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Sample records for significantly impact student

  1. Impact significance determination-Back to basics

    International Nuclear Information System (INIS)

    Lawrence, David P.

    2007-01-01

    Impact significance determination is widely recognized as a vital and critical EIA activity. But impact significance related concepts are poorly understood. And the quality of approaches for impact significance determination in EIA practice remains highly variable. This article seeks to help establish a sound and practical conceptual foundation for formulating and evaluating impact significance determination approaches. It addresses the nature (what is impact significance?), the core characteristics (what are the major properties of significance determination?), the rationale (why are impact significance determinations necessary?), the procedural and substantive objectives (what do impact significance determinations seek to achieve?), and the process for making impact significance judgments (how is impact significance determination conducted?). By identifying fundamental attributes and key distinctions associated with impact significance determinations, a basis is provided for designing and evaluating impact significance determination procedures at both the regulatory and applied levels

  2. A Preliminary Exploration of Uppercase Letter-Name Knowledge among Students with Significant Cognitive Disabilities

    Science.gov (United States)

    Greer, Claire W.; Erickson, Karen A.

    2018-01-01

    There are several factors known to impact the alphabet knowledge of young children without disabilities. The impact of these factors on the alphabet knowledge of students with significant cognitive disabilities is unknown. The purpose of this preliminary investigation was to explore the impact of three factors that might influence uppercase…

  3. Impact significance determination-Pushing the boundaries

    International Nuclear Information System (INIS)

    Lawrence, David P.

    2007-01-01

    Impact significance determination practice tends to be highly variable. Too often insufficient consideration is given to good practice insights. Also, impact significance determinations are frequently narrowly defined addressing, for example, only individual, negative impacts, focusing on bio-physical impacts, and not seeking to integrate either the Precautionary Principle or sustainability. This article seeks to extend the boundaries of impact significance determination practice by providing an overview of good general impact significance practices, together with stakeholder roles and potential methods for addressing significance determination challenges. Relevant thresholds, criteria, contextual considerations and support methods are also highlighted. The analysis is then extended to address how impact significance determination practices change for positive as compared with negative impacts, for cumulative as compared with individual impacts, for socio-economic as compared with bio-physical impacts, when the Precautionary Principle is integrated into the process, and when sustainability contributions drive the EIA process and related impact significance determinations. These refinements can assist EIA practitioners in ensuring that the scope and nature of impact significance determinations reflect the broadened scope of emerging EIA requirements and practices. Suggestions are included for further refining and testing of the proposed changes to impact significance determination practice

  4. Impact of cognitive absorption on Facebook on students' achievement.

    Science.gov (United States)

    Rouis, Sana

    2012-06-01

    In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.

  5. The Impacts of Off-Campus Students on Local Neighbourhood in Malaysia

    OpenAIRE

    Dasimah Bt Omar; Faizul Abdullah; Fatimah Yusof; Hazlina Hamdan; Naasah Nasrudin; Ishak Che Abullah

    2011-01-01

    The impacts of near-campus student housing, or offcampus students accommodation cannot be ignored by the universities and as well as the community officials. Numerous scholarly studies, have highlighted the substantial economic impacts either; direct, indirect or induced, and cumulatively the roles of the universities have significantly contributed to the local economies. The issue of the impacts of off-campus student rental housing on neighbourhoods is one that has been ...

  6. The impact of student-faculty ratio on pharmacy faculty scholarship.

    Science.gov (United States)

    Benavides, Sandra; Garcia, Angela S; Caballero, Joshua; Wolowich, William R

    2010-10-11

    To determine the relationship and impact of student-faculty ratio on scholarship of pharmacy faculty members. The number and rank of faculty members, pharmacy program characteristics, and faculty productivity data were collected to determine the impact of student-faculty ratio on faculty scholarship. Faculty scholarship was not predicted by student-faculty ratio. Factors impacting positively on faculty productivity included National Institutes of Health funding; presence of clinical associate professors, instructors, and lecturers; and programs located in public universities. Faculty productivity is not related to the student-faculty ratio, wherein more faculty members and fewer students equates to increased scholarship. However, public universities may have different infrastructures which are associated with greater academic productivity compared to private institutions. Additionally, utilizing instructors and clinical or nontenure-track faculty members can significantly increase scholarship among faculty members.

  7. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

    DEFF Research Database (Denmark)

    Daysal, N. Meltem; Chin, Aimee; Imberman, Scott

    2013-01-01

    bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that providing bilingual education programs (relative to providing only English as a Second Language programs) does not significantly impact the standardized test...... scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, we find significant positive impacts on non-LEP students’ achievement, which indicates that education programs for LEP students have spillover effects to non-LEP students.......Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district provides...

  8. The Lure of Casino Gambling and Its Potential Impact on College Students in Mississippi.

    Science.gov (United States)

    Bailey, E. Ann; Burroughs, Susie W.; Dabit, Jean S.; Hambrick, Rosalind S.; Theriot, Patricia B.

    1997-01-01

    Investigates the lure and potential impact of casino gambling on college students in Mississippi. Findings suggest that casino gambling may significantly impact college students in regard to financial management, alcohol consumption, academic progress, and behavioral changes. (MKA)

  9. Neuroscientists' classroom visits positively impact student attitudes.

    Directory of Open Access Journals (Sweden)

    Janet L Fitzakerley

    Full Text Available The primary recommendation of the 2010 President's Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists' visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners' perceptions of their own potential to learn. Teacher and student surveys were administered in 4(th-6(th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students' interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change. Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to

  10. Impact of degree program satisfaction on the persistence of college students

    NARCIS (Netherlands)

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Harskamp, Evert

    Many theories on college retention recognize the significance of student satisfaction as a positive factor in students' persistence. Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This paper explores the impact of degree

  11. IMPACT OF SELF ESTEEM & SUPPORT ON STUDENT PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Akmal SHAHZAD

    2012-01-01

    Full Text Available Education is life blood for development of country. This paper explores the impact of various factors on student performance. Data was collected from ten (10 Govt. & Private schools in Rawalpindi. Out of 1100 hundred responded 600 hundred responses inducted in this study. Simple regression employed in this study to test the hypothesis. The result concluded that both factor have significant negative relationship with student performance. In future, the difference of performance level among male and female may be explored in term of pick & drop facility, university distance from home and other responsibility due on male student as they grow.

  12. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    Science.gov (United States)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  13. Productivity, impact, and collaboration differences between transdisciplinary and traditionally trained doctoral students: A comparison of publication patterns

    Science.gov (United States)

    Sloane, Stephanie; Liechty, Janet M.; Fiese, Barbara H.; Donovan, Sharon M.

    2017-01-01

    Transdisciplinary (TD) approaches are increasingly used to address complex public health problems such as childhood obesity. Compared to traditional grant-funded scientific projects among established scientists, those designed around a TD, team-based approach yielded greater publication output after three to five years. However, little is known about how a TD focus throughout graduate school training may affect students’ publication-related productivity, impact, and collaboration. The objective of this study was to compare the publication patterns of students in traditional versus TD doctoral training programs. Productivity, impact, and collaboration of peer-reviewed publications were compared between traditional (n = 25) and TD (n = 11) students during the first five years of the TD program. Statistical differences were determined by t-test or chi square test at p students was 5.2 ± 10.1 (n = 56) compared to 3.6 ± 4.5 per traditional student (n = 82). Publication impact indicators were significantly higher for TD students vs. traditional students: 5.7 times more citations in Google Scholar, 6.1 times more citations in Scopus, 1.3 times higher journal impact factors, and a 1.4 times higher journal h-index. Collaboration indicators showed that publications by TD students had significantly more co-authors (1.3 times), and significantly more disciplines represented among co-authors (1.3 times), but not significantly more organizations represented per publication compared to traditional students. In conclusion, compared to doctoral students in traditional programs, TD students published works that were accepted into higher impact journals, were more frequently cited, and had more cross-disciplinary collaborations. PMID:29244832

  14. Online formative MCQs to supplement traditional teaching: a very significant positive impact on student performance in the short and long run

    OpenAIRE

    Catley, Paul

    2014-01-01

    The paper builds on the research underpinning One Lecturer’s Experience of Blending E-learning with Traditional Teaching (Catley, 2005). It analyses the earlier findings in more depth and examines the longer term impact of online quizzes on student performance. Engagement with formative online MCQs is explored generally and the links between MCQ engagement and a range of student characteristics: seminar attendance, “A” level performance, age, nationality, gender and prior study of the discipl...

  15. Impact of an Advanced Cardiac Life Support Simulation Laboratory Experience on Pharmacy Student Confidence and Knowledge.

    Science.gov (United States)

    Maxwell, Whitney D; Mohorn, Phillip L; Haney, Jason S; Phillips, Cynthia M; Lu, Z Kevin; Clark, Kimberly; Corboy, Alex; Ragucci, Kelly R

    2016-10-25

    Objective. To assess the impact of an advanced cardiac life support (ACLS) simulation on pharmacy student confidence and knowledge. Design. Third-year pharmacy students participated in a simulation experience that consisted of team roles training, high-fidelity ACLS simulations, and debriefing. Students completed a pre/postsimulation confidence and knowledge assessment. Assessment. Overall, student knowledge assessment scores and student confidence scores improved significantly. Student confidence and knowledge changes from baseline were not significantly correlated. Conversely, a significant, weak positive correlation between presimulation studying and both presimulation confidence and presimulation knowledge was discovered. Conclusions. Overall, student confidence and knowledge assessment scores in ACLS significantly improved from baseline; however, student confidence and knowledge were not significantly correlated.

  16. The Impact of Network Embeddedness on Student Persistence

    Science.gov (United States)

    Zwolak, Justyna; Brewe, Eric; Inspire Team

    Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course.

  17. Information Technology Diffusion: Impact on Student Achievement

    Science.gov (United States)

    Lee, Gregory M.; Lind, Mary L.

    2011-01-01

    For student achievement, the diffusion and adoption of information technology (IT) infrastructure enabled by special funding was posited to have a positive impact on student achievement. Four urban school districts provided the context for this study to assess the impact of IT adoption on standardized test scores.

  18. Prevalence and impact of headache in undergraduate students in Southern Brazil

    Directory of Open Access Journals (Sweden)

    Asdrubal Falavigna

    2010-12-01

    Full Text Available OBJECTIVE: To determine the prevalence, characteristics and impact of headache among university students. METHOD: The criteria established by the International Headache Society were used to define the primary headache subtypes and the Migraine Disability Assessment Questionnaire (MIDAS, to assess the disability. The students were then grouped into six categories: [1] migraine; [2] probable migraine; [3] tension-type headache; [4] probable tension-type headache; [5] non-classifiable headache; [6] no headache. RESULTS: Of all undergraduate students interviewed, 74.5% had at least one headache episode in the last three months. Regarding disability, there was a significant difference between the headache types (p<0.0001. In the post-hoc analysis, migraine was the headache type with most reported disability. CONCLUSION: Headache is a highly prevalent condition among the students at the University of Caxias do Sul. This disease may have a major impact on the students' lives and in some cases, ultimately lead to educational failure.

  19. The Impact of Social Media on College Students

    Science.gov (United States)

    Mastrodicasa, Jeanna; Metellus, Paul

    2013-01-01

    There are numerous ways, positive and negative, in which social media impact college students. Understanding sheer volume of time and the type of activities for which college students use social networking sites is crucial for higher education administrators. Researchers have begun to empirically examine impacts on students' well-being and have…

  20. Supporting middle school students' construction of evidence-based arguments: Impact of and student interactions with computer-based argumentation scaffolds

    Science.gov (United States)

    Belland, Brian Robert

    Middle school students have difficulty creating evidence-based arguments (EBAs) during problem-based learning (PBL) units due to challenges (a) adequately representing the unit's central problem (Ge & Land, 2004; Liu & Bera, 2005), (b) determining and obtaining the most relevant evidence (Pedersen & Liu, 2002-2003), and (c) synthesizing gathered information to construct a sound argument (Cho & Jonassen, 2002). I designed and developed the Connection Log to support middle school students in this process. This study addressed (1) the Connection Log's impact on (a) argument evaluation ability, and (b) group argument quality and (2) how and why middle school science students used the Connection Log. Four sections of a 7th-grade science class participated. Student groups selected a stakeholder position related to the Human Genome Project (HGP) and needed to decide on and promote a plan to use $3 million to further their position as pertains to the HGP. I randomly assigned one higher-achieving and one lower-achieving class to Connection Log or no Connection Log conditions. Students completed an argument evaluation test, and impact on argument evaluation ability was determined using nested ANOVA. Two graduate students, blind to treatment conditions, rated group arguments, and impact on group argument quality was determined using nested MANOVA. To determine how and why students used the Connection Log, I videotaped and interviewed one small group from each class in the experimental condition. I coded transcripts and generated themes, triangulating the two data sources with informal observations during all class sessions and what students wrote in the Connection Log. I detected no significant differences on claim, evidence, or connection of claim to evidence ratings of debate performances. However, students used the Connection Log to counter different difficulties, and I found a significant main effect of the Connection Log on argument evaluation ability, as well as a

  1. The Impact of Acculturation on Hispanic Students' Learning Styles

    Science.gov (United States)

    Gonyea, Nathan E.

    2010-01-01

    The present study investigated the impact of acculturation on the learning styles of 151 Hispanic students enrolled in a Hispanic Serving Institution in South Texas, controlling for age, gender, and country of origin. Acculturation did not significantly predict learning style when controlling for these three variables. These results may be because…

  2. Does Size Matter? The Impact of Student-Staff Ratios

    Science.gov (United States)

    McDonald, Gael

    2013-01-01

    Student-staff ratios (SSRs) in higher education have a significant impact on teaching and learning and critical financial implications for organisations. While SSRs are often used as a currency for quality both externally for political reasons and internally within universities for resource allocations, there is a considerable amount of ambiguity…

  3. Students With Asthma and Its Impacts.

    Science.gov (United States)

    Isik, Elif; Isik, Ismet S

    2017-07-01

    Asthma is a common chronic disease in children. Uncontrolled asthma is a significant contributor to school absenteeism, emergency room visits, and hospitalization, all of which can lead to low school performance, financial burdens, and emotional problems for children and their parents. Asthma in children restricts the activities of school-aged children, such as participating in before- and after-school activity and extracurricular activities such as sports. Uncontrolled asthma has the potential to impact a student's self-confidence and social interactions. This article reviews the physical, emotional, and social burden of asthma on school-aged children/parents as well as recounting school asthma intervention programs. One of the roles of the school nurse is to be the leader of the intervention programs, manage asthma, and provide education for the students, parents, and school community to promote knowledge about asthma and its management.

  4. Impact of student pharmacist-delivered asthma education on child and caregiver knowledge.

    Science.gov (United States)

    Elliott, Jennifer Padden; Marcotullio, Nicole; Skoner, David P; Lunney, Phil; Gentile, Deborah A

    2014-12-15

    To evaluate the effectiveness of asthma education delivered by student pharmacists and to assess the impact of child and caregiver baseline asthma knowledge on asthma control in children. Student pharmacists developed and implemented asthma self-management education interventions for children and their caregivers and performed asthma screenings for children at a series of asthma camps. Eighty-seven children, ages 5-17 years, and their caregivers were enrolled in this study. A previously validated asthma questionnaire was modified to assess asthma knowledge among children and adults. Asthma knowledge increased significantly in children following participation in the education intervention (pasthma. A significant association was observed between caregiver baseline asthma knowledge and better asthma control in their children (p=0.019). The results of this study demonstrate that student pharmacist-delivered asthma education can positively impact asthma knowledge in children, and that caregivers' knowledge of asthma is strongly correlated with better asthma control in their children.

  5. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  6. Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

    Science.gov (United States)

    Martin, Brittany

    The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

  7. 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 ...

  8. Empathy in Medical Students: Exploring the Impact of a Longitudinal Integrated Clerkship Model

    Science.gov (United States)

    Bergstresser, Kara

    2017-01-01

    Empathy is considered a significant factor in the physician-patient relationship. The current study examined the impact of a Longitudinal Integrated Clerkship (LIC) model on empathy and patient-centered attitude in medical students. Archival data were examined from 186 medical students at a medical college in the mid-Atlantic region of the United…

  9. The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

    Science.gov (United States)

    Goctu, Ramazan

    2016-01-01

    Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

  10. 10 CFR 51.32 - Finding of no significant impact.

    Science.gov (United States)

    2010-01-01

    ... assessment is included, the finding need not repeat any of the discussion in the assessment but may... 10 Energy 2 2010-01-01 2010-01-01 false Finding of no significant impact. 51.32 Section 51.32... Section 102(2) Finding of No Significant Impact § 51.32 Finding of no significant impact. (a) A finding of...

  11. the impact of personality on depression among university students in Taiwan.

