ruminants and have appreciable crude protein levels. However, Moringa oleifera leaf meal (MOLM has been observed to contain higher pepsin and total soluble protein than other parts of the plant which makes it more suitable to monogastric animals. MOLM has been widely used in poultry production but with limited use in rabbits� diets; hence this study was conducted to determine the performance of weaner rabbits fed graded levels of MOLM. A total of 48 unsexed weaner rabbits of mean initial weight of 744.56�29.25 g were assigned to 4 experimental diets, namely T1, T2, T3 and T4 containing 0%, 15%, 30% and 45% MOLM, respectively, having 3 replicates and 4 animals per replicate. The results showed that the dry matter intake of T1-T4 ranged 53.17 - 55.31g/day. Though not significant, highest crude protein digestibility coefficient was recorded for experimental animals on diet T4 (71.36% followed by diets T1 (69.67%, T2 (69.17%, T3 (68.25%, respectively. The keel length for T1, T2, T3, and T4 rabbits were 225.39, 201.64, 246.66 and 217.26cm, respectively Rabbits fed 30% MOLM were found to be most profitable numerically (N1320.10 while the least profit was obtained with 0% MOLM with N1305.40. Hence, it can be concluded that Moringa oleifera leaf meal (MOLM can replace soya bean meal up to 45% in the nutrition of weaner rabbits.

  12. The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning

    Science.gov (United States)

    Coskun, Ismail; Eker, Cevat

    2018-01-01

    The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…

  13. Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

    Science.gov (United States)

    Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

    2014-01-01

    This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

  14. Development and Testing of a M-Learning System for the Professional Development of Academics through Design-Based Action Research

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    Keskin, Nilgun Ozdamar; Kuzu, Abdullah

    2015-01-01

    In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a…

  15. Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

    Science.gov (United States)

    Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

    2012-01-01

    This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

  16. Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

    Science.gov (United States)

    Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-01-01

    Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

  17. Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

    Science.gov (United States)

    Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-12-01

    Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

  18. The strategic impact of a changing curriculum and learning environment on medical students' academic performance.

    Science.gov (United States)

    Williams, Pamela C; Epps, Anna Cherrie; McCammon, Sametria

    2011-01-01

    In recent years, the administration of Meharry Medical College, School of Medicine (SOM), Nashville, Tennessee, recognized the need to modify the curriculum to help improve student academic performance especially on the National Board of Medical Examiners (NBME) US Medical Licensing Examination (USMLE) steps 1 and 2. Thus, a number of changes occurred with respect to the traditional curriculum in the SOM, resulting in an integrated organ system-based curriculum design. The change in the learning environment was studied to determine the impact on performance after the introduction of the integrated organ system-based curriculum as compared to that of the traditional curriculum. With the utilization of a cadre of variables, it was believed that the strategic impact anticipated would provide a predictive validity profile to assist in the identification of students "at risk" of failure so that proactive intervention methodology could be made available to facilitate the students' successful progression during matriculation in the SOM. The purpose of this study was to analyze whether students trained with the integrated organ systems curriculum perform better than students trained with the traditional medical school curriculum on the medical education preclinical subject board examinations, and the NBME USMLE steps 1 and 2 examinations. From the 584 students studied in the control group (graduation classes for years 2005, 2006, and 2007) and the intervention group (graduation classes for years 2008, 2009, and 2010), significant improvement in performance on the NBME USMLE steps 1 and 2 examinations was noted following the introduction of the integrated organ system-based curriculum particularly among "at-risk" students. Data access availability from the School of Medicine of Meharry Medical College automatically gave reason for a preferential comparative relationship and study of the resulting strategic impact on cohorts graduating in years 2005-2010. Thus, this

  19. Variation of Student Numerical and Figural Reasoning Approaches by Pattern Generalization Type, Strategy Use and Grade Level

    Science.gov (United States)

    El Mouhayar, Rabih; Jurdak, Murad

    2016-01-01

    This paper explored variation of student numerical and figural reasoning approaches across different pattern generalization types and across grade level. An instrument was designed for this purpose. The instrument was given to a sample of 1232 students from grades 4 to 11 from five schools in Lebanon. Analysis of data showed that the numerical…

  20. A Comparative Analysis of Multiple Intelligence Theory with Relationship to Gender and Grade Level in Selected Schools in Ghana

    Science.gov (United States)

    Oteng, Ellen N.

    2012-01-01

    This dissertation examined the relationships between Howard Gardner's Multiple Intelligence Theory and students' gender, age, grade level, and enrollment into a public or private school. The research determined students' dominant intelligences and investigated whether students' intelligences may be influenced by demographic variables such as…

  1. Preparing culture change agents for academic medicine in a multi-institutional consortium: the C - change learning action network.