    Science.gov (United States)

    Chang, Shu-Man; Law, Daniel W; Chang, Her-Kun

    2011-01-01

    Depression in Taiwanese university students is a significant problem in terms of life and financial costs. The purpose of this study was to examine the impact of four selected personality traits, namely interpersonal problems, ideas of being persecuted, social students in introversion, and self depreciation, on the inclination to be depressed among students in Taiwanese university. A self-report survey was administered to students at a Taiwanese university and consisted of three parts: demographics, the Chinese version of the Basic Personality Inventory (BPI), and the Taiwanese Depression Questionnaire. The level of depression among students was assessed, and the relationships among the various variables were explored using analysis of variance (ANOVA) and regression. Altogether, 255 students successfully completed the survey. Overall, 37.62% of students were suffering from depression, including 4.7% who indicated that they were severely depressed, 18.30% who were moderately depressed, and 14% who were mildly depressed. In a multiple-regression model, ideas of being persecuted and self depreciation were both significant when predicting an inclination to be depressed. Depression is a problem for many university students in Taiwan. Understanding which personality traits are related to depression in Taiwanese students is important for student affair administrators and medical professionals and will help them to prevent and treat this debilitating illness.

  12. Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

    Science.gov (United States)

    Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

    2016-02-01

    The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

  13. Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

    Science.gov (United States)

    Rothman, Terri; Henderson, Mary

    2011-01-01

    This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

  14. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  15. Impact of mentoring medical students on scholarly productivity.

    Science.gov (United States)

    Svider, Peter F; Husain, Qasim; Mauro, Kevin M; Folbe, Adam J; Baredes, Soly; Eloy, Jean Anderson

    2014-02-01

    Our objectives were to evaluate collaboration with medical students and other nondoctoral authors, and assess whether mentoring such students influences the academic productivity of senior authors. Six issues of the Laryngoscope and International Forum of Allergy & Rhinology (IFAR) were examined for the corresponding author of each manuscript, and whether any students were involved in authorship. The h-index of all corresponding authors was calculated using the Scopus database to compare the scholarly impact of authors collaborating with students and those collaborating exclusively with other physicians or doctoral-level researchers. Of 261 Laryngoscope manuscripts, 71.6% had exclusively physician or doctoral-level authors, 9.2% had "students" (nondoctoral-level authors) as first authors, and another 19.2% involved "student" authors. Corresponding values for IFAR manuscripts were 57.1%, 6.3%, and 36.5%. Corresponding authors who collaborated with students had higher scholarly impact, as measured by the h-index, than those collaborating exclusively with physicians and doctoral-level scientists in both journals. Collaboration with individuals who do not have doctoral-level degrees, presumably medical students, has a strong association with scholarly impact among researchers publishing in the Laryngoscope and IFAR. Research mentorship of medical students interested in otolaryngology may allow a physician-scientist to evaluate the students' effectiveness and functioning in a team setting, a critical component of success in residency training, and may have beneficial effects on research productivity for the senior author. © 2013 ARS-AAOA, LLC.

  16. Aggression and violence in healthcare and its impact on nursing students: A narrative review of the literature.

    Science.gov (United States)

    Hopkins, Martin; Fetherston, Catherine M; Morrison, Paul

    2018-03-01

    Aggression and violence is a significant social problem in many countries and an increasing problem in healthcare settings in which nurses are particularly vulnerable. The literature suggests that aggression and violence has a significant negative impact upon nurses and potentially upon nursing students and can result in these staff members experiencing stress as a direct result of these adverse events. The literature suggests that there is confusion over what constitutes aggression and violence in the workplace and therefore a true lack of understanding of the scale of the problem relating to nursing students. This review proposes that nursing students are indeed at significant risk of aggression and violence in the clinical setting which has the potential to significantly impact their role as a novice carer. Furthermore, aggression and violence can manifest negative stress responses in individuals, therefore, the potential for nursing students to cope with stressful situations shall be presented. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Assessing the impact of Native American elders as co-educators for university students in STEM

    Science.gov (United States)

    Alkholy, Sarah Omar

    interest in STEM than students not exposed to Elders' teachings. Minority students reported significantly less self-identification as a scientist than did White students at pre-course, but report similar identity as a scientist to White students post-course. Discussion: Future work should investigate the role of Elder traditional educators to convey NHPs information directed specifically to Aboriginal university students. We expect that Elder co-educators may then impact student science identity and interest in STEM. We expect that Elder co-educators may then impact student science identity and interest in STEM. Although there were no statistically significant results from the pilot study, the observed trends suggest that Indigenous science Elder educators merit involvement in novel pedagogical approaches and delivery modalities to reach minority students and to increase students' interest in STEM. From quasi-experiment we attribute these findings to the impact of culturally competent course content to minority students especially, in a post-secondary STEM class. This work establishes the need for convergence of Indigenous science and Western STEM in academia.

  18. The impact of a clinical rotation in hospice: medical students' perspectives.

    Science.gov (United States)

    Jacoby, Liva H; Beehler, Connie J; Balint, John A

    2011-01-01

    Medical educators agree that training in end-of-life care (EOLC) must be an integral part of medical education at all levels. While progress in this area of education has taken place, many gaps still exist. This article describes the self-reported impact of a required one-week hospice rotation for third-year medical students. Students completing their hospice rotation during a one-year period were asked to write an essay describing the most important lessons they learned. Qualitative analyses of the essays revealed 10 core themes and generated a coding schema for detailed analysis. Students' essays reflected knowledge gained, emotional reactions, cognitive insights, and relationship-centered skills. Comments focused on the following themes: benefits and philosophy of hospice; impact on future practice; interdisciplinary team approach; management of pain and suffering; facts about hospice; personal impact; communication with patients and families; dedication and skill of staff; role of families; and value of home care. Students consistently recognized the significance of positive role models. Learning about a new field of medicine helped broaden students' knowledge, skills, and beliefs, and expanded their assumptions about illness and suffering, the role of health care professionals, and the goals of medicine. Reflection and writing brought about self-awareness of the learning process itself. The study demonstrates that a robust clinical EOLC exposure can be effectively incorporated into undergraduate education and that student self-reports constitute a valuable mode of evaluation. Longitudinal assessments of trainees' competencies in EOLC are needed to optimize these educational endeavors.

  19. Impact of the site specialty of a continuity practice on students' clinical skills: performance with standardized patients.

    Science.gov (United States)

    Pfeiffer, Carol A; Palley, Jane E; Harrington, Karen L

    2010-07-01

    The assessment of clinical competence and the impact of training in ambulatory settings are two issues of importance in the evaluation of medical student performance. This study compares the clinical skills performance of students placed in three types of community preceptors' offices (pediatrics, medicine, family medicine) on yearly clinical skills assessments with standardized patients. Our goal was to see if the site specialty impacted on clinical performance. The students in the study were completing a 3-year continuity preceptorship at a site representing one of the disciplines. Their performance on the four clinical skills assessments was compared. There was no significant difference in history taking, physical exam, communication, or clinical reasoning in any year (ANOVA p< or = .05) There was a small but significant difference in performance on a measure of interpersonal and interviewing skills during Years 1 and 2. The site specialty of an early clinical experience does not have a significant impact on performance of most of the skills measured by the assessments.

  20. HECS System Changes: Impact on Students

    OpenAIRE

    Gillian Beer; Bruce Chapman

    2004-01-01

    This paper examines the impact of changes to Australia’s student financing system on various hypothetical students who choose the Government’s proposed deferred payment options, HECS-HELP and FEE-HELP. The present values of their HECS repayments under the existing (2004) system are compared with the present values of repayments under various alternative systems. These alternative systems relate to increasing the HECS charge by 25 per cent for HECS-HELP students and introducing a fee paid with...

  1. Impact of Facebook Usage on Undergraduate Students Performance in Irbid National University: Case Study

    OpenAIRE

    Altaany, Fawzi H.; Jassim, Firas A.

    2013-01-01

    The aim of this study is to investigate the style of Facebook usage between undergraduate students and the impact on their academics performance. Also, this paper was evaluated in the view of student the using of Facebook. A questioner was design for collecting data from a sample of 480 undergraduate students in Irbid National University. The survey revealed that 77% of the students have an account on Facebook. One of the main findings is that there was a significant relationship between gend...

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

    Directory of Open Access Journals (Sweden)

    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

  3. Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

    Science.gov (United States)

    Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

    2015-12-01

    Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

  4. The impact of embedding multiple modes of representation on student construction of chemistry knowledge

    Science.gov (United States)

    McDermott, Mark Andrew

    2009-12-01

    This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations refer to utilizing charts, graphs, diagrams, and other types of representations to communicate scientific information. This study investigated the impact of encouraging students to embed or integrate the multiple modes with text in end of unit writing-to-learn activities. A quasi-experimental design with four separate sites consisting of intact chemistry classes taught by different teachers at each site was utilized. At each site, approximately half of the classes were designated treatment classes and students in these classes participated in activities designed to encourage strategies to embed multiple modes within text in student writing. The control classes did not participate in these activities. All classes participated in identical end of unit writing tasks in which they were required to use at least one mode other than text, followed by identical end of unit assessments. This progression was then repeated for a second consecutive unit of study. Analysis of quantitative data indicated that in several cases, treatment classes significantly outperformed control classes both on measures of embeddedness in writing and on end of unit assessment measures. In addition, analysis at the level of individual students indicated significant positive correlations in many cases between measures of student embeddedness in writing and student performance on end of unit assessments. Three factors emerged as critical in increasing the likelihood of benefit for students from these types of activities. First, the level of teacher implementation and emphasis on the embeddedness lessons was linked to the possibility of conceptual benefit. Secondly, students participating in two consecutive lessons appeared to receive greater benefit during the second unit, inferring a cumulative benefit. Finally

  5. Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

    Directory of Open Access Journals (Sweden)

    Jo Boaler

    2018-04-01

    Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

  6. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course†

    Science.gov (United States)

    Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551

  7. Rural origin plus a rural clinical school placement is a significant predictor of medical students' intentions to practice rurally: a multi-university study.

    Science.gov (United States)

    Walker, Judith H; Dewitt, Dawn E; Pallant, Julie F; Cunningham, Christine E

    2012-01-01

    Health workforce shortages are a major problem in rural areas. Australian medical schools have implemented a number of rural education and training interventions aimed at increasing medical graduates' willingness to work in rural areas. These initiatives include recruiting students from rural backgrounds, delivering training in rural areas, and providing all students with some rural exposure during their medical training. However there is little evidence regarding the impact of rural exposure versus rural origin on workforce outcomes. The aim of this study is to identify and assess factors affecting preference for future rural practice among medical students participating in the Australian Rural Clinical Schools (RCS) Program. Questionnaires were distributed to 166 medical students who had completed their RCS term in 2006; 125 (75%) responded. Medical students were asked about their preferred location and specialty for future practice, their beliefs about rural work and life, and the impact of the RCS experience on their future rural training and practice preferences. Almost half the students (47%; n=58) self-reported a 'rural background'. Significantly, students from rural backgrounds were 10 times more likely to prefer to work in rural areas when compared with other students (ppreferring general practice, 80% (n=24) wished to do so rurally. Eighty-five per cent (n=105) of students agreed that their RCS experience increased their interest in rural training and practice with 62% (n=75) of students indicating a preference for rural internship/basic training after their RCS experience. A substantial percentage (86%; n=108) agreed they would consider rural practice after their RCS experience. This baseline study provides significant evidence to support rural medical recruitment and retention through education and training, with important insights into the factors affecting preference for future rural practice. By far the most significant predictor of rural practice

  8. Impact of clerkship in the attitudes toward psychiatry among Portuguese medical students

    Directory of Open Access Journals (Sweden)

    Almeida José C

    2010-08-01

    Full Text Available Abstract Background Given the shortage of human resources and the launching of a new Mental Health Plan, recruitment of psychiatrists is currently a major concern in Portugal, as well as in several other countries. Medical students' attitude toward psychiatry has been pointed as a predictor of recruitment. This study aims to evaluate the medical students' perception of psychiatry before and after a clerkship, and the impact on their intention to pursue psychiatry as a future specialty option. Methods Two self-report questionnaires were administered to all 6th year students in a medical school in Lisbon, before and after a 4-weeks full-time psychiatric clerkship, in order to evaluate attitudes toward psychiatry and intention to follow psychiatry in the future. Statistical analysis included Wilcoxon and Chi-square tests. Results 153 students (60.8% female filled in both questionnaires (no dropouts. After the clerkship, there was a significant improvement regarding the overall merits of psychiatry, efficacy, role definition and functioning of psychiatrists, use of legal powers to hospitalize patients and specific medical school factors. There was also a significant increase of students decided or considering the possibility to take a residency in psychiatry. However, perceptions of low prestige and negative pressure from family and peers regarding a future choice of psychiatry remained unchanged in about one-third of the students. Conclusions The results indicate clearly that the clerkship had a favorable overall impact on the student attitude towards psychiatry, as well as in the number of students considering a future career in psychiatry. Attitudes toward psychiatry seems a promising outcome indicator of the clerkship's quality, but further research is needed in order to assess its reliability as a sound predictor of recruitment.

  9. Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

    Science.gov (United States)

    Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

    2017-06-01

    The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development

  10. Student pharmacists' use and perceived impact of educational technologies.

    Science.gov (United States)

    Stolte, Scott K; Richard, Craig; Rahman, Ateequr; Kidd, Robert S

    2011-06-10

    To assess the frequency of use by and perceived impact of various educational technologies on student pharmacists. Data were obtained using a validated, Web-based survey instrument designed to evaluate the frequency of use and impact on learning of various technologies used in educating first-, second-, and third-year student pharmacists. Basic demographic data also were collected and analyzed. The majority (89.4%) of the 179 respondents were comfortable with the technology used in the academic program. The most frequently used technologies for educational purposes were in class electronic presentations, course materials posted on the school Web site, and e-mail. The technologies cited as having the most beneficial impact on learning were course materials posted on the Web site and in-class electronic presentations, and those cited as most detrimental were video-teleconferencing and online testing. Compared to the course textbook, students reported more frequent use of technologies such as electronic course materials, presentations, digital lecture recordings, e-mail, and hand-held devices. Because students' opinions of educational technologies varied, colleges and schools should incorporate educational technologies that students frequently use and that positively impact learning.

  11. Impact significance determination-Designing an approach

    International Nuclear Information System (INIS)

    Lawrence, David P.

    2007-01-01

    The question of how best to go about determining the significance of impacts has, to date, only been addressed in a partial and preliminary way. The assumption tends to be made that it is either only necessary to provide explicit, justified reasons for a judgment about significance and/or to explicitly apply a prescribed procedure-a procedure usually involving the staged application of thresholds and/or criteria. The detailed attributes, strengths and limitations of such approaches and possible alternative approaches have yet to be explored systematically. This article addresses these deficiencies by analyzing the characteristics, specific methods and positive and negative tendencies of three general impact significance determination approaches-the technical approach, the collaborative approach and the reasoned argumentation approach. A range of potential composite approaches are also described. With an enhanced understanding of these approaches, together with potential combinations, EIA practitioners and other EIA participants can be in a better position to select an approach appropriate to their needs, to reinforce the positive tendencies and offset the negative tendencies of the selected approach and to combine the best qualities of more than one approach

  12. The impact of instructor pedagogy on college calculus students' attitude toward mathematics

    Science.gov (United States)

    Sonnert, Gerhard; Sadler, Philip M.; Sadler, Samuel M.; Bressoud, David M.

    2015-04-01

    College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students' attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students' attitudes toward mathematics during a 'mainstream' calculus course while controlling for student backgrounds. The attitude measure combines students' self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted 'good teaching' practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational 'technology' (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students' attitudes towards mathematics. (3) 'Ambitious teaching' (e.g. group work, word problems, 'flipped' reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional 'good teaching' practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do

  13. The Impact of Structural Competence towards Speaking Competence of the Fourth Semester Students of English Department

    Directory of Open Access Journals (Sweden)

    Muhammad Nafi Annury

    2013-11-01

    Full Text Available This paper tries to define any impact of structural competence towards speaking competence. In this research, the writer used descriptive co-relational method. It was used to describe whether there was an impact between two variables, i.e. structural competence (X as independent variable and speaking competence (Y as dependent variable. The subject of study was the fourth semester students of English department of Tarbiyah Faculty IAIN Walisongo Semarang. After the data had been analyzed, it was found that there was significant impact of structural competence especially in appropriateness. It helped students to arrange words into sentences that they utter.

  14. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators.

    Science.gov (United States)

    Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

    2017-08-08

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one's personal and professional lives, concern for one's safety, and the impact of authorities' (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

  15. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

    Science.gov (United States)

    Cassidy, Wanda; Jackson, Margaret

    2017-01-01

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture. PMID:28786941

  16. Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

    Science.gov (United States)

    Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

    2017-08-01

    Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

  17. Impact of self-assessment by students on their learning.

    Science.gov (United States)

    Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

    2016-01-01

    Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

  18. The Impact of Study Abroad Experiences on Vocational Identity among College Students

    Science.gov (United States)

    Kronholz, Julia F.; Osborn, Debra S.

    2016-01-01

    The purpose of this study was to determine preliminary findings regarding the effect of a study abroad experience on vocational identity and career decision-making as defined by Cognitive Information Processing (CIP) theory (Sampson et al., 2004). The results revealed that a study abroad experience significantly impacts college students'…

  19. Investigating the Impact of Schools' Open Space on Learning and Educational Achievement of Elementary Students

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-04-01

    Full Text Available Background It is obvious that most of informal learnings of social skills and constructive plays occur in school yards and play-fields where children spend much of their non-official time of teaching. This study aimed to investigate the impact of schools' open space on learning and educational achievement of elementary students in Ahvaz, Southwest of Iran. Materials and Methods At a cross-sectional study, 210 students were selected randomly as sample of study. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning schools' open space and interviews with students. Data of study were analyzed in SPSS- 21 software. Results Results of this study showed that schools' open space has a significant impact on learning and academic achievement of elementary school students in Ahvaz- Iran (P

  20. Leadership Development in Higher Education: Exploring Model Impact among Students and Alumni

    Science.gov (United States)

    Bommarito, Michael S.

    2012-01-01

    The purpose of this study was to investigate the impact of an institution-wide leadership development model on students at a private Christian university. The university being studied in this research made a significant commitment to the principles of servant-leadership as well as Kouzes and Posner's (2002) Leadership Challenge development…

  1. Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact.

    Science.gov (United States)

    Logan, Alexandra; Yule, Elisa; Taylor, Michael; Imms, Christine

    2018-05-28

    Australian accreditation standards for occupational therapy courses require consumer participation in the design, delivery and evaluation of programs. This study investigated whether a mental health consumer - as one of two assessors for an oral assessment in a mental health unit - impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students. Students (n = 131 eligible) self-selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment. Control group assessors were two occupational therapy educators, while consumer group assessors included an occupational therapy educator and a mental health consumer. Pre- and post-assessment data were successfully matched for 79 students (overall response rate = 73.1%). No evidence was found of significant differences between the two groups for engagement, anxiety or academic performance (all P values >0.05). Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. Development of methods to determine the efficacy of consumer involvement remains an area for future research. © 2018 Occupational Therapy Australia.

  2. Gender and race are significant determinants of students' food choices on a college campus.

    Science.gov (United States)

    Boek, Stacey; Bianco-Simeral, Stephanie; Chan, Kenny; Goto, Keiko

    2012-01-01

    To examine the roles of gender and race in students' determinants of food choices on a college campus. A total of 405 college students participated in a survey entitled "Campus Food: You Tell Us!" Chi-square and logistic regression were used to examine associations between demographics and food choice determinants. Gender and race appeared to play a significant role in determinants of students' food dislikes. Males were significantly more likely to choose cost, taste, and poor quality over poor nutrition as determinants. White students were significantly less likely to choose cost, inconvenience, and taste over poor nutrition than students of other races. Gender was also a significant factor associated with student preferences for campus dining location and determinants of unhealthful food. Future marketing may be more effective if tailored to gender and race. Nutrition educators should consider addressing taste and convenience when attempting to influence students' food choices. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  3. Teaching physical activities to students with significant disabilities using video modeling.

    Science.gov (United States)

    Cannella-Malone, Helen I; Mizrachi, Sharona V; Sabielny, Linsey M; Jimenez, Eliseo D

    2013-06-01

    The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.

  4. Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

    Science.gov (United States)

    Zheng, Meixun; Bender, Daniel

    2018-03-13

    Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

  5. Knowledge and perceptions about the health impact of climate change among health sciences students in Ethiopia: a cross-sectional study.

    Science.gov (United States)

    Nigatu, Andualem S; Asamoah, Benedict O; Kloos, Helmut

    2014-06-11

    Climate change affects human health in various ways. Health planners and policy makers are increasingly addressing potential health impacts of climate change. Ethiopia is vulnerable to these impacts. Assessing students' knowledge, understanding and perception about the health impact of climate change may promote educational endeavors to increase awareness of health impacts linked to climate change and to facilitate interventions. A cross-sectional study using a questionnaire was carried out among the health science students at Haramaya University. Quantitative methods were used to analyze the results. Over three quarters of the students were aware of health consequences of climate change, with slightly higher rates in females than males and a range from 60.7% (pharmacy students) to 100% (environmental health and post-graduate public health students). Electronic mass media was reportedly the major source of information but almost all (87.7%) students stated that their knowledge was insufficient to fully understand the public health impacts of climate change. Students who knew about climate change were more likely to perceive it as a serious health threat than those who were unaware of these impacts [OR: 17.8, 95% CI: 8.8-32.1] and also considered their departments to be concerned about climate change (OR: 7.3, 95% CI: 2.8-18.8), a perception that was also significantly more common among students who obtained their information from the electronic mass media and schools (p health impacts of climate change. Health sciences students at Haramaya University may benefit from a more comprehensive curriculum on climate change and its impacts on health.

  6. Impact of sexual health course on Malaysian university students.

    Science.gov (United States)

    Low, W Y

    2004-10-01

    A sexual health course was offered and taught by academic staff from the Faculty of Medicine, University of Malaya during semester II of every year as a university elective course to other university students apart from medical students. The course covered a wide range of topics: adolescent sexuality, family planning and pregnancy, violence against women, alternative sexual behavior, physiology of sex, sex and the disabled, gender bias in sexuality, relationship and marriage, sexual dysfunctions, clarification of sexual attitudes and STDs and AIDS. The Sexual Knowledge and Attitude Test (SKAT-II) was used to measure students' pre- and post-course scores on sexual knowledge and attitudes. Fifty-four students who completed both the pre- and post-course tests showed a significant change in sexual knowledge and their attitudes towards sexual myths and autoeroticism. Sexual knowledge was also positively correlated with age, heterosexual relations, autoeroticism and sexual myths scores. However, sexual knowledge is negatively related to religiosity and the influence of religious beliefs on one's attitudes towards sexual matters. This study showed that the sexual health course offered does have a positive impact in increasing one's knowledge and changing one's attitudes towards sexual issues.

  7. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

    OpenAIRE

    Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

    2017-01-01

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impact...

  8. Impact of pedagogical method on Brazilian dental students' waste management practice.

    Science.gov (United States)

    Victorelli, Gabriela; Flório, Flávia Martão; Ramacciato, Juliana Cama; Motta, Rogério Heládio Lopes; de Souza Fonseca Silva, Almenara

    2014-11-01

    The purpose of this study was to conduct a qualitative analysis of waste management practices among a group of Brazilian dental students (n=64) before and after implementing two different pedagogical methods: 1) the students attended a two-hour lecture based on World Health Organization standards; and 2) the students applied the lessons learned in an organized group setting aimed toward raising their awareness about socioenvironmental issues related to waste. All eligible students participated, and the students' learning was evaluated through their answers to a series of essay questions, which were quantitatively measured. Afterwards, the impact of the pedagogical approaches was compared by means of qualitative categorization of wastes generated in clinical activities. Waste categorization was performed for a period of eight consecutive days, both before and thirty days after the pedagogical strategies. In the written evaluation, 80 to 90 percent of the students' answers were correct. The qualitative assessment revealed a high frequency of incorrect waste disposal with a significant increase of incorrect disposal inside general and infectious waste containers (p<0.05). Although the students' theoretical learning improved, it was not enough to change behaviors established by cultural values or to encourage the students to adequately segregate and package waste material.

  9. Student engagement in the e-learning process and the impact on their grades

    Directory of Open Access Journals (Sweden)

    Timothy Rodgers

    2008-12-01

    Full Text Available This paper presents the results of a study that examines the impact on end-of-year examination grades of the level of student engagement in the e-learning process. The study relates to a level one undergraduate module delivered using a mixture of traditional lectures and e-learning based methods. Greater online interaction is found to have a positive and statistically significant impact on performance. One extra hour of e-learning participation is found to increase the module mark by approximately one percent. The paper also examines the data for the presence of interaction effects between e-learning engagement and personal characteristics. This is undertaken to identify whether or not personal-characteristic-related learning style differences influence the extent to which students benefit from e-learning. It is found that, after controlling for other factors, female students benefited less from e-leaning material than their male counterparts. Tentative evidence is also found of a negative interaction effect in relation to overseas students. It is concluded that in order to improve teaching effectiveness and academic achievement, higher education should consider aiming to develop e-learning teaching strategies that encourage greater engagement and also take into consideration the different learning styles found within the student body.

  10. Effectiveness of IMPACT:Ability to Improve Safety and Self-Advocacy Skills in Students With Disabilities-Follow-Up Study.

    Science.gov (United States)

    Dryden, Eileen M; Desmarais, Jeffrey; Arsenault, Lisa

    2017-02-01

    Research shows that individuals with disabilities are more likely to experience abuse than their peers without disabilities. Yet, few evidenced-based abuse prevention interventions exist. This study examines whether positive outcomes identified previously in an evaluation of IMPACT:Ability were maintained 1 year later. A survey measuring safety and self-advocacy knowledge, confidence, and behaviors among special education high-school students was administered 12 months post-training. Paired samples t-tests were used to compare baseline to follow up and postsurvey to follow up and repeated measures analyses were conducted to test the effect of time across the 3 time points (baseline, post, and 1-year follow up) (N = 47). Follow-up study participants had a range of disabilities, just over half were boys, and most were either black or Latino/Hispanic. Difference between scores at baseline and follow-up for all the measures of interest represented gains from baseline. Statistically significant post-training improvements in participants' safety and self-advocacy knowledge and confidence were maintained 1-year later. These results provide additional support for the case that IMPACT:Ability is a promising safety and self-advocacy training program for diverse groups of students with disabilities. © 2017, American School Health Association.

  11. students' off-campus residence and impact on localities

    African Journals Online (AJOL)

    LUCY

    The landlords should also provide boreholes in the hostels for students use. KEYWORDS: Students' residence, village, impact, ... Modake an area close to it into an urban unit. The expansion gave rise to land speculation in ..... Geography, Second Edition Busil Black well Ltd. UN. Marge, G., 2005. The Importance of ...

  12. Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

    Science.gov (United States)

    Ye, Lei

    This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own

  13. Impact of Interprofessional Simulation on Nursing Students' Attitudes Toward Teamwork and Collaboration.

    Science.gov (United States)

    Krueger, Linda; Ernstmeyer, Kim; Kirking, Ellen

    2017-06-01

    The purpose of this study was to examine the influence of a multipatient, interprofessional simulation session on nursing students' attitudes toward nurse-physician collaboration using the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Final-semester nursing students, along with medical resident and students from other health programs, participated in a simulation exercise that included a period of prebriefing, simulation, and debriefing. Participants completed pre- and postsimulation surveys to assess the impact on collaboration. In total, 268 nursing students completed the survey. Participants had a more positive attitude toward nurse-physician collaboration following the simulation event, compared with prior to it. Significant differences between male and female nursing students were found on mean postsimulation scores and for three of the four subscales of the tool. Interprofessional simulation may be an effective way to enhance collaborative relationships, which ultimately may influence patient safety and quality of care. [J Nurs Educ. 2017;56(6):321-327.]. Copyright 2017, SLACK Incorporated.

  14. 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...

  15. Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.

    Science.gov (United States)

    Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M

    2018-05-01

    We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

  16. Physical improvement and its impact on the health of students

    Directory of Open Access Journals (Sweden)

    Konova L.A.

    2013-05-01

    Full Text Available The directions of physical improvement in personal and individual approach and its impact on the health of students. The definitions of the concept of physical perfection and its main components: strength, speed, endurance, agility, flexibility. Special attention is paid to the importance of physical perfection as part of positive self-identity. Outlines the theory of the acquisition of physical improvement in the availability of a clear human motivation. It is noted that physical perfection is in need of motivation on the part of the student, the proper selection of a complex exercise and may be based only on a personal and individual approach based on the physical abilities of each student. Show the direction of their own physical fitness improvement during the self-study. It is shown that promoting the harmonious development of all-round, avoiding harmful habits, improve mental and physical performance and confidence in their own ability to significantly change the person's self esteem.

  17. The Perceived Impact of E-Books on Student Reading Practices: A Local Study

    Science.gov (United States)

    Gilbert, Julie; Fister, Barbara

    2015-01-01

    This study investigates the perceived impact of future e-book collections on student research and recreational reading habits at our institution through three questions: how students currently use library print collections, how students use e-books, and how these factors impact student perception of the effects of future library e-books on their…

  18. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  19. Impact of CNG Crisis on Student's Academic Life

    Science.gov (United States)

    Azeem, Kiran; Nadeem, Wajiha; Zia, Afsa; Shehzad, Shiza; Anwar, Zara

    2017-01-01

    The goal of this study is to determine the impact of Compressed Natural Gas (CNG) crisis on Student's Academic Life of Karachi Pakistan. This research helps in observing the behavior of students and their educational progress includes depression and anxiety, rate of absenteeism and undesirable results in exams threatens due to CNG crisis and…

  20. How to decrease the emotional impact of cadaver dissection in medical students

    Directory of Open Access Journals (Sweden)

    F Javadnia

    2009-03-01

    Full Text Available Background: Teaching anatomy is based on cadaver dissection. Working  with cadavers, whether through active dissection or by examination of prosected specimens, constitutes a potential stressor in medical  education.Purpose.To reduce the anxiety of the medical students by mentally preparing them before going to the dissection room.Methods: The questionnaires were distributed among 68 medical students. The pre-dissection questionnaire comprised questions related to demographic data and the first encounter with a cadaver. The students were randomly divided into experimental and control groups. The experimental group was prepared psychologically prior to dissection, but the control group entered the dissection room without any preparation. After the first dissection class, all students were surveyed by the second questionnaire  which surveyed physical and cognitive symptoms of anxiety, resulting from exposure to the dissection room at the first visit and six weeks later.Results: There was a significant difference (p<.05 in the rate of anxiety between experimental and control group in the initial visit. The difference in the rate of anxiety between the first exposure and six weeks later was significant in control group (p<.008, while it was not significant in the experimental group.Conclusion: The initial preparation could relatively reduce the rate of stress, so that the experimental group experienced less errs tonal effects during dissection compared to control group.Keyword: Emotional impact, cadaver dissection, medical students

  1. Developmental Education's Impact on Students' Academic Self-Concept and Self-Efficacy

    Science.gov (United States)

    Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia

    2017-01-01

    Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple…

  2. Impact of distance education via interactive videoconferencing on students' course performance and satisfaction.

    Science.gov (United States)

    Klibanov, Olga M; Dolder, Christian; Anderson, Kevin; Kehr, Heather A; Woods, J Andrew

    2018-03-01

    The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

  3. Impact of Mentoring Program in the academic performance of students from the Technological Institute of Sonora

    Directory of Open Access Journals (Sweden)

    Ramona Imelda García López

    2012-05-01

    Full Text Available This research evaluates the impact of tutorship in academic achievement in the Institute. A data of 1812 first semester students who took tutorship were analyzed. It was found that gender, tutorship and GPA in high school is significantly related with academic success. Results of logistic regression indicate that the odds for a student who has tutorship fails is less than a half for a student of the same gender without tutorship. This model indicates also that a difference of one point in GPA in high school has more influence in student success that tutorship.

  4. "Flipping" the introductory clerkship in radiology: impact on medical student performance and perceptions.

    Science.gov (United States)

    Belfi, Lily M; Bartolotta, Roger J; Giambrone, Ashley E; Davi, Caryn; Min, Robert J

    2015-06-01

    Among methods of "blended learning" (ie, combining online modules with in-class instruction), the "flipped classroom" involves student preclass review of material while reserving class time for interactive knowledge application. We integrated blended learning methodology in a "flipped" introductory clerkship in radiology, and assessed the impact of this approach on the student educational experience (performance and perception). In preparation for the "flipped clerkship," radiology faculty and residents created e-learning modules that were uploaded to an open-source website. The clerkship's 101 rising third-year medical students were exposed to different teaching methods during the course, such as blended learning, traditional lecture learning, and independent learning. Students completed precourse and postcourse knowledge assessments and surveys. Student knowledge improved overall as a result of taking the course. Blended learning achieved greater pretest to post-test improvement of high statistical significance (P value, .0060) compared to lecture learning alone. Blended learning also achieved greater pretest to post-test improvement of borderline statistical significance (P value, .0855) in comparison to independent learning alone. The difference in effectiveness of independent learning versus lecture learning was not statistically significant (P value, .2730). Student perceptions of the online modules used in blended learning portions of the course were very positive. They specifically enjoyed the self-paced interactivity and the ability to return to the modules in the future. Blended learning can be successfully applied to the introductory clerkship in radiology. This teaching method offers educators an innovative and efficient approach to medical student education in radiology. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  5. Change of medical student attitudes toward psychiatry: the impact of the psychiatric clerkship.

    Science.gov (United States)

    Gazdag, Gábor; Zsargó, Eszter; Vukov, Péter; Ungvari, Gabor S; Tolna, Judit

    2009-01-01

    Psychiatry - as a profession - is getting less and less popular among medical students resulting in a dramatic decrease in number of those choosing this field as a future career. This study set out to investigate how undergraduate psychiatric training influenced the attitudes toward psychiatry and the career choices of fifth-year Hungarian medical students. Students' attitudes toward psychiatry were measured by the ATP-30 and their preference for a career in medicine was also inquired about. The mean total ATP-30 score of the 71 participants only moderately increased (109.28 +/- 11.82 vs. 111.08 +/- 11.94; p=0.186). However, in some respects participants' views about psychiatry and psychiatric patients turned significantly positive, and a few misconceptions abated. Yet, the mean score on the item "I would like to be a psychiatrist" dropped significantly (1.94 +/- 0.89 vs. 1.68 +/- 0.79; p=0.023). The mean ATP-30 scores indicate that the attitude of Hungarian medical students toward psychiatry is rather positive compared to students from other countries. Our findings suggest that undergraduate exposure to psychiatry does not have a major impact on student attitudes toward the profession; in fact, psychiatry became less attractive following the clinical clerkship. On the whole, the number of students willing to enter the psychiatric workforce is critically low in relation to the growing demand in Hungary.