    Science.gov (United States)

    Pololi, Linda H; Krupat, Edward; Schnell, Eugene R; Kern, David E

    2013-01-01

    Research suggests an ongoing need for change in the culture of academic medicine. This article describes the structure, activities and evaluation of a culture change project: the C - Change Learning Action Network (LAN) and its impact on participants. The LAN was developed to create the experience of a culture that would prepare participants to facilitate a culture in academic medicine that would be more collaborative, inclusive, relational, and that supports the humanity and vitality of faculty. Purposefully diverse faculty, leaders, and deans from 5 US medical schools convened in 2 1/2-day meetings biannually over 4 years. LAN meetings employed experiential, cognitive, and affective learning modes; innovative dialogue strategies; and reflective practice aimed at facilitating deep dialogue, relationship formation, collaboration, authenticity, and transformative learning to help members experience the desired culture. Robust aggregated qualitative and quantitative data collected from the 5 schools were used to inform and stimulate culture-change plans. Quantitative and qualitative evaluation methods were used. Participants indicated that a safe, supportive, inclusive, collaborative culture was established in LAN and highly valued. LAN members reported a deepened understanding of organizational change, new and valued interpersonal connections, increased motivation and resilience, new skills and approaches, increased self-awareness and personal growth, emotional connection to the issues of diversity and inclusion, and application of new learnings in their work. A carefully designed multi-institutional learning community can transform the way participants experience and view institutional culture. It can motivate and prepare them to be change agents in their own institutions. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical

  2. CORRELATION OF INTEREST TO LEARN AND USE TIME LEARNING WITH LEARNING ACHIEVEMENT AUTOMOTIVE ELECTRICAL IN CLASS XII LIGHT VEHICLE ENGINEERING SMK PIRI I YOGYAKARTA ACADEMIC YEAR 2013/2014

    Directory of Open Access Journals (Sweden)

    Ari Pujiatmoko

    2014-06-01

    Full Text Available The purpose of this study were: 1 to determine whether there is a correlation between students' interest in learning and the learning achievement of automotive electrical, 2 to determine whether there is a correlation between the use of time studying the learning achievement of automotive electrical, 3 to determine whether there is a correlation between student interest and use the time to learn and the learning achievement of students of class XII automotive electrical TKR SMK PIRI 1 Yogyakarta academic year 2013/2014.  This research was conducted in class XII TKR SMK PIRI 1 Yogyakarta academic year 2013/2014. This study is an ex-post facto. This study used two independent variables and the interest in learning the use of learning time, while the dependent variable is the electrical automotive learning achievement. This study is a population study by the respondent amounted to 100 students. Techniques of data collection using questionnaire techniques and engineering documentation. Research instrument in this study is a questionnaire interest in learning, inquiry learning time management and documentation of student achievement. Trials using the instrument validity and reliability test. The analysis technique used is the prerequisite test for normality, linearity, and multicollinearity. Then test hypotheses using partial correlation analysis techniques and correlation.  The results showed that: 1 students' interest to have a strong positive correlation with school performance automotive electrical ρ value of 0.737; 2 the use of learning time have a low positive correlation with school performance automotive electrical ρ value of 0.275; 3 interest student learning and the use of study time has a very strong positive correlation with learning achievement of students of class XII automotive electrical TKR SMK PIRI I Yogyakarta academic year 2013/2014 as evidenced by the value of R = 0.811.

  3. How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2017-07-01

    Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

  4. Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities.

    Science.gov (United States)

    Wachelka, D; Katz, R C

    1999-09-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.

  5. Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

    Directory of Open Access Journals (Sweden)

    Charles Gbollie

    2017-01-01

    Full Text Available The nature of motivation and learning strategy use is vital to improving student learning outcomes. This study was intended to explore the motivational beliefs and learning strategy use by Liberian junior and senior high school students in connection with their academic performance. It also solicited students’ self-reports about presumed factors hindering their learning. Utilizing a cross-sectional quantitative research design, 323 participants took part in the study from 2 counties. Motivated Strategies for Learning Questionnaire (MSLQ was adapted and 12 potential learning hindrances were identified and used as instruments. Data analyses were conducted using SPSS 17.0. The results showed the motivational belief component of extrinsic goal orientation as the most preferred belief and test anxiety was the least possessed belief. Rehearsal strategies were found to be the most frequently used, while help seeking was reported to be the least strategy considered. The result also showed significant relationships between the two constructs. In addition, the study found some learning hindrances. A number of conclusions as well as some practical recommendations for action relative to the improvement of student performance have been advanced.