  6. Impact of International Collaborative Project on Cultural Competence among Occupational Therapy Students

    Directory of Open Access Journals (Sweden)

    Divya Sood OTD, OTR/L

    2014-07-01

    Full Text Available Occupational therapy (OT educators recognize a need to ensure that OT students are culturally competent. The researchers developed the International Collaborative Project on Cultural Competence (ICPCC to help students understand the impact of cultural context on client care. Entry-level MOT students from a university in the US (N = 18 collaborated with BOT students (N = 4 and advanced MOT students (N = 9 from two universities in India using an online course management system WebCT. The study explored the impact of the ICPCC on OT students’ cultural competence and discusses students’ perceptions of culture on the OT process. The Inventory for Assessing the Process of Cultural Competence Among Health Care Professionals Revised© measured students’ cultural competence at baseline and immediately after participation in the ICPCC. Qualitative data was collected using a Self-Reflection Form. There was an increase in the cultural competence scores among all three groups of students after participating in the ICPCC at p value < .05. Three themes emerged from the qualitative data analysis: meaning of the term culture, impact of cultural on client- centered practice, and impact of cultural on OT outcomes. OT students recognized the role that cultural differences play in OT evaluation and intervention.

  7. Emotional Impact of Cardiopulmonary Resuscitation Training on High School Students

    Directory of Open Access Journals (Sweden)

    Abdullah Alismail

    2018-01-01

    Full Text Available BackgroundThe American Heart Association (AHA has implemented several programs to educate the public about cardiopulmonary resuscitation (CPR. A common issue in bystander CPR is the fear of hurting the victim. As a result, the victim may not receive CPR in time. The purpose of this study was to measure the emotional impact of CPR training on high school students using two approved AHA courses.MethodsA total of 60 students participated in this study. These students had a mean age of 15.4 ± 1.2 years old and were selected from a high school in Southern California. Subjects were divided into two groups, Basic Life Support (BLS (n1 = 31 and Hands-Only™ CPR (n2 = 29. Emotional impacts were assessed by having each subject answer a questionnaire based on given scenarios before and after their training session.ResultsThere was a significant difference in both groups when comparing positive-emotion scores before and after the training (BLS: 30.3 ± 6.0 vs. 34.5 ± 6.7, p < 0.001; Hands-Only 27.9 ± 5.0 vs. 32.1 ± 6.5, p < 0.001. In addition, both groups showed significant reductions in negative-emotion scores (BLS: 29.2 ± 6.7 vs. 23.7 ± 6.5, p < 0.001 and Hands-Only: 26.8 ± 6.1vs. 24.8 ± 7.7, p = 0.05.ConclusionOur results indicate that the AHA programs have positive effects on students’ emotional response. We recommend that future studies include an in-depth study design that probes the complexity of students’ emotions after completing an AHA session.

  8. Evaluating the impact of direct and indirect contact on the mental health stigma of pharmacy students.

    Science.gov (United States)

    Nguyen, Elizabeth; Chen, Timothy F; O'Reilly, Claire L

    2012-07-01

    Contact with mental health consumers has shown to be a promising strategy to address mental health stigma, particularly in the context of pharmacy education. This research aimed to compare the effectiveness of a direct (face-to-face) contact intervention with an indirect (film based) contact intervention in reducing the mental health stigma of pharmacy students. A two-group, non-randomized, comparative study was conducted with third year pharmacy students (n = 198) allocated to the direct contact arm and fourth year pharmacy students (n = 278) allocated to the indirect contact arm. Baseline and immediate post-intervention data were collected using a validated 39 item survey instrument to assess the impact of the interventions on mental health stigma as well as attitudes towards providing mental health pharmaceutical services. Participants in the direct contact group showed a significant improvement in 37 out of 39 survey items and participants in the indirect contact group showed a significant improvement in 27 out of 39 items (P direct contact had a stronger impact than indirect contact for 22 items (P interventions was equivalent. Both indirect and direct contact may positively impact mental health stigma. While the strength of the stigma-change process may be heightened by face-to-face interactions, the largely positive impact of indirect contact suggests that stigma reduction may depend less on the medium of contact but more on the transcendent messages contributed by the consumers facilitating the contact experience.

  9. Impact of Metacognitive Awareness on Performance of Students in Chemistry

    Science.gov (United States)

    Rahman, Fazal ur; Jumani, Nabi Bux; Chaudry, Muhammad Ajmal; Chisti, Saeed ul Hasan; Abbasi, Fahim

    2010-01-01

    The impact of metacognitive awareness on students' performance has been examined in the present study. 900 students of grade X participated in the study. Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry. Results indicated that…

  10. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  11. The Impact of Student-Directed Projects in Introductory Statistics

    Science.gov (United States)

    Spence, Dianna J.; Bailey, Brad; Sharp, Julia L.

    2017-01-01

    A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects.…

  12. Connecting Urban Youth with Their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors

    Science.gov (United States)

    Hashimoto-Martell, Erin A.; McNeill, Katherine L.; Hoffman, Emily M.

    2012-01-01

    This study explores the impact of an urban ecology program on participating middle school students' understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the…

  13. Cyberbullying psychological impact on university students: An exploratory study

    Directory of Open Access Journals (Sweden)

    Jesús Redondo

    2017-07-01

    Full Text Available The objectives of this study were to determine the prevalence of cyberbullying among study participants and examine the psychological impact on both cyber victims and cyber attackers, also analyzing gender differences in the impact. The sample consisted of 639 students from the Universidad Pontificia Bolivariana, Bucaramanga branch, with an average age of 17.66 years (N = 303 boys, girls N = 334. For developing this analysis, the following instruments were used: (a Scale cyber aggressions; (B Scale cyber victimization; and (c Symptom Assessment Questionnaire-45 (SA-45. The results show that 27.5% of the sample has been attacked on occasion, and that the stalker was 26.7% over the past year. On the other hand, the results showed that there is a psychological impact (SA45 scales in both cyber victims and cyber aggressors. Gender differences in cyberbullying were evident only at some scales (primarily depression, anxiety, interpersonal sensitivity and somatization, although they were not significant among the psychological symptoms reported in this study (except for scales related to Somatization and Phobic Anxiety. © Revista Colombiana de Ciencias Sociales

  14. The Impact of Institutional Student Support on Graduation Rates in US Ph.D. Programmes

    Science.gov (United States)

    Bolli, Thomas; Agasisti, Tommaso; Johnes, Geraint

    2015-01-01

    Using National Research Council data, we investigate the determinants of graduation rates in US Ph.D. programmes. We emphasise the impact that support and facilities offered to doctoral students have on completion rates. Significant, strong and positive effects are found for the provision of on-site graduate conferences and dedicated workspace,…

  15. Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy

    Science.gov (United States)

    Glance, Dorea E.

    2012-01-01

    This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as…

  16. Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors

    Science.gov (United States)

    Nargundkar, Satish; Shrikhande, Milind

    2014-01-01

    Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…

  17. Impact of disability and other physical health issues on academic outcomes among American Indian and Alaskan Native college students: an exploratory analysis.

    Science.gov (United States)

    Patterson Silver Wolf Adelv Unegv Waya, David A; Vanzile-Tamsen, Carol; Black, Jessica; Billiot, Shanondora M; Tovar, Molly

    2015-01-01

    This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.

  18. Impact of a Comprehensive Early Clinical Exposure Program for Preclinical Year Medical Students

    Directory of Open Access Journals (Sweden)

    Sumitra Govindarajan

    2018-06-01

    Full Text Available Purpose: To study the impact of an early clinical exposure program designed to provide a wide variety (cognitive, affective and psychomotor of learning experiences for the preclinical year students. Method: One hundred and fifty preclinical students were posted in small groups to selected departments – Transfusion medicine, Catheterization lab, Simulation lab, Radiology, Neurology, Nephrology, Respiratory medicine and General surgery. Each student had atleast ten hours  of clinical exposure under this program. The program was evaluated through a series of pre and post-test questionnaires, which were designed based on the learning objectives of each session. Students who wished to participate in the program evaluation gave informed consent, took up the pre / post test and were also asked to give their written open comments about the program. Results: There was a significant increase in the post-test scores (ranging from 9.14±2.67 to 36.65±6.62 when compared to the pre-test scores (ranging from 7.94±2.31 to 28.69±6.11 for all the sessions (p value <0.001, n=144. Analysis of the open feedback showed that the program had significant impact on the cognitive, psychomotor and affective domains. “Application of basic sciences in clinical practice”, “motivation to learn”, “got familiar with various specialties”, “insight about what the patient undergoes” were the themes identified from the open comments. Conclusion: The innovative use of early clinical exposure program to teach/learn clinical skills like phlebotomy and Basic Life Support had been well appreciated by the students. The present design involving a variety of learning experiences has been successful in introducing the various dimensions of medical profession like scientific, ethical, interpersonal, professional and social to the new entrants in addition to enhancing their motivation to learn. Keywords: Attitude, Learning, Simulation lab, Medical education, Curriculum

  19. Evaluating the impact of allergic rhinitis on quality of life among Thai students.

    Science.gov (United States)

    Sapsaprang, Siwaporn; Setabutr, Dhave; Kulalert, Prapasri; Temboonnark, Panipak; Poachanukoon, Orapan

    2015-09-01

    The prevalence of allergic rhinitis (AR) in Thailand continues to rise. We report the prevalence and evaluate its impact upon quality of life (QoL) in students on a metropolitan campus. From March 2013 to February 2014, 222 students from Thammasat University Medical School were evaluated using the International Study of Asthma and Allergies in Childhood Questionnaire (ISAAC) questionnaire and the rhinoconjunctivitis QoL questionnaire (Rcq-36) to assess subjective symptoms. Those students with clinical symptoms of AR underwent skin prick testing (SPT) using 5 common allergens found in Thailand. The association between AR and QoL was then determined using a paired t test. A total of 222 students were enrolled in the study; 86 (38.7%) were men. There were 183 (81.9%) students with AR symptoms and 130 (71.4%) students with positive results for SPT. The students' QoL as defined by the Rcq-36 revealed a significant worsening in students who self-reported rhinitis symptoms within the past 12 months. Compared to the non-AR group, in those with AR, eye symptoms were significantly more common. The prevalence of AR at a college campus was 58.5%. The presence of rhinitis symptoms was the highest predictor of the presence of AR, with 67.7% having subsequent positive SPT. Students with AR had poorer scores in every dimension of QoL as defined by the Rcq-36 when compared to their non-AR counterparts. Educational performances among the 2 groups were unaffected. © 2015 ARS-AAOA, LLC.

  20. Impact of a school district's science reform effort on the achievement and attitudes of third- and fourth-grade students

    Science.gov (United States)

    Shymansky, James A.; Yore, Larry D.; Anderson, John O.

    2004-10-01

    This article is about one school district's effort to reform its elementary science curriculum through a program of professional development called Science, Parents, Activities and Literature (Science PALs). The differential exposure of the district's K-6 teachers to Science PALs and differences in how well teachers implemented Science PALs-type inquiry strategies allowed us to conduct a quasi-experimental study of the impact of Science PALs on student achievement and attitudes. We measured achievement with an instrument based on items taken from the Third International Mathematics and Science Study (TIMSS; International Association for the Evaluation of Educational Achievement, [1997]) and selected attitudes about science with the Student Perceptions of Classroom Climate (SPOCC; Yore et al., [1998]), an instrument that we designed. Our analyses of student attitude scores as a function of years of teacher participation in Science PALs and supervisor's rating of a teacher's implementation of the project's instructional approaches showed a significant overall positive impact on student attitudes toward school science. Student TIMSS scores on multiple-choice items or constructed-response items did not improve significantly when analyzed by the number of years a student's teacher was involved in the Science PALs effort or by the supervisor's rating of that implementation. We found no significant differences in attitude or achievement scores among students taught by a series of teachers rated high, medium, or low in quality of implementation by the district's science supervisor. We discuss possible explanations for the lack of clear and positive connections between Science PALs and student performance in light of the increased focus on accountability in reform projects.

  1. Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students.

    Science.gov (United States)

    Klisch, Yvonne; Miller, Leslie M; Beier, Margaret E; Wang, Shu

    2012-01-01

    A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science.

  2. Switch on the Learning: Teaching Students with Significant Disabilities to Use Switches

    Science.gov (United States)

    Schaefer, John M.; Andzik, Natalie R.

    2016-01-01

    Students with significant disabilities often struggle to communicate their wants and needs but can be taught widely recognizable communication with the aid of augmentative and alternative communication (AAC) supports. Simple speech generating devices (SGDs) such as Step-by-Step switches or GoTalk can be used by students to send specific messages.…

  3. A Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship: Impact on Student Performance and Learning.

    Science.gov (United States)

    Lim-Dunham, Jennifer E; Ensminger, David C; McNulty, John A; Hoyt, Amy E; Chandrasekhar, Arcot J

    2016-02-01

    The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining

  4. Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge.

    Science.gov (United States)

    Bamgbade, Benita A; Ford, Kentya H; Barner, Jamie C

    2016-06-25

    Objective. To determine if exposure to an intervention course impacts pharmacy students' mental health stigma (MHS) and mental health knowledge (MHK). Methods. A one-group pre/posttest intervention study of third-year pharmacy students (N=120) was conducted. Dependent variables were subdomains of MHS (recovery, safety, disclosure, separation, comfort) which were measured on a 5-point Likert scale (1=strongly disagree; 5=strongly agree). Mental health knowledge was measured with 10 true/false questions. The 2.5-hour intervention included presentations, videos, discussions, and active-learning exercises. Pre/posttests were administered, and data were analyzed using paired t tests and McNemar's tests. Results. Among responding students (n=88; 73.3% response rate), the following stigma subdomains significantly decreased after the intervention for depression and schizophrenia: recovery, safety, separation, and comfort. Mental health knowledge scores significantly increased from 5.9 (1.5) to 6.8 (1.5). Conclusion. Pharmacy students' MHS and MHK related to depression and schizophrenia can be improved through a brief and interactive anti-stigma intervention.

  5. The Impact of Conflict on International Student Mobility: A Case Study of International Students Studying in Israel

    Science.gov (United States)

    Ben-Tsur, Dalia

    2009-01-01

    This paper explores the impact of conflict on international student mobility. Through an examination of undergraduate, international students studying in Israel, this case study questions how and if a situation of ongoing violent conflict affects international student travel decisions to study in a host country. Contrary to assumptions of…

  6. Answering questions about library impact on student learning

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    Derek Rodriguez

    2012-04-01

    Full Text Available image by wordshore on Flickr This essay reports on a project which evaluated the Understanding Library Impacts (ULI protocol, a suite of instruments for detecting and communicating library impact on student learning. The project was a dissertation study conducted with undergraduates enrolled in upper-level and capstone history classes at six U.S. colleges and universities in [...

  7. Perceived Impact of a Longitudinal Leadership Program for All Pharmacy Students

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    Jane R. Mort

    2014-01-01

    Full Text Available Objective: To describe a longitudinal leadership program involving all students and report the perceived impact. Design: The program included a first year Leadership Interview, a third year Report of Leadership, and a fourth year Professional Business Meeting Attendance. Activities involved guided reflection. Assessment: Students (n=138 indicated the activities helped them recognize the importance of leadership and their leadership potential (e.g., 72.5% and 62.3% of students due to meeting attendance, respectively. Students participated in leadership activities that they would not have pursued otherwise, either in response to the activity (27.7% due to interview or as a requirement of the activity (51.1% for leadership report. Students reported developing specific leadership skills through the activities. Most students planned to be involved in a district/regional (72.5%, state (84.1%, and national (51.4% meeting in the five years following graduation. Conclusion: Students reported a positive impact on leadership perceptions and participation. The report is a preliminary step in the development and assessment of a longitudinal curricular initiative involving all pharmacy students.   Type: Case Study

  8. The impact of sharps injuries on student nurses: a systematic review.

    Science.gov (United States)

    Hambridge, Kevin; Nichols, Andrew; Endacott, Ruth

    2016-10-27

    The purpose of this review was to discover the impact of sharps injuries in the student nurse population. Much is known and reported about sharps injuries in registered nurses, but there has been a lack of published evidence regarding sharps injuries within the student nurse population. A systematic review of nursing, health and psychology databases was conducted. The limits set were publications between 1980 and 2014 in the English language. Studies were identified then, following a rigorous critical and quality appraisal with validated tools, were selected for the systematic review. A total of 40 articles met the inclusion criteria, reporting studies conducted in 18 countries. Psychological and physical impacts of sharps injuries in student nurses were reported, such as fear, anxiety and depression, although these impacts were not quantified using a validated instrument. The impact of sharps injuries can be severe, both psychological and physical. This systematic review shows that further research is needed into this, especially in under-researched areas such as the UK, to establish the impact of sharps injuries within this population. Further research would also aid the education and prevention of this harmful problem. The review also emphasises the psychological issues relating to sharps injuries, the impact these can have on individuals and the support and counselling that student nurses require after injury. These findings highlight the potential psychological issues that can result from sharps injuries in this population.