  6. Usage Volume and Trends Indicate Academic Library Online Learning Objects and Tutorials Are Being Used

    Directory of Open Access Journals (Sweden)

    Ruby Muriel Lavallee Warren

    2017-03-01

    Full Text Available A Review of: Hess, A. N., & Hristova, M. (2016. To search or to browse: How users navigate a new interface for online library tutorials. College & Undergraduate Libraries, 23(2, 168-183. http://dx.doi.org/10.1080/10691316.2014.963274 Objective – To discover how users interact with a new online interface for learning objects, user preferences for types of access when given both browsing and searching options, and user needs for tutorial subject matter. Design – Mixed methods, with quantitative analysis of web traffic and qualitative analysis of recorded search terms through grounded textual theory. Setting – An academic library in the Western United States of America. Subjects – Users of the Libraries’ online tutorials and learning objects. Methods – The researchers collected web traffic statistics and organically occurring searches from the Libraries’ tutorial access interface. They defined the collection period as the 2013/2014 academic year, with collection beginning in September 2013 and ending in April 2014. Web traffic for organic searches, facilitated searches (search results accessed through clicking on particular words in a tag cloud, and categorical browsing was collected via Google Analytics. They categorized other interaction types (accessing featured content, leaving the page, etc. under an umbrella term of “other.” Their analysis of web traffic was limited to unique page views, with unique page views defined as views registered to different browser sessions. Unique page views were analyzed to determine which types of interface interaction occurred most frequently, both on-campus and off-campus, and whether there were differences in types of interaction preferred over time or by users with different points of origin. Individual organic search keywords and phrases, and the dates and times of those searches, were separately collected and recorded. One of the researchers coded the recorded organic search terms using

  7. Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

    Science.gov (United States)

    Cheung, Cecilia S.; McBride-Chang, Catherine

    2008-01-01

    A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

  8. The Evidence Base for How Learning Happens: A Consensus on Social, Emotional, and Academic Development

    Science.gov (United States)

    Jones, Stephanie M.; Kahn, Jennifer

    2018-01-01

    The Aspen Institute's National Commission on Social, Emotional, and Academic Development united a broad alliance of leaders to speak with a unified voice about the urgency of integrating social and emotional development into the fabric of K-12 education. The commission convened a group of scientists, researchers, and academics across disparate…

  9. Challenging Perspectives on Learning and Teaching in the Disciplines: The Academic Voice

    Science.gov (United States)

    Krause, Kerri-Lee D.

    2014-01-01

    This article reports on a study of academic staff perspectives on disciplinary communities and skill development in disciplinary contexts. Fifty-five academic staff were interviewed across eight disciplines in four Australian universities. Responses of historians and mathematicians are the focus of this article. A socio-constructivist framework…

  10. Relocalising Academic Literacy: Diversity, Writing and Collective Learning in an International Master's Programme

    Science.gov (United States)

    Clemensen, Nana; Holm, Lars

    2017-01-01

    This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students' educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among…

  11. The Two and a Half Learning Model: A Consequence of Academic Dishonesty

    Science.gov (United States)

    Sahin, Mehmet

    2016-01-01

    Academic dishonesty has been regarded as a problem but not a visible and declared one in every type of educational setting from elementary school to graduate level all over the world. Dishonesty or misconduct in the academic realm covers plagiarism, fabrication, deception, cheating, bribery, sabotage, professorial misconduct and impersonation.…

  12. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    Science.gov (United States)

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  13. When Earning Is Beneficial for Learning: The Relation of Employment and Leisure Activities to Academic Outcomes

    Science.gov (United States)

    Derous, Eva; Ryan, Ann Marie

    2008-01-01

    The present study investigates the joint effect of the quantity and quality of out-of-school activities (i.e., employment and leisure) on academic outcomes (i.e., well-being, study attitude, and academic performance) among 230 undergraduates. A series of hierarchical regression analyses show that spending too much time in both employment and…

  14. Academic Self-Handicapping: The Role of Self-Concept Clarity and Students' Learning Strategies

    Science.gov (United States)

    Thomas, Cathy R.; Gadbois, Shannon A.

    2007-01-01

    Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…

  15. Towards an Integrated Approach to the Recognition of Professional Competence and Academic Learning

    Science.gov (United States)

    Bravenboer, Darryll; Lester, Stan

    2016-01-01

    Purpose: The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially…

  16. Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

    Science.gov (United States)

    Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

    2017-07-26

    This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

  17. Non-medical use of prescription stimulants for academic purposes among college students: a test of social learning theory.