  9. Volunteering as Students significant social activities

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    I. A. Zaitseva

    2016-01-01

    Full Text Available The article examines the involvement of students in volunteer activities, examines the organization of students volunteer activities and volunteer projects realization at the university. The potential of volunteerism as an effective mechanism for addressing the urgent social problems is revealed.Theauthorstudiesexperience of volunteer services organization the I.A. Bunin State University in Yelets.

  10. Middle school students' learning of the impact of methamphetamine abuse on the brain through serious game play

    Science.gov (United States)

    Cheng, Meng-Tzu

    In response to the solicitation of the National Institute on Drug Use (NIDA) (NIDA, 2006) for the Development of a Virtual Reality Environment for Teaching about the Impact of Drug Abuse on the Brain, a virtual brain exhibit was developed by the joint venture of Entertainment Science, Inc. and Virtual Heroes, Inc.. This exhibit included a virtual reality learning environment combined with a video game, aiming at improving the neuroscience literacy of the general public, conveying knowledge about the impacts of methamphetamine abuse on the brain to the population, and establishing a stronger concept of drug use prevention among children. This study investigated the effectiveness of this interactive exhibit on middle school students' understanding and attitudes toward drug use. Three main research questions are addressed: (1) What do students learn about basic concepts of neuroscience and the impact of methamphetamine abuse on the brain via the exhibit? (2) How are students' attitudes toward methamphetamine use changed after exposure to the exhibit? (3) What are students' experiences and perceptions of using the exhibit to learn the impact of methamphetamine abuse on the brain? A mixed-method design, including pre/post/delayed-post test instruments, interviews, and video recordings, was conducted for 98 middle school students ranging from sixth to eighth grades to investigate these questions. The results show that students' understanding of the impact of methamphetamine abuse on the brain significantly improved after exposure to the exhibit regardless of grade or gender. Their pre-existing knowledge and their understanding after the exhibit indicated a tendency of progression. Most of the students consistently expressed negative attitudes toward general methamphetamine use regardless of whether it was before or after exposure to the exhibit. However, this exhibit gave them a better reason and made them feel more confident to refuse drugs. Finally, student learning

  11. Impact of music type on motor coordination task performance among introverted and extroverted students.

    Science.gov (United States)

    Jamshidzad, Maryam; Maghsoudipour, Maryam; Zakerian, Seyed Abolfazl; Bakhshi, Enayatollah; Coh, Paul

    2018-06-26

    People are interested in music. In this study, we assessed the impact of music type on objective performance. We distributed 64 medical science students in Tehran into four groups: Iranian pop music, traditional music, Mozart's classical music and control groups. All participants performed the two-arm coordination test once without music and once with music (except for the control group), with an interval of 1 week. In the music groups, music was playing during the performance of the test. Participants were categorized as either introverted or extroverted and were distributed equally in the groups. There was a significant decrease of test time in the second trial, observed in all music groups, and no significant difference identified in the control group. The traditional music group had less difference of mean time compared to the pop music group. The differences in the traditional and classical groups were not significantly different. In the music groups, both extroverted and introverted students decreased their test time significantly after music intervention, but extroverted students decreased more. Listening to music would enhance the speed of performance. Music with a higher tempo, such as pop music, increased the speed more.

  12. The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes

    Science.gov (United States)

    Seifert, Tricia A.; Gillig, Benjamin; Hanson, Jana M.; Pascarella, Ernest T.; Blaich, Charles F.

    2014-01-01

    Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of…

  13. Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students.

    Science.gov (United States)

    Johnston, Sandra; Parker, Christina N; Fox, Amanda

    2017-09-01

    Use of high fidelity simulation has become increasingly popular in nursing education to the extent that it is now an integral component of most nursing programs. Anecdotal evidence suggests that students have difficulty engaging with simulation manikins due to their unrealistic appearance. Introduction of the manikin as a 'real patient' with the use of an audio-visual narrative may engage students in the simulated learning experience and impact on their learning. A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences. This study aimed to determine if viewing an audio-visual narrative during a simulation pre-brief altered undergraduate nursing student perceptions of the learning experience. A quasi-experimental post-test design was utilised. A convenience sample of final year baccalaureate nursing students at a large metropolitan university. Participants completed a modified version of the Student Satisfaction with Simulation Experiences survey. This 12-item questionnaire contained questions relating to the ability to transfer skills learned in simulation to the real clinical world, the realism of the simulation and the overall value of the learning experience. Descriptive statistics were used to summarise demographic information. Two tailed, independent group t-tests were used to determine statistical differences within the categories. Findings indicated that students reported high levels of value, realism and transferability in relation to the viewing of an audio-visual narrative. Statistically significant results (t=2.38, psimulation to clinical practice. The subgroups of age and gender although not significant indicated some interesting results. High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes. Copyright © 2017. Published by

  14. Climate Change and Impacts Research Experiences for Urban Students

    Science.gov (United States)

    Marchese, P.; Carlson, B. E.; Rosenzweig, C.; Austin, S. A.; Peteet, D. M.; Druyan, L.; Fulakeza, M.; Gaffin, S.; Scalzo, F.; Frost, J.; Moshary, F.; Greenbaum, S.; Cheung, T. K.; Howard, A.; Steiner, J. C.; Johnson, L. P.

    2011-12-01

    Climate change and impacts research for undergraduate urban students is the focus of the Center for Global Climate Research (CGCR). We describe student research and significant results obtained during the Summer 2011. The NSF REU site, is a collaboration between the City University of New York (CUNY) and the NASA Goddard Institute for Space Studies (GISS). The research teams are mentored by NASA scientists and CUNY faculty. Student projects include: Effects of Stratospheric Aerosols on Tropical Cyclone Activity in the North Atlantic Basin; Comparison of Aerosol Optical Depth and Angstrom Exponent Retrieved by AERONET, MISR, and MODIS Measurements; White Roofs to the Rescue: Combating the Urban Heat Island Effect; Tropospheric Ozone Investigations in New York City; Carbon Sequestration with Climate Change in Alaskan Peatlands; Validating Regional Climate Models for Western Sub-Sahara Africa; Bio-Remediation of Toxic Waste Sites: Mineral Characteristics of Cyanide-Treated Mining Waste; Assessment of an Ocean Mixing Parameterization for Climate Studies; Comparative Wind Speed through Doppler Sounding with Pulsed Infrared LIDAR; and Satellite Telemetry and Communications. The CGCR also partners with the New York City Research Initiative (NYCRI) at GISS. The center is supported by NSF ATM-0851932 and the American Recovery and Reinvestment Act of 2009 (ARRA).

  15. 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

  16. Impact of the Worst School Experiences in Students: A Retrospective Study on Trauma

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    Paloma Pegolo de Albuquerque

    2015-12-01

    Full Text Available AbstractThe literature indicates damage to students' mental health in cases of school violence. The aim of this retrospective study was to evaluate the psychological impact of school victimization in university students, and to analyze the association between PTSD symptoms and variables related to school victimization. 691 University students responded to the Portuguese version of the Student Alienation and Trauma Survey (SATS. Clinically significant scores in the subscales ranged from 4.7% (somatic symptoms to 20% (hypervigilance, with frequent symptoms described in the literature resulting from school victimization, such as depression, hopelessness, cognitive difficulties, and traumatic event recollection. Additionally, 7.8% of participants presented PTSD symptoms after suffering their "worst school experience". Associations were found between PTSD symptoms and the level of distress after the experience, as well as the perceived benefits after the event, and duration. The results confirm the potential detrimental effects of school victimization, and may be useful to further investigations on this topic.

  17. Student Teachers' Perceptions about the Impact of Internet Usage on Their Learning and Jobs

    Science.gov (United States)

    Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

    2013-01-01

    This study investigated student teachers' perceptions about the impact of internet usage on their learning and future jobs. The sample consisted of 448 student teachers from the Early Childhood and Primary Education Departments at the National University of Athens, in Greece. Student teachers' perceptions regarding the impact of internet usage on…

  18. Why Lecturers Still Matter: The Impact of Lecturer-Student Exchange on Student Engagement and Intention to Leave University Prematurely

    Science.gov (United States)

    Farr-Wharton, Ben; Charles, Michael B.; Keast, Robyn; Woolcott, Geoff; Chamberlain, Daniel

    2018-01-01

    This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed…

  19. Direct and Indirect Experiences with Heterosexism: How Slurs Impact All Students

    Science.gov (United States)

    Norris, Alyssa L.; McGuire, Jenifer K.; Stolz, Cheryl

    2018-01-01

    Students targeted by homophobic discrimination are at risk for poor academic outcomes, yet few studies have examined how witnessing discrimination affects students. This study examined the impact of direct and indirect experiences of heterosexism on feelings of safety, belongingness, and connectedness among a sample of 1,702 students at a public…

  20. Does the Structure of Dental Hygiene Instruction Impact Plaque Control in Primary School Students?

    Science.gov (United States)

    Colaizzi, Lynda R; Tomar, Scott L; Urdegar, Steven M; Kass, Susan H

    2015-06-01

    A 6-month pilot study was conducted to test the assumption that an interactive, contextualized tooth brushing education program would impact the oral hygiene of low income students. The intervention consisted of an educational program focused on tooth brushing that included interactive sessions with dental professionals and teachers. School 1 students received instruction, toothbrushes, and encouragement to brush their teeth daily after lunch. School 2 students received instruction only. School 3 students only received toothbrushes to remove plaque. Children in all 3 schools were examined by trained dental hygiene students who used plaque disclosing liquid to score the amount of plaque. A predictive correlational design was used to determine the extent that different intervention types and/or demographic/hygiene practices predicted differences in post intervention plaque level, once baseline plaque level was taken into account. A total of 254 first and second grade students in 3 public elementary schools in Miami participated in the study. Overall, mean plaque scores were significantly lower at the 6 month follow-up. Between-group comparisons of the mean follow-up scores, adjusted for the effect of the baseline scores, revealed greater but non-significant plaque reduction at School 1 compared to the other schools, and the presence of significant age and ethnic effects. The most intensive intervention instruction accompanied by repeated practice may lead to improved oral hygiene when compared to instruction alone, when oral hygiene practices and demographic characteristics are taken into account. Design changes intended to increase statistical power may help to explicate these effects. Copyright © 2015 The American Dental Hygienists’ Association.

  1. Factors That Impact on Entrepreneurial Intention of Tertiary Students in Ghana

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    Richard Denanyoh

    2015-03-01

    Full Text Available Entrepreneurship has been found as an important driver of economic growth, productivity and social development; hence the need for entrepreneurial graduate is on the increase. Thus the purpose of this paper is to investigate the factors that impact on the entrepreneurial intentions of polytechnic students in Ghana. In the study a model was proposed and empirically tested on a sample of 228 polytechnic students in Ghana. In the model, entrepreneurial intention is taken as a function of educational, community and family supports. The result of the survey showed that all the support factors impacts on students entrepreneurial intentions. The findings of this study have important implications for those who formulate, deliver and evaluate educational policies in Ghana. Based on the findings policy makers may make changes to foster students interest in entrepreneurship.

  2. Impact of the "salary scholarship" impact profile and student achievement.

    Directory of Open Access Journals (Sweden)

    Berlanga, Vanesa

    2013-08-01

    Full Text Available In Spain, within the framework of the Strategy 2015, the implementation of scholarships, grants and wages especially adapted to the new situation of the European Higher Education, intended to ensure access to university education to those most disadvantaged social groups economically. This research makes an ex post facto, descriptive-comparative aimed at assessing the impact of the grant salary, as an economic factor, on equity, access and academic performance in the first year of college. The study was conducted with a total of 10,394 new students in the 2010-11 cohort at the University of Barcelona, from the database from the institution itself. A total of 642 students agreed to grant salary, with differences depending on the branch of knowledge, gender, and the path to college. In relation to their peers, scholarship students come from families with occupations and / or study less, so scholarships model contributes to equity in access. In relation to performance analysis, scholarship students enrolled and present, on average, a larger number of subjects in order to meet the academic requirements for scholarship renewal, but the results are final academic in several branches knowledge, influenced negatively. One possible explanation is the largest academic pressure of this group in a phase usually complicated: the transition to college.

  3. The Impact of Immersion Programs upon Undergraduate Students of Jesuit Colleges and Universities

    Science.gov (United States)

    Savard, John D.

    2010-01-01

    Statement of the problem: This research study examined the impact of international immersion programs upon undergraduate students at Jesuit colleges and universities. Students return from immersion experiences claiming that the experience changed their lives. This study offered an assessment strategy to give greater evidence as to the impact of…

  4. Periodontic course effects on knowledge, attitude, and practice of dentistry students and its impact on mouth and dental care

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    Mahmoud Shamaiee

    2002-10-01

    Full Text Available Background In the field of education, a great deal of quality improvement is remained to be achieved Assessment of educational courses appears to be necessary for quality improvement in all curriculums, therefore studies for assessment of educational outcomes and impacts are of high priority. In a dentistry faculty, the mouth and dental health care among dentistry students can be considered as a potential indicator of students' educational achievement. Purpose To study knowledge, attitude and practice impact on mouth and dental health care among dentistry faculty students both before and after passing practical periodontic courses in Shaheed University of Medical Sciences during academic year 2001-2002 Methods In this cross-sectional study 140 students of dentistry faculty of Shaheed University of Medical Sciences took part. Necessary data were collected by means of a questionnaire. Knowledge of the subjects on mouth and dental health care were assessed by 10 close-ended questions and their altitude on mouth and dental health care were assessed by 5 Likert scale questions. Assessment of practice was performed in a 3-step researcher-administrated interview. Results Demographic data gathered via questionnaires indicated that 49.6 % {6-1 students of the students who took part in the study were male and 50.4% (65 students were female. of our participants, 59.7% were admitted through Shahed quota, while the rest were admitted through free quota. There was no significant difference in students' knowledge, attitude and practice on mouth and dental health care between the students who had not passed practical courses in periodontics and those who had passed these courses. Conclusions There was no significant association between knowledge, altitude and practice on mouth and dental health care and passing practical courses in periodontics among dentistry faculty students in Shahed University of Medical Science. Our results suggest that students' practice

  5. Defining and determining the significance of impacts: concepts and methods

    International Nuclear Information System (INIS)

    Christensen, S.W.; Van Winkle, W.; Mattice, J.S.

    1975-01-01

    The term impact is conceptually and mathematically defined to be the difference in the state or value of an ecosystem with versus without the source of impact. Some resulting problems associated with the measurement of impacts based on comparisons of baseline and operational data are discussed briefly. The concept of a significant adverse impact on a biological system is operationally defined in terms of an adverse impact which, according to a proposed decision-tree, justifies rejection of a project or a change in its site, design, or mode of operation. A gradient of increasing difficulty in the prediction of impacts exists as the scope of the assessment is expanded to consider long-term, far-field impacts with respect to higher levels of biological organization (e.g., communities or ecosystems). The analytical methods available for predicting short-term, near-field impacts are discussed. Finally, the role of simulation modeling as an aid to professional judgment in predicting the long-term, far-field consequences of impacts is considered, and illustrated with an example. (U.S.)

  6. The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education.

    Science.gov (United States)

    McKay, Cathy; Block, Martin; Park, Jung Yeon

    2015-10-01

    The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein's Adjective Checklist and Block's Children's Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η² = .03), CAIPE-R (p = .002, η² = .04), inclusion subscale (p = .001, η² = .05), and sport-modification subscale (p = .027, η² = .02).

  7. The Significance of Student Organizations to Leadership Development.

    Science.gov (United States)

    Rosch, David M; Collins, Jasmine D

    2017-09-01

    Student organizations have existed for almost as long as educational institutions have. This chapter examines the historical role of student organizations in developing leadership capacity in students, as well as their current roles on high school and collegiate campuses in creating transformational environments for student leadership learning and growth. © 2017 Wiley Periodicals, Inc., A Wiley Company.

  8. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

    Science.gov (United States)

    Maxwell, Sophie; Reynolds, Katherine J; Lee, Eunro; Subasic, Emina; Bromhead, David

    2017-01-01

    School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests ( N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

  9. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

    Directory of Open Access Journals (Sweden)

    Sophie Maxwell

    2017-12-01

    Full Text Available School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools. In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses. However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

  10. The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students.

    Science.gov (United States)

    Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Yu, Tzu-Chieh; Hill, Andrew G

    2017-01-01

    The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted. The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

  11. Interprofessional training for final year healthcare students: a mixed methods evaluation of the impact on ward staff and students of a two-week placement and of factors affecting sustainability.