    Science.gov (United States)

    Ford, Jason A; Ong, Julianne

    2014-11-01

    The current research examines whether measures associated with Akers' social learning theory are related to non-medical use of prescription stimulants for academic reasons among college students. We examine data from a sample of 549 undergraduate students at one public university in the Southeastern United States. We estimate several logistic regression models to test our hypotheses. The findings indicated that roughly 17% of students reported non-medical use of prescription stimulants for academic reasons during the past year. In separate models, all four of the social learning measures were significantly correlated to non-medical use. In the complete model, the risk of non-medical prescription stimulant use for academic reasons was increased for respondents who reported more of their friends used and also for respondents who believed that prescription stimulants were an effective study aid. The current research fills an important gap in the literature regarding theoretical explanations for non-medical prescription stimulant use. Given the high prevalence of non-medical prescription stimulant use and the known risks associated with non-medical use this research can help inform intervention strategies for college populations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  18. THE INFLUENCE OF PRACTICE FACILITIES DAN PRACTICE LEARNINGIN MOTIVATION TOWARD THE IMPORVEMENT OF LEARNING ACHIEVEMTN OF HYDROLIC SYSTEM AMONG THE ELEVENTH GRADE STUDENTS OF SMK TAKAHUS WONOSOBO IN THE ACADEMIC YEAR 2013/2014

    OpenAIRE

    Adi Nika Prasetyo; Subagyo Subagyo

    2014-01-01

    The objectives of this tudy are to describe (1) the influence of learning facilities toward the learning achievement of hydrolic system, (2) the influence of practice learning motivation toward the learning achievement of hydrolic system, and (3) the influence of learning facilities and practice learning motivation toward the learning achievement of hydrolic system in the academic year 2013/2014. This study shows that (1) there is a positif and significant learning facilities toward the learn...

  19. Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

    Science.gov (United States)

    Bembenutty, Hefer

    2007-01-01

    The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

  20. Gaming + Autonomy=Academic Achievement

    Science.gov (United States)

    Hernandez, Don

    2009-01-01

    Preparing students from low-income, minority families to graduate is a challenge that begins as early as elementary school but becomes a particular concern at the secondary level. Low-income students are twice as likely as higher-income students to be poorly prepared for grade-level work and 1.3 times more likely to have learning disabilities,…

  1. Self-Regulated Learning and Academic Performance : a Study among Freshmen : Zelfregulerend leren en studiesucces : een studie onder eerstejaars studenten in het hoger onderwijs

    NARCIS (Netherlands)

    M. de Bruijn-Smolders (Monique)

    2017-01-01

    markdownabstractThe four studies presented in this dissertation aimed to examine which aspects of self-regulated learning (think of planning, time management, and motivation) best predict academic performance in higher education, and whether and how self-regulated learning might be improved for

  2. The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists

    Science.gov (United States)

    Jones, Stephanie M.; Kahn, Jennifer

    2017-01-01

    "The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the…

  3. Unpacking Socio-Economic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment

    Science.gov (United States)

    Crampton, Alexandria; Hall, James

    2017-01-01

    Background: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and…

  4. Student Perceptions of Academic Service Learning: Using Mixed Content Analysis to Examine the Effectiveness of the International Baccalaureate Creativity, Action, Service Programme

    Science.gov (United States)

    Hatziconstantis, Christos; Kolympari, Tania

    2016-01-01

    The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of…

  5. Academic Procrastination among College Students with Learning Disabilities: The Role of Positive and Negative Self-Oriented Perfectionism in Terms of Gender, Specialty and Grade

    Science.gov (United States)

    Mohammed, Adel Abdulla; Sherit, Asharaf Mohammed A.; Eissa, Mourad Ali; Mostafa, Amaal Ahmed

    2013-01-01

    The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts…

  6. Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

    Science.gov (United States)

    Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

    2017-11-09

    This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

  7. Anthropometric and Athletic Performance Combine Test Results Among Positions Within Grade Levels of High School-Aged American Football Players.