    Science.gov (United States)

    McGettigan, Patricia; McKendree, Jean

    2015-10-26

    Multiple care failings in hospitals have led to calls for increased interprofessional training in medical education to improve multi-disciplinary teamwork. Providing practical interprofessional training has many challenges and remains uncommon in medical schools in the UK. Unlike most previous research, this evaluation of an interprofessional training placement takes a multi-faceted approach focusing not only on the impact on students, but also on clinical staff delivering the training and on outcomes for patients. We used mixed methods to examine the impact of a two-week interprofessional training placement undertaken on a medical rehabilitation ward by three cohorts of final year medical, nursing and therapy students. We determined the effects on staff, ward functioning and participating students. Impact on staff was evaluated using the Questionnaire for Psychological and Social factors at work (QPSNordic) and focus groups. Ward functioning was inferred from standard measures of care including length of stay, complaints, and adverse events. Impact on students was evaluated using the Readiness for Interprofessional Learning Survey (RIPLS) among all students plus a placement survey among medical students. Between 2007 and 2010, 362 medical students and 26 nursing and therapy students completed placements working alongside the ward staff to deliver patient care. Staff identified benefits including skills recognition and expertise sharing. Ward functioning was stable. Students showed significant improvements in the RIPLS measures of Teamwork, Professional Identity and Patient-Centred Care. Despite small numbers of students from other professions, medical students' rated the placement highly. Increasing student numbers and budgetary constraints led to the cessation of the placement after three years. Interprofessional training placements can be delivered in a clinical setting without detriment to care and with benefits for all participants. While financial support is

  12. The impact of death and dying on nursing students: an explanatory model.

    Science.gov (United States)

    Edo-Gual, Montserrat; Tomás-Sábado, Joaquín; Bardallo-Porras, Dolores; Monforte-Royo, Cristina

    2014-12-01

    To explore nursing students' experiences of death and dying in clinical practice. The encounter with death constitutes one of the most stressful experiences reported by nursing students during their clinical training. In particular, it can be difficult for student nurses to cope with the patient's suffering, to provide postmortem care and to communicate with the patient and his/her family as death approaches. Although some research has been carried out in relation to this phenomenon, there remains a need to identify and understand the situations and experiences that are of most concern to students, those which may affect their ability to cope and, therefore, interfere with the care they are able to offer to the dying patient and his/her family. Qualitative descriptive and hermeneutic study. Semi-structured interviews (n = 12) were conducted with nursing students. Data were collected in 2012-2013. Transcripts were analysed using Colaizzi's seven-step procedure. The analysis identified five themes: impact, training in end-of-life care, ethical issues, coping and learning/growth/healing connections. The central theme was the enormous impact the encounter with death had, while the other themes were a response to and/or modulators of this impact. An explanatory model was derived on the basis of the relationship between all these emergent themes. It is essential to understand nursing students' experience of death so as to minimise its impact. The explanatory model described here could be a useful tool for the design of training programmes on end-of-life care. Adequate training of this kind would help to ensure that future nurses offer high-quality care to patients and their families, minimising the impact of death and preventing emotional fatigue. © 2014 John Wiley & Sons Ltd.

  13. Prevalence and characteristics of migraine in medical students and its impact on their daily activities

    Directory of Open Access Journals (Sweden)

    Bindu Menon

    2013-01-01

    Full Text Available Background: Migraine is a common neurological disorder with significant impact on quality of life. The aim of this study was to investigate the prevalence and characteristics of migraine headaches in medical students, to measure its impact on their life, and to assess their knowledge about the ailment. Information about lifestyle variables was also collected. Materials and Methods: All medical students who confirmed of having headache for more than 1 year formed the study group. Students filled a detailed questionnaire focusing on demographics, pain characteristics, accompanying factors, triggers, and family history of migraine. Lifestyle variables were enquired and migraine associated disability was assessed by MIDAS (Migraine Disability Assessment. The diagnosis of migraine was made according to the International Headache Society criteria. Results are expressed in n = numbers and percentage. Results: Sixty-eight percent of medical students had headache. The prevalence of migraine in the whole cohort was 28%; however, of the headache group, migraine constituted 42%. There was a female preponderance. One-fourth of the students had weekly or daily attacks with 31% students reporting increase in their headache intensity and frequency. Forty-four percent of students had severe headaches. Dizziness, allodynia, and neck stiffness were reported as accompanying symptoms. Trigger factors were identified in 99% students, predominant of which were poor sleep hygiene, environmental changes, head movements, and mental stress. Only 4% of students did regular exercise. Twenty-seven percent of students reported self-medication use of analgesics. One-fourth of the students had migraine-associated disability but only 6% realized that they had migraine. Conclusion: Our study found a high prevalence of headache with migraine in medical students. The students′ awareness of the disease was very low with one-fourth of the students resorting to self-medication. Our

  14. 7 CFR Exhibit I to Subpart G of... - Finding of No Significant Environmental Impact

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 13 2010-01-01 2009-01-01 true Finding of No Significant Environmental Impact I... Environmental Impact SUBJECT: Finding of No Significant Environmental Impact and Necessary Environmental... human environment. Therefore, the preparation of an environmental impact statement is not necessary. I...

  15. Impacts of Socratic questioning on moral reasoning of nursing students.

    Science.gov (United States)

    Torabizadeh, Camellia; Homayuni, Leyla; Moattari, Marzieh

    2018-03-01

    Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method. This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students. In a quasi-experimental study, Crisham's Nursing Dilemma Test was used to evaluate the results of three groups before, immediately after, and 2 months after intervention. The data were analyzed using the SPSS statistical software (v 15). Participants and research context: Through random allocation, 103 nursing students were divided into three groups. In experiment group 1 (37 students), intervention consisted of Socratic questioning-based sessions on ethics and how to deal with moral dilemmas; experiment group 2 (33 students) attended a 4-h workshop; and the control group (33 students) was not subject to any interventions. Signed informed consent forms: This research was approved by the Ethics Committee of the University. All the participants signed written informed consents. There were significant differences between experiment group 1 and experiment group 2's pre-test and post-test scores on moral reasoning (p ≤ 0.001, p ≤ 0.001), nursing principled thinking (p ≤ 0.001, p ≤ 0.001), and practical considerations (p ≤ 0.001, p ≤ 0.031). Both the teaching approaches improved the subjects' moral reasoning; however, Socratic questioning proved more effective than lecturing. Compared to other similar studies in Iran and other countries, the students had inadequate moral reasoning competence. This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics

  16. Developing the RIAM method (rapid impact assessment matrix) in the context of impact significance assessment

    International Nuclear Information System (INIS)

    Ijaes, Asko; Kuitunen, Markku T.; Jalava, Kimmo

    2010-01-01

    In this paper the applicability of the RIAM method (rapid impact assessment matrix) is evaluated in the context of impact significance assessment. The methodological issues considered in the study are: 1) to test the possibilities of enlarging the scoring system used in the method, and 2) to compare the significance classifications of RIAM and unaided decision-making to estimate the consistency between these methods. The data used consisted of projects for which funding had been applied for via the European Union's Regional Development Trust in the area of Central Finland. Cases were evaluated with respect to their environmental, social and economic impacts using an assessment panel. The results showed the scoring framework used in RIAM could be modified according to the problem situation at hand, which enhances its application potential. However the changes made in criteria B did not significantly affect the final ratings of the method, which indicates the high importance of criteria A1 (importance) and A2 (magnitude) to the overall results. The significance classes obtained by the two methods diverged notably. In general the ratings given by RIAM tended to be smaller compared to intuitive judgement implying that the RIAM method may be somewhat conservative in character.

  17. The Impact of Speedometry on Student Knowledge, Interest, and Emotions

    Science.gov (United States)

    Polikoff, Morgan; Le, Q. Tien; Danielson, Robert W.; Sinatra, Gale M.; Marsh, Julie A.

    2018-01-01

    Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a…

  18. Teacher learning in technology professional development and its impact on student achievement in science

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-07-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.

  19. Impact of a debate on pharmacy students' views of online pharmacy practice.

    Science.gov (United States)

    Bussières, Jean-François; Delicourt, Anais; Belaid, Nedjma; Quirion, Marie-Pierre; Desroches, Julien; Bégin, Josiane; Fragasso-Marquis, Anne-Marie; Lamarre, Diane

    2012-12-01

    To evaluate the impact of a debate on pharmacy students' perceptions, using online pharmacy practice as the debate topic. This is a quasi-experimental interrupted time-series study. A 60 min debate was organized as a lunchtime meeting. A four-category Likert scale questionnaire (fully agree, partially agree, partially disagree, fully disagree) measured the debate participants' level of agreement with 25 statements (main issues associated with online pharmacy) in the pre-phase (before the debate), post-phase 1 (after the debate) and post-phase 2 (6 months after the debate). One hundred and seventy-seven students were recruited (response rate of 100% in the pre-phase and post-phase 1, 31% in post-phase 2). Four questions measured the perceptions of the students on this pedagogical technique. The overall proportion of respondents in favour of online pharmacy practice showed little variation among the three phases. However, on average (mean ± SD) 43 ± 8% of the respondents changed their opinion, 21 ± 7% reversed their opinion, 22 ± 4% nuanced their opinion and 1 ± 1% radically changed their opinion. Respectively 98% (post-phase 1) and 96% (post-phase 2) of the respondents were of the opinion that debate was a very useful teaching formula in their pharmacist training and 79 and 66% thought debate significantly changed their opinion of the issue. Few data have been collected on the use of debates as part of healthcare professional training. The impact of a debate on how pharmacy students feel about online pharmacy practice is described. © 2012 The Authors. IJPP © 2012 Royal Pharmaceutical Society.

  20. The Impact of the Academic Library on Student Success: Connecting the Dots

    Science.gov (United States)

    Thorpe, Angie; Lukes, Ria; Bever, Diane J.; He, Yan

    2016-01-01

    In an age of assessment and accountability, academic libraries feel much pressure to prove their value according to new university measurements of student success. This study describes a methodology for how libraries may examine student interactions with services to assess whether library usage impacts student grade point averages (GPAs) and…

  1. Impacts of bullying on senior high school students in Ghana | Antiri ...

    African Journals Online (AJOL)

    Bullying is an aggressive behaviour which could affect students' psychological wellbeing and their academic performance. Therefore, the main objective of this study was to examine the impacts of bullying on students of senior high schools in Ghana. Descriptive research design was adopted for the study.

  2. The Impact of Work and Volunteer Hours on the Health of Undergraduate Students.

    Science.gov (United States)

    Lederer, Alyssa M; Autry, Dana M; Day, Carol R T; Oswalt, Sara B

    2015-01-01

    To examine the impact of work and volunteer hours on 4 health issues among undergraduate college students. Full-time undergraduate students (N = 70,068) enrolled at 129 institutions who participated in the Spring 2011 American College Health Association-National College Health Assessment II survey. Multiple linear regression and binary logistic regression were used to examine work and volunteer hour impact on depression, feelings of being overwhelmed, sleep, and physical activity. The impact of work and volunteer hours was inconsistent among the health outcomes. Increased work hours tended to negatively affect sleep and increase feelings of being overwhelmed. Students who volunteered were more likely to meet physical activity guidelines, and those who volunteered 1 to 9 hours per week reported less depression. College health professionals should consider integrating discussion of students' employment and volunteering and their intersection with health outcomes into clinical visits, programming, and other services.

  3. Examining National Trends in Educational Placements for Students with Significant Disabilities

    Science.gov (United States)

    Morningstar, Mary E.; Kurth, Jennifer A.; Johnson, Paul E.

    2017-01-01

    Using the least restrictive environments (LRE) data from annual "Reports to Congress," this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and…

  4. Impacts of Watching Television and Computer Using on Student' Reading Habits

    Directory of Open Access Journals (Sweden)

    Ayşe Gül Aksaçlıoğlu

    2013-11-01

    Full Text Available Reading habits contribute both to the cognitive and social developments of indi- viduals in so many aspects. This function of the reading habit continues in the rapid social changing process of today’s world. However, children’s habits of te- levision watching and computer using have been recently seen to affect their reading habits. Therefore, defining the positive or negative impacts of television and computers on children and finding solutions carries significant importance. The aim of this study is to determine the influences of the television watching and computer using on children’s reading habits. In order to find out the influ- ences, a survey was performed on all 5th grade students at Bilkent Private Primary School and Çankaya Public Primary School located within Ankara Büyükþehir Municipality borders. The questionaire was applied to 222 students in these two schools. As a result of the study, it is clear that students prefer to play on com- puters and watch television in their leisure time to reading books. There is an inverse proportion apparent between the time spent using computers and watching television and the time spent on reading.

  5. Psychosocial impact, perceived stress and learning effect in undergraduate dental students during transition from pre-clinical to clinical education.

    Science.gov (United States)

    Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A

    2018-04-10

    This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

    Directory of Open Access Journals (Sweden)

    Mataroria P Lyndon

    2017-07-01

    Full Text Available Objective: The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. Methods: This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437 and a cohort under a revised curriculum (n = 446. Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs were conducted. Results: The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. Conclusions: A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

  7. Perceptions of Undergraduate Students and Faculty Regarding the Impact of Electronic Communication on the Written-Communication Skills of Undergraduate Students

    Science.gov (United States)

    Houser, Laura Ann Camlet

    2012-01-01

    This narrative-qualitative study investigated the perceived impact that electronic communication has on the written-communication skills of undergraduate students. Open-ended survey questions queried the experiences of undergraduate students who use electronic communication, as well as the perceptions of faculty who teach undergraduate students.…

  8. An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course

    Science.gov (United States)

    Mackey, Audrey Leroy

    The impact of demographic, cognitive, and non-cognitive variables on academic success among community college science students was studied. Demographic variables included gender, employment status, and ethnicity. Cognitive variables included college grade point average, assessment status, course prerequisites, college course success ratios, final course grade, withdrawal patterns, and curriculum format. Non-cognitive variables included enrollment status, educational objectives, academic expectations, and career goals. The sample population included students enrolled in human anatomy courses (N = 191) at a large metropolitan community college located in central Texas. Variables that potentially influence attrition and achievement in college level science courses were examined. Final course grade and withdrawal phenomena were treated as dependent variables, while all other variables were treated as independent variables. No significant differences were found to exist between any of the demographic variables studied and the numbers of students who withdrew passing or failing. A difference was shown to be associated with the ethnicity variable and achievement levels. Educational objectives and career goals were shown to have an impact on the number of students who withdrew failing. The career goals variable and the academic expectations variable were shown to have an impact on achievement among daytime and evening students. College grade point average and course success ratios were shown to make a difference among students who withdrew passing. None of the other cognitive variables studied were shown to influence the numbers of students who withdrew passing or failing. College grade point average and course prerequisites, however, were shown to make a difference in achievement. The collaborative learning instructional format was found to have no impact on attrition or achievement, however, mean scores earned by students experiencing the collaborative learning format

  9. Variables Impacting Dispositional Empathy in Doctoral Psychology Students

    Science.gov (United States)

    Micheli, Amelia C.

    2014-01-01

    The purpose of this study was to explore variables impacting dispositional empathy in doctoral psychology students. While there is a great deal of research regarding empathy in practicing psychologists and mental health professionals, little is known about empathy in psychology trainees. This is especially surprising given the importance of…

  10. Impact of Information Technologies on Faculty and Students in Distance Education.

    Science.gov (United States)

    Zhao, Jensen J.; Alexander, Melody W.; Perreault, Heidi; Waldman, Lila

    2003-01-01

    A survey of distance education technologies received responses from 81 business faculty and 153 students, who indicated that e-mail, Internet lectures/assignments, and discussion groups were most frequently used. There were few differences between teachers and students. A technology's frequent usage and positive impact on productivity did not…

  11. The Impact of Social Media on the Academic Development of School Students

    OpenAIRE

    Tarek A. El-Badawy; Yasmin Hashem

    2015-01-01

    Today, it is crucial to determine the impact of social media on the academic performance of students. Technology is booming rapidly from year to year, and the younger generations are the ones caught in this rapid change. Questionnaires were distributed through Facebook and E-mails, to find out whether students academic performance is impacted by social media or not. The findings demonstrate that there is no relationship between social media and academic performance; this is clearly projected ...

  12. Perception of BDS students and fresh graduates about significance of professional ethics in dentistry

    International Nuclear Information System (INIS)

    Zain, S.A.A.; Sadhan, S.A.R.A.; Ahmedani, M.S.

    2014-01-01

    Objective: To assess the awareness level of undergraduate dentistry students as well as fresh graduates about the significance of professional ethics. Methods: The cross sectional study was conducted among the 3rd, 4th and final year male and female BDS students as well as fresh graduate Interns from the College of Dentistry, King Saud University from January to June 2011. The students were asked to give their opinion about need for applications of professional ethics in dental practice on a five point Likert Scale varying from strongly agree to strongly disagree. Minitab statistical software was used for data analysis. Results: Students at all levels considered professional ethics a very important prerequisite for dental practice with overall mean value of 4.42+-0.36. However, the responses from the senior academic levels were significantly on the higher side compared to those from the junior grades. Generally the religious teachings and spirituality was considered as one of the top most motives for practicing professional ethics in dentistry followed by reputation, financial benefits, fear of punishment and self projection, with overall mean values of 3.93+-0.58, 3.81+-0.49, 3.25+-0.94, 3.21+-1.07 and 3.16+-1.04, respectively. Conclusion: The present findings revealed that Professional Ethics is appreciated by the students as a highly significant factor for their success in dental practice as well as acquiring a good name and position in the society. (author)

  13. Impact of Near Work Activity on Visual Acuity among Junior High School Students

    Directory of Open Access Journals (Sweden)

    Raisha Pratiwi Indrawati

    2016-03-01

    Full Text Available Background: Uncorrected refractive error is experienced by at least 45 million productive-aged adults (aged 16–45 years old and 13 million children (aged 5–15 years old, and being the main cause of visual impairment in children worldwide and third cause of blindness in any age in Indonesia. Near work activity is estimated as one of environmental risk factor causing this refractive error, leading into decreased visual acuity. This study was conducted to analyse the impact of near work activity on visual acuity among junior high school students in Jatinangor Methods: This study was conducted in junior high school in Jatinangor, using cross sectional method. Total of 147 subjects were screened for visual impairment using Rapid Assessment of Avoidable Blindness (RAAB tumbling E chart and assesed for near work activity using questionnaire-guided interview method after informed consent had been obtained. Data were analysed using unpaired-T test and Mann-Whitney test. Results: Total diopter hours of near work activity among the group with visual acuity ≥6/18 and group with visual acuity <6/18 showed no significant difference (p=0.329, with latter group had less time-spent in near work activity. Similarly, each activity such as reading, watching TV, and using computer also showed no significant difference , except for playing games where the group with better visual acuity had shown significantly longer time spent than another group (p=0.018. Conclusions: Near work activity does not have impact on visual acuity among junior high school students, except for playing games

  14. The impact of empathy on burnout in medical students: new findings.

    Science.gov (United States)

    von Harscher, Heidi; Desmarais, Nathaly; Dollinger, Robert; Grossman, Seth; Aldana, Scarlett

    2018-03-01

    Research on medical students has shown they are at a higher risk for burnout and that this burnout may become more prevalent as they advance in medical school. The literature, thus far, has not explored the construct of ,emotional empathy and whether this can impact burnout in medical students. Objective: To understand the relationship  between empathy (Empathic Concern [EC] and Personal Distress [PD]) and burnout in medical students. Five successive classes of medical students enrolled at a new medical school were given the Maslach Burnout Inventory and Davis' Interpersonal Reactivity Index  over the course of three successive  years (n = 353).  Two dimensions of  empathy were evaluated to determine if they have an impact on three dimensions of burnout (Emotional Exhaustion/EE, Depersonalization/DP, Personal Accomplishment/PA). data was analyzed using a linear mixed model for each of the three components of burnout based on gender, age, year in medical school, and two types of empathy: EC, and PD.  Conclusion: It was discovered that students with high levels of EC had statistically lower scores of burnout over time while students with high levels of PD empathy showed statistically higher scores of burnout over three years. Implications for these findings are discussed.

  15. Sex-specific sleep patterns among university students in Lebanon: impact on depression and academic performance.

    Science.gov (United States)

    Kabrita, Colette S; Hajjar-Muça, Theresa A

    2016-01-01

    Good sleep quality and quantity are fundamental to the maintenance of normal physiological processes. Changes in sleep patterns are commonly observed among young adults and are shown to impact neurocognitive, academic, and psychological well-being. Given the scarcity of sleep information about Lebanon and acknowledging the sex differences in various sleep dimensions, we conducted a study that aimed at assessing sex differences in sleep habits among university students in Lebanon in relation to psychoacademic status. A total of 540 students (50.6% females) completed a questionnaire that inquired about sociodemographics and evaluated sleep quality and depression using the Pittsburg Sleep Quality Index (PSQI) and Center for Epidemiological Studies Depression Scale (CES-D), respectively. The mean PSQI global score (6.57±3.49) indicated poor sleep, with no significant differences between men and women. The sleep/wake rhythm was delayed on weekends for both sexes. Females exhibited earlier bedtimes and rise times and longer sleep durations on both weekdays and weekends. However, unlike males females showed a greater phase delay in wake times than bedtimes on weekends (149 minutes vs 74 minutes, respectively). In all, 70.9% of females suffered from depressive symptoms, which was a significantly higher proportion compared with 58.5% of males (Pacademic performance of females was significantly better than that of males (2.8±0.61 vs 2.65±0.61, Psleep duration (r=-0.221, Psleep timing, such as bedtime/rise time and nocturnal sleep duration, rather than sleep quality exist among Lebanese university students. Sex-specific sleep patterns have differential impact on psychological and academic well-being.

  16. The impact of professional identity on role stress in nursing students: A cross-sectional study.

    Science.gov (United States)

    Sun, Li; Gao, Ying; Yang, Juan; Zang, Xiao-Ying; Wang, Yao-Gang

    2016-11-01

    As newcomers to the clinical workplace, nursing students will encounter a high degree of role stress, which is an important predictor of burnout and engagement. Professional identity is theorised to be a key factor in providing high-quality care to improve patient outcomes and is thought to mediate the negative effects of a high-stress workplace and improve clinical performance and job retention. To investigate the level of nursing students' professional identity and role stress at the end of the first sub-internship, and to explore the impact of the nursing students' professional identity and other characteristics on role stress. A cross-sectional study. Three nursing schools in China. Nursing students after a 6-month sub-internship in a general hospital (n=474). The Role Stress Scale (score range: 12-60) and the Professional Identity Questionnaire for Nursing students (score range: 17-85) were used to investigate the levels of nursing students' role stress and professional identity. Higher scores indicated higher levels of role stress and professional identity. Basic demographic information about the nursing students was collected. The Pearson correlation, point-biserial correlation and multiple linear regression analysis were used to analyse the data. The mean total scores of the Role Stress Scale and Professional Identity Questionnaire for Nursing Students were 34.04 (SD=6.57) and 57.63 (SD=9.63), respectively. In the bivariate analyses, the following independent variables were found to be significantly associated with the total score of the Role Stress Scale: the total score of the Professional Identity Questionnaire for Nursing Students (r=-0.295, pNursing Students (standardised coefficient Beta: -0.260, pStress Scale. The multiple linear regression model explained 18.2% (adjusted R 2 scores 16.5%) of the Role Stress Scale scores variance. The nursing students' level of role stress at the end of the first sub-internship was high. The students with higher

  17. Assessment of cognitive factors that impact on student knowledge of genetics

    Science.gov (United States)

    Gerow, Tracy Nelson

    1999-12-01

    old ones. Science teachers need to apply meaningful assessment methods as students progress through learning new concepts so that errors in thinking can be diagnosed and remedied with appropriate teaching strategies. It is anticipated that assessment methods that engage students in explaining their understanding of concepts will bring about significant changes in how students learn subjects like genetics and also impact instruction in this crucial area of biological science.

  18. The Impact of Motivation to Lead on College Students' Cocurricular Involvement

    Science.gov (United States)

    Pepper, Robert C.

    2009-01-01

    This exploratory research examined the impact of motivation to lead on college students' cocurricular involvement. The question driving this research was: Is motivation to lead a predictor of cocurricular student involvement? A 52-item questionnaire that included the Motivation to Lead Self-Report Questionnaire (Chan & Drasgow, 2001) was used to…

  19. Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices Within an E-Learning Environment

    Science.gov (United States)

    Zhang, Wen-Xin; Hsu, Ying-Shao; Wang, Chia-Yu; Ho, Yu-Ting

    2015-02-01

    This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students' inquiry practices.

  20. The Impact of a History of Childhood Abuse on Life as a College Student

    Science.gov (United States)

    Sedlacek, David; Stevenson, Stanley; Kray, Carrie; Henson, Timothy; Burrows, Chelsea; Rosenboom, Mary Nell

    2015-01-01

    Several studies demonstrate the impact that childhood abuse has on adult life (Felitti et al., 1998; Galea, 2008). This study sought to examine the impact of childhood abuse on college student life. Physical, sexual, emotional, and spiritual abuse were examined in a group of college students from Andrews University and Southern Adventist…

  1. The impact of podcasting on the learning and satisfaction of undergraduate nursing students.

    Science.gov (United States)

    Vogt, Marjorie; Schaffner, Barbara; Ribar, Alicia; Chavez, Ruth

    2010-01-01

    Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction. Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?

  2. Impact of Health Education on Knowledge and Behaviors toward Infectious Diseases among Students in Gansu Province, China

    Science.gov (United States)

    Wang, Manli; Han, Xuemei; Fang, Haiqing; Xu, Chang; Lin, Xiaojun; Xia, Shuxu; Yu, Wenhan; He, Jinlu; Jiang, Shuai

    2018-01-01

    Objectives Infectious disease knowledge and behaviors are key elements that ensure student health and safety. This study explores the impact of health education on student knowledge and behaviors toward infectious diseases and determines the factors affecting infectious diseases knowledge and behaviors among students in Gansu, China. Methods A cross-sectional study and three sampling methods were used in two counties, 12 schools, and 32 classes in Gansu, China, from 2012 to 2013. Collected data included the following: (1) sociodemographic characteristics of 2002 students (1001 participants in the intervention group and 1001 in the control group); (2) accuracy of student knowledge and behaviors toward infectious diseases based on comparison of intervention and control groups through X2 test; and (3) mean scores on knowledge and behavior of students with different characteristics toward infectious diseases, as analyzed through analysis of variance (ANOVA). Multiple linear regression was conducted to analyze factors affecting student knowledge and behaviors toward infectious diseases. Results Statistically significant differences were observed among eight items of infectious disease transmission and treatment knowledge between intervention and control groups (P knowledge and behaviors toward infectious diseases reached 72.23% and 60.03%. Significant differences were observed in six items on student behavior in rural and urban areas (P student knowledge and behaviors toward infectious diseases (P student behaviors toward infectious diseases (P student knowledge and behaviors toward infectious diseases. Students in the control group need intensified health education on infectious diseases. Health education needs to pay particular attention to rural students, all male students, and students at senior high school level living on campus. PMID:29707573

  3. Hands in medicine: understanding the impact of competency-based education on the formation of medical students' identities in the United States.

    Science.gov (United States)

    Gonsalves, Catherine; Zaidi, Zareen

    2016-01-01

    There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on 'doing the work of a physician' rather than identity formation and 'being a physician.' This study aims to understand how competency-based education impacts the development of a medical student's identity. Three ceramic models representing three core competencies 'medical knowledge,' 'patient care,' and 'professionalism' were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Students across all four years of medical school related to the 'professionalism' competency domain (50%). They reflected that 'being an empathetic physician' was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized 'professionalism' as a competency. Students perceive 'professionalism' as a competency that impacts their identity formation in the social role of 'being a doctor,' albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

  4. Student-Centered Educational Reform: The Impact of Parental and Educator Support of Student Diligence.

    Science.gov (United States)

    Bernard, Hinsdale; And Others

    1996-01-01

    Diligence is a significant, meaningful predictor of student competence. This study examines the level of diligence displayed by students from two selected northeastern Ohio school districts and relates student diligence to the level of support provided by parents and educators. There was no distinction in support levels provided by mothers and…

  5. 78 FR 75370 - Draft Supplemental Environmental Assessment and Finding of No Significant Impact for Flood...

    Science.gov (United States)

    2013-12-11

    ... Environmental Assessment and Finding of No Significant Impact for Flood Control Improvements to the Rio Grande... Supplemental Environmental Assessment (SEA) and Finding of No Significant Impact (FONSI). SUMMARY: Pursuant to... Significant Impact for Flood Control Improvements to the Rio Grande Canalization Project in Vado, New Mexico...

  6. Impact of Journaling on Students' Self-Efficacy and Locus of Control

    Science.gov (United States)

    Fritson, Krista K.

    2008-01-01

    While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals' self-growth and intrapersonal…

  7. Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

    Science.gov (United States)

    Wilkins, Stephen; Martin, Susan; Walker, Ian

    2010-01-01

    This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

  8. Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

    Science.gov (United States)

    A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

    2017-08-01

    The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

  9. 40 CFR 1508.13 - Finding of no significant impact.

    Science.gov (United States)

    2010-07-01

    ... note any other environmental documents related to it (§ 1501.7(a)(5)). If the assessment is included, the finding need not repeat any of the discussion in the assessment but may incorporate it by... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Finding of no significant impact. 1508...

  10. Exploring undergraduate students' attitudes towards interprofessional learning, motivation-to-learn, and perceived impact of learning conflict resolution skills.

    Science.gov (United States)

    Vandergoot, Sonya; Sarris, Aspa; Kirby, Neil; Ward, Helena

    2018-03-01

    Conflict resolution skills are important for all healthcare professionals as conflict and mis-communication can have detrimental effects on decision-making, potentially impacting significantly on patient care, morbidity, and mortality. Interprofessional learning (IPL) has been found to increase collaboration and improve collegial relationships and hence may be an appropriate way to increase conflict resolution skills among healthcare graduates. This study examined transference of conflict resolution skills, motivation-to-learn, and attitudes to IPL of medical (n = 52) and nursing (n = 74) undergraduate students who undertook an IPL conflict resolution program. Results indicated that motivation-to-learn, attitudes to IPL, and transfer of conflict resolution skills were significantly related to each other, even when controlling for other variables, such as age and gender. When comparing the two groups, undergraduate nursing students were found to have statistically higher motivation-to-learn and transference of conflict resolution skills, and reported a more positive attitude to IPL than medical students. Some of these differences may be attributed to lack of clinical placements for medical students in the first half of their degree at their university, giving them less opportunity to apply the conflict resolution skills taught, as well as less contextual relevance. This may potentially affect their motivation-to-learn and attitude to IPL thus impacting on how they perceive the relevance of learning conflict resolution skills. Without the contextual relevancy of placements at the time of learning for medical students, the newly acquired conflict resolution skills are less likely to transfer to practice in an optimal fashion.

  11. The impact of three instructional styles of teaching physics on students' achievement and attitudes

    Science.gov (United States)

    Al-Arfaj, Maher Mohammed

    The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

  12. International nursing students and what impacts their clinical learning: literature review.

    Science.gov (United States)

    Edgecombe, Kay; Jennings, Michele; Bowden, Margaret

    2013-02-01

    This paper reviews the sparse literature about international nursing students' clinical learning experiences, and also draws on the literature about international higher education students' learning experiences across disciplines as well as nursing students' experiences when undertaking international clinical placements. The paper aims to identify factors that may impact international nursing students' clinical learning with a view to initiating further research into these students' attributes and how to work with these to enhance the students' clinical learning. Issues commonly cited as affecting international students are socialisation, communication, culture, relationships, and unmet expectations and aspirations. International student attributes tend to be included by implication rather than as part of the literature's focus. The review concludes that recognition and valuing of international nursing students' attributes in academic and clinical contexts are needed to facilitate effective strategies to support their clinical practice in new environments. Copyright © 2012. Published by Elsevier Ltd.

  13. Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors.

    Science.gov (United States)

    Dykstra Steinbrenner, Jessica R; Watson, Linda R

    2015-08-01

    Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.

  14. Impact of Teacher's Income on Student's Educational Achievements

    Science.gov (United States)

    Lukaš, Mirko; Samardžic, Darko

    2014-01-01

    The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in…

  15. The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

    Science.gov (United States)

    Churchill, Deirdre Lyne

    2014-01-01

    This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

  16. The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

    Science.gov (United States)

    Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

    2018-05-01

    This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

  17. 24/7 Connectedness and its Potential Impact on Today’s Physics Students: Technology Use, Multitasking, and GenMe

    Directory of Open Access Journals (Sweden)

    Teresa L. Larkin

    2018-05-01

    Full Text Available There is no question that the digital age is upon us. For many of us, the trans-formation to the digital age has been gradual; and, most often, welcomed. In the classroom, we have developed many useful and innovative applications technolo-gy-based pedagogies. Outside of the classroom, we use routinely rely on tech-nology to communicate with our students. However, not all of us grew up with 24/7 access to information that the internet and today’s technologies provide. Perhaps the impact of technology on those of us that teach is a bit different from the impact on our students. Many of our students today are members of the mil-lennial generation, which is sometimes referred to as Generation Me (GenMe. Members of GenMe have literally grown up with technology and the instantane-ous availability of information right at their fingertips. Computers, smart phones, iPads, and other technologies offer their users immediate access to information. Might these technologies be seen as a significant distraction to whatever the task at hand might be? Could these distractions be to blame for the perception of many in GenMe that they must multitask in order to get everything done? Might instant access to information be casting a cloud on student learning? If so, does this cloud have a silver lining? This paper addresses these and other questions through the use of a survey given to students in a second-level physics course in spring 2016. Results reveal that nearly all students feel the need to maintain this 24/7 connection using their smart phones. The impact that this level of connect-edness may have on our students will be discussed.

  18. Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

    Science.gov (United States)

    Barlow, Alexandra; Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael; Squires, Garry

    2014-11-12

    In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course.

    Science.gov (United States)

    Alsharif, Naser Z; Qi, Yongyue

    2014-09-15

    To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

  20. The impact of educational interventions on the empathic concern of health professional students: A literature review.

    Science.gov (United States)

    Everson, Naleya; Levett-Jones, Tracy; Pitt, Victoria

    2018-05-24

    This review aimed to identify programs that promote health professional students' empathic concern. Empathic concern is a key mediator of important outcomes for both patients and health professionals. However the empathic concern of health professional students tends to decline over the course of their studies. To date studies that have evaluated the impact of educational programs on empathic concern have not been reviewed. The databases ProQuest, CINAHL and Ovid were searched for studies that had evaluated educational programs for health professional students using a validated psychometric measure of empathic concern. Studies were graded using The Quality Assessment Tool for Quantitative Studies. Of 2977 identified studies, fifteen met inclusion criteria. Seven studies separately reported empathic concern scores. Four of the fifteen studies reported increased empathy scale scores after students took part in a program. Two studies received a strong quality rating, six a moderate rating and seven a weak rating. This review did not identify any studies that clearly demonstrated an increase in students' empathic concern after taking part in an educational program. Mindfulness based stress reduction, providing empathy content at each stage of a degree, programs that incorporate the film Wit, and Balint groups, may promote empathic concern. In light of the significant impact of health professionals' levels of empathic concern on outcomes for patients and health professionals, further robustly designed research using appropriate psychometric scales is needed to inform the development of education programs in this area. Copyright © 2018 Elsevier Ltd. All rights reserved.