    Science.gov (United States)

    Leutzinger, Todd J; Gillen, Zachary M; Miramonti, Amelia M; McKay, Brianna D; Mendez, Alegra I; Cramer, Joel T

    2018-05-01

    Leutzinger, TJ, Gillen, ZM, Miramonti, AM, McKay, BD, Mendez, AI, and Cramer, JT. Anthropometric and athletic performance combine test results among positions within grade levels of high school-aged American football players. J Strength Cond Res 32(5): 1288-1296, 2018-The purpose of this study was to investigate differences among player positions at 3 grade levels in elite, collegiate-prospective American football players. Participants' data (n = 7,160) were analyzed for this study (mean height [Ht] ± SD = 178 ± 7 cm, mass [Bm] = 86 ± 19 kg). Data were obtained from 12 different high school American football recruiting combines hosted by Zybek Sports (Boulder, Colorado). Eight 2-way (9 × 3) mixed factorial analysis of variances {position (defensive back [DB], defensive end, defensive lineman, linebacker, offensive lineman [OL], quarterback, running back, tight end, and wide receiver [WR]) × grade (freshmen, sophomores, and juniors)} were used to test for differences among the mean test scores for each combine measure (Ht, Bm, 40-yard [40 yd] dash, proagility [PA] drill, L-cone [LC] drill, vertical jump [VJ], and broad jump [BJ]). There were position-related differences (p ≤ 0.05) for Ht, 40 yd dash, and BJ, within each grade level and for Bm, PA, LC, and VJ independent of grade level. Generally, the results showed that OL were the tallest, weighed the most, and exhibited the lowest performance scores among positions. Running backs were the shortest, whereas DBs and WRs weighed the least and exhibited the highest performance scores among positions. These results demonstrate the value of classifying high school-aged American football players according to their specific position rather than categorical groupings such as "line" vs. "skill" vs. "big skill" when evaluating anthropometric and athletic performance combine test results.

  8. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    Science.gov (United States)

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  9. Technology Strategies to Address Grade-Level Outcomes: National Standards 1 and 2

    Science.gov (United States)

    Baert, Helena

    2015-01-01

    The need to prepare students to thrive in the digital world and the benefit of using instructional technology have both been widely recognized in education. As new technology becomes available, its use by both students and teachers must be carefully evaluated. Technology can help enhance learning and facilitate the teaching process, if and when it…

  10. Sample Grade Level Benchmarks, Grades 5-8, Based on the 1998 Arkansas State Mathematics Framework.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents the application and use of mathematics learning proposed by the Arkansas curriculum frameworks for grades 5-8. The standards are presented in chart form and organized into five strands: (1) number sense, properties, and operations; (2) geometry and spatial sense; (3) measurement; (4) data analysis, statistics, and…

  11. Assessing Students' Understanding of Control of Variables across Three Grade Levels and Gender

    Science.gov (United States)

    Tairab, Hassan H.

    2016-01-01

    Research studies that deal with student ability to investigate and carry out inquiry oriented investigations often call for educational practitioners to pay particular attention to incorporating the skills of scientific inquiry in the process of teaching and learning. This has the aim of helping learners acquire the skills needed to become problem…

  12. Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level

    Science.gov (United States)

    Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

    2017-01-01

    This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools…

  13. A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial.

    Science.gov (United States)

    Bartholomew, John B; Jowers, Esbelle M; Errisuriz, Vanessa L; Vaughn, Sharon; Roberts, Gregory

    2017-10-01

    Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity. The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning. This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. Children Who Desperately Want To Read, but Are Not Working at Grade Level: Use Movement Patterns as "Windows" To Discover Why. Part III: The Frontal Midline.

    Science.gov (United States)

    Corso, Marjorie

    A longitudinal research study observed 30 children between the ages of infancy and elementary age to determine if using large muscle motor patterns to master the three identified midlines that concur with the body planes used in anatomy is reflected in academic classroom learning levels. This third part of the study focused on the frontal midline.…

  15. Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

    OpenAIRE

    Thisgaard, Malene; Makransky, Guido

    2017-01-01

    The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increas...

  16. A Survey on Turkish nursing students' perception of clinical learning environment and its association with academic motivation and clinical decision making.

    Science.gov (United States)

    Aktaş, Yeşim Yaman; Karabulut, Neziha

    2016-01-01

    Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. A descriptive survey design was used. This study was conducted in Giresun University in Turkey. Participants were second-, third- and fourth-year undergraduate students (n=222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r=0.182, pdecision making (r=0.082, p>.05). One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges

    Science.gov (United States)

    Greenwood, Debra Abston

    2015-01-01

    Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in…

  18. Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

    Science.gov (United States)

    Hoorani, Bareerah Hafeez

    2014-01-01

    This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students' rote learning patterns were challenged using the schema provided by Blooms' taxonomy of learning domains. A cooperative learning environment was generated…

  19. Can Learning Style Predict Student Satisfaction with Different Instruction Methods and Academic Achievement in Medical Education?

    Science.gov (United States)

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-01-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods…

  20. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    Science.gov (United States)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less