  1. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

    Science.gov (United States)

    Klegeris, Andis; Hurren, Heather

    2011-12-01

    Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

  2. Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

    Science.gov (United States)

    Akmal

    2017-01-01

    Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

  3. The Impact of International Service-Learning on Nursing Students' Cultural Competency.

    Science.gov (United States)

    Kohlbry, Pamela Wolfe

    2016-05-01

    This article reports research findings on the effect of an international immersion service-learning project on the level and components of cultural competence of baccalaureate (BSN) nursing students. A triangulated methodology was used to determine changes in components and level of cultural competence pre- and postexperience. The theoretical model The Process of Cultural Competence in the Delivery of Healthcare Services was used. It identifies five central constructs in the process of becoming culturally competent: cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire. The sample of 121 BSN nursing students was gathered from three southern California universities. Data were collected from 2009 to 2013. Using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© and Cultural Self-Efficacy Scale, constructs of cultural competency were measured in pre- and posttest participants who participated in international service-learning immersion experiences. A demographic survey and open-ended qualitative questions were completed at the posttrip meeting. Mean, frequencies, and correlations with demographic data and survey data were calculated. Pre- and posttrip means were analyzed. Qualitative analysis from six open-ended questions completed at the posttest were coded and themes emerged. The research findings demonstrated the impact of the international service-learning project on building cultural competency in nursing students. Quantitative findings revealed statistically significant differences between pre- and posttest surveys for two of the five constructs of cultural competence. Qualitative analysis supported the quantitative findings in cultural competency constructs found in the model. The research findings support nursing education program use of international service-learning immersion experiences to foster cultural competence in nursing students. Findings from

  4. Impact of Health Education on Knowledge and Behaviors toward Infectious Diseases among Students in Gansu Province, China

    Directory of Open Access Journals (Sweden)

    Manli Wang

    2018-01-01

    Full Text Available Objectives. Infectious disease knowledge and behaviors are key elements that ensure student health and safety. This study explores the impact of health education on student knowledge and behaviors toward infectious diseases and determines the factors affecting infectious diseases knowledge and behaviors among students in Gansu, China. Methods. A cross-sectional study and three sampling methods were used in two counties, 12 schools, and 32 classes in Gansu, China, from 2012 to 2013. Collected data included the following: (1 sociodemographic characteristics of 2002 students (1001 participants in the intervention group and 1001 in the control group; (2 accuracy of student knowledge and behaviors toward infectious diseases based on comparison of intervention and control groups through X2 test; and (3 mean scores on knowledge and behavior of students with different characteristics toward infectious diseases, as analyzed through analysis of variance (ANOVA. Multiple linear regression was conducted to analyze factors affecting student knowledge and behaviors toward infectious diseases. Results. Statistically significant differences were observed among eight items of infectious disease transmission and treatment knowledge between intervention and control groups (P<0.001. Average accuracies of knowledge and behaviors toward infectious diseases reached 72.23% and 60.03%. Significant differences were observed in six items on student behavior in rural and urban areas (P<0.001. Health education, household register, and county affected scores of student knowledge and behaviors toward infectious diseases (P<0.05. Gender and education level also affected scores of student behaviors toward infectious diseases (P<0.001. Conclusions. Health education contributes to student knowledge and behaviors toward infectious diseases. Students in the control group need intensified health education on infectious diseases. Health education needs to pay particular attention to

  5. Impacting university physics students through participation in informal science

    Science.gov (United States)

    Hinko, Kathleen; Finkelstein, Noah D.

    2013-01-01

    Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.

  6. Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care.

    Science.gov (United States)

    Gould, Paul Robert; Lee, Youjung; Berkowitz, Shawn; Bronstein, Laura

    2015-01-01

    Interprofessional collaborative practice is increasingly recognized as an essential model in health care. This study lends preliminary support to the notion that medical students (including residents) and social work students develop a broader understanding of one another's roles and contributions to enhancing community-dwelling geriatric patients' health, and develop a more thorough understanding of the inherent complexities and unique aspects of geriatric health care. Wilcoxon Signed Rank Tests of participants' scores on the Index of Interdisciplinary Collaboration (IIC) indicated the training made significant changes to the students' perception of interprofessional collaboration. Qualitative analysis of participants' statements illustrated (1) benefits of the IPE experience, including complementary roles in holistic interventions; and (2) challenges to collaboration. The findings suggest that interprofessional educational experiences have a positive impact upon students' learning and strategies for enhanced care of geriatric patients.

  7. Impact of e-resources on learning in biochemistry: first-year medical students' perceptions.

    Science.gov (United States)

    Varghese, Joe; Faith, Minnie; Jacob, Molly

    2012-05-16

    E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

  8. Collegiate Student-Athletes' Academic Success: Academic Communication Apprehension's Impact on Prediction Models

    Science.gov (United States)

    James, Kai'Iah A.

    2010-01-01

    This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and Men's and Women's Basketball provided demographic…

  9. Living place significance for Kaunas first year university student habits

    OpenAIRE

    Pajarskaitė, Dovilė

    2014-01-01

    Aim of the study: Investigate students eating habits and availability for healthy nutrition. Objectives: Compare students nutritional habits by comparing their place of living; Find out students nutritional habits that are living in student flats. also eat nearby catering places; Evaluate students that live in Kaunas city of students flats possibility to prepare meals. Methods. Data from 2010 Kohortinis European students living habits was used for Nutritional habits comparison by livi...

  10. Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

    Science.gov (United States)

    Goodyear, Victoria A

    2017-03-01

    It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

  11. The Impact of Using Mobile Social Network Applications on Students' Social-Life

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2018-01-01

    The aim of the study was to investigate the impact of using Mobile Social Network Applications (MSNAs) on students' social life (social relations, family relations and social awareness). The study was designed as a survey study using a five-point Likert-type scale to collect data from the students. A sample of 211 students' response was analyzed.…

  12. Psycho-education's impact on communication skills, self-esteem and anger expression status of emergency medical technical student

    Directory of Open Access Journals (Sweden)

    Sevinc Mersin

    2015-12-01

    Full Text Available Aim: Emergency medical students are first persons that encountered and make medical aids to patients or traumatized people. It is stated that having adequate facilities about the communication of each health workers to deal with emergency patient and wounded persons is as important as immediate treatment. This research was conducted as quasi-experimental in order to determine the education of emotion recognition and expression's impact on communication skills, self-esteem and anger expression status of emergency medical technical students. Methods: The research was made with 7 students in first year of education in emergency department at a university in Turkey in 2013-2014 academic years. Total 12-session education of emotion recognition and expression was given to student within research for 2 hours in a week during 12 weeks. Information Form including socio-demographic characteristics, Communication Skills Inventory (CSI, Rosenberg Self-Esteem Scale (RSES and Spielberger Trait Anger Scale (STAS were applied to students before and after psycho-education. Results: It was determined that CSI mean scores of students within research were high before and after psycho-education but there is no statistically difference between them. It was determined that also there is no significantly difference between students' RSES and STAS mean scores before and after psycho-education. Conclusion: It was determined in the research that education of emotion recognition and expression has no impact on communication skills, self-esteem and anger expression status of students and students' communication skills levels were high before and after psycho-education. It has been concluded that especially empathy from communication skills is the mode of existence and therefore cannot be taught. [TAF Prev Med Bull 2015; 14(6.000: 489-495

  13. The impact of socio-demographic and religious factors upon sexual behavior among Ugandan university students.

    Science.gov (United States)

    Agardh, Anette; Tumwine, Gilbert; Östergren, Per-Olof

    2011-01-01

    More knowledge is needed about structural factors in society that affect risky sexual behaviors. Educational institutions such as universities provide an opportune arena for interventions among young people. The aim of this study was to investigate the relationship between sociodemographic and religious factors and their impact on sexual behavior among university students in Uganda. In 2005, 980 university students (response rate 80%) were assessed by a self-administered questionnaire. Validated instruments were used to assess socio-demographic and religious factors and sexual behavior. Logistic regression analyses were applied. Our findings indicated that 37% of the male and 49% of the female students had not previously had sex. Of those with sexual experience, 46% of the males and 23% of the females had had three or more sexual partners, and 32% of the males and 38% of the females did not consistently use condoms. For those who rated religion as less important in their family, the probability of early sexual activity and having had a high number of lifetime partners increased by a statistically significant amount (OR = 1.7; 95% CI: 1.2-2.4 and OR = 1.6; 95% CI: 1.1-2.3, respectively). However, the role of religion seemed to have no impact on condom use. Being of Protestant faith interacted with gender: among those who had debuted sexually, Protestant female students were more likely to have had three or more lifetime partners; the opposite was true for Protestant male students. Religion emerged as an important determinant of sexual behavior among Ugandan university students. Our findings correlate with the increasing number of conservative religious injunctions against premarital sex directed at young people in many countries with a high burden. of HIV/AIDS. Such influence of religion must be taken into account in order to gain a deeper understanding of the forces that shape sexual behavior in Uganda.

  14. A Volunteer Basketball Clinic for Children with Disabilities: Professional Development Impact on Student-Athletes and Physical Therapy Students.

    Science.gov (United States)

    Altenburger, Peter; Wilson, Anne M

    2017-01-01

    The purpose of this study was to assess the change in perceptions of student-athletes, physical therapy students, and parents of children who helped to facilitate an athletic skills camp for children with disabilities. Participants experienced 3 hours of basketball activity yearly. Data were collected for 3 consecutive years from a total of 51 parents, 15 student-athletes, and 22 physical therapy students. Pre- and post-survey data were evaluated by two independent researchers. Common themes were developed for all participant groups and cross-group comparisons were evaluated. Findings indicated a synergistic benefit for student-athletes and physical therapy students derived from their impact and children with disabilities. Perceptual changes in students included a decrease in fear in working with disabled children, an appreciation for the value of having fun, and increased growth in civic identity and desire to volunteer.

  15. Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum

    Directory of Open Access Journals (Sweden)

    Avik Chatterjee

    2015-01-01

    Full Text Available Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical activity. Over the years, medical student leaders of IMPACT continued the program, orienting the curriculum around the 5-2-1-0 Let’s Go campaign, aligning the IMPACT curriculum with North Carolina state curricular objectives for 4th graders and engaging and training teams of health professional students to deliver the program. The IMPACT project demonstrates how medical and other health professional students can successfully promote nutrition and physical activity education for themselves and for children through community-based initiatives. Ongoing efforts are aimed at increasing family participation in the curriculum to maximize changes in eating and physical activity of IMPACT participants and ensuring sustainability of the organization by engaging health professional student participants in continuing to improve the program.

  16. Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

    Science.gov (United States)

    Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

    2014-12-15

    To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of

  17. The Impact of Online Autonomous Learning on EFL Students' Reading Skills

    Science.gov (United States)

    Shang, Hui-Fang; Chen, Yen-Yu

    2018-01-01

    With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students' reading ability. Sixty-five students from two reading classes at One University in…

  18. Impact of Fab Lab Tulsa on Student Self-Efficacy toward STEM Education

    Science.gov (United States)

    Dubriwny, Nicholas; Pritchett, Nathan; Hardesty, Michelle; Hellman, Chan M.

    2016-01-01

    Student self-confidence is important to any attempt to increase interest and achievement in Science, Technology, Engineering, and Math (STEM) education. This study presents a longitudinal examination of Fab Lab Tulsa's impact on attitude and self-efficacy toward STEM education among middle-school aged students. Paired samples t-test showed a…

  19. Student Teachers' Evaluations of Slides of Children with Down Syndrome: Impact of Facial Plastic Surgery, Labelling and Factual Knowledge.

    Science.gov (United States)

    Elkabetz, R.; And Others

    1990-01-01

    This study examined the impact of facial plastic surgery, labeling (mentally retarded, normal, Down's syndrome), and level of knowledge of Down's syndrome on 127 student teachers' evaluations of slides of persons with such characteristics. Although there was no overall significant main effect for the pre-post operation condition, there was a…

  20. Prevalence and impact of headache in undergraduate students in Southern Brazil

    OpenAIRE

    Falavigna,Asdrubal; Teles,Alisson Roberto; Velho,Maíra Cristina; Vedana,Viviane Maria; Silva,Roberta Castilhos da; Mazzocchin,Thaís; Basso,Maira; Braga,Gustavo Lisbôa de

    2010-01-01

    OBJECTIVE: To determine the prevalence, characteristics and impact of headache among university students. METHOD: The criteria established by the International Headache Society were used to define the primary headache subtypes and the Migraine Disability Assessment Questionnaire (MIDAS), to assess the disability. The students were then grouped into six categories: [1] migraine; [2] probable migraine; [3] tension-type headache; [4] probable tension-type headache; [5] non-classifiable headache;...

  1. The Ecology of Student Retention: Undergraduate Students and the Great Recession

    Science.gov (United States)

    Mendoza, Pilar; Malcolm, Zaria; Parish, Nancy

    2015-01-01

    This study investigated qualitatively how undergraduate students experienced the Great Recession at a flagship university in the South Eastern of United States and how this experience relates to their retention. Results indicate that the Great Recession has significantly impacted students' engagement and commitments. We argue that student…

  2. Social anxiety disorder and its impact in undergraduate students at Jazan University, Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Ramzi M. Hakami

    2018-01-01

    Full Text Available Although social anxiety disorder (SAD is a common mental disorder, it is often under diagnosed and under treated. The aim of this study is to assess the prevalence, severity, disability, and quality of life towards SAD among students of Jazan University, Saudi Arabia. A cross-sectional study was conducted among a stratified sample of 500 undergraduate students to identify the prevalence of SAD, its correlates, related disability, and its impact on the quality life. All participants completed the Social Phobia Inventory, Leibowitz Social Anxiety Scale, Sheehan Disability Scale, and the WHO Quality of Life – BREF questionnaire. Of 476 students, 25.8% were screened positive for SAD. About 47.2% of the students had mild symptoms, 42.3% had moderate to marked symptoms, and 10.5% had severe to very severe symptoms of SAD. Students who resulted positive for SAD reported significant disabilities in work, social, and family areas, and this has adversely affected their quality of life as compared to those who screened negative for SAD. Students reported several clinical manifestations that affected their functioning and social life. Acting, performing or giving a talk in front of an audience was the most commonly feared situation. Blushing in front of people was the most commonly avoided situation. Since the present study showed a marked prevalence of SAD among students, increased disability, and impaired quality of life, rigorous efforts are needed for early recognition and treatment of SAD.

  3. 75 FR 12581 - Notice of Availability of Environmental Assessment and Finding of No Significant Impact for...

    Science.gov (United States)

    2010-03-16

    ... Environmental Assessment and Finding of No Significant Impact for Exemption From 10 CFR 30, 40, and 70... Assessment and Finding of No Significant Impact for Exemption from Commencement of Construction Requirements... has reached a Finding of No Significant Impact. II. Summary of the Environmental Assessment Background...

  4. Examining the Impact of Technology on Primary Students' Revision of Written Work

    Science.gov (United States)

    Lisy, Jennifer Garrette

    2015-01-01

    Few studies have examined the revision processes of second grade students and even fewer have explored the impact of digital writing on young students' revisions. This study utilized a within subject crossover trial using randomized block assignment (AB | BA) for counterbalancing. This study sought to determine (1) whether revising on paper versus…

  5. The Impact of an Interdisciplinary Space Program on Computer Science Student Learning

    Science.gov (United States)

    Straub, Jeremy; Marsh, Ronald; Whalen, David

    2015-01-01

    Project-based learning and interdisciplinary projects present an opportunity for students to learn both technical skills and other skills which are relevant to their workplace success. This paper presents an assessment of the educational impact of the OpenOrbiter program, a student-run, interdisciplinary CubeSat (a type of small satellite with…

  6. The Impact of Athletic Facilities on the Recruitment of Potential Student-Athletes

    Science.gov (United States)

    Schneider, Ray; Messenger, Steve

    2012-01-01

    Purpose: This study examined the impact that athletic facilities and other college choice factors have on the recruitment of student-athletes to play Division I college hockey compared to the influence of other college choice factors. Although athletic facilities and their seeming importance in the recruitment of top level student-athletes are…

  7. Impact of Birth Order on Procrastination among College Students in Eldoret Town

    Science.gov (United States)

    Gabriel, Chege Kimani

    2015-01-01

    The study sought to investigate the impact of birth order on procrastination among college students in Eldoret town. The study sought to achieve the following objectives: (1) to find out the prevalence of procrastination among college students in Eldoret town, (2) to find out the relationship between birth order on procrastination among college…

  8. Impact of Digital Tooth Preparation Evaluation Technology on Preclinical Dental Students' Technical and Self-Evaluation Skills.

    Science.gov (United States)

    Gratton, David G; Kwon, So Ran; Blanchette, Derek; Aquilino, Steven A

    2016-01-01

    The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.

  9. The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

    Science.gov (United States)

    Sturdivant Allen, Anita Kay

    Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

  10. Evaluating the Impact of Teaching Methods on Student Motivation

    Science.gov (United States)

    Cudney, Elizabeth A.; Ezzell, Julie M.

    2017-01-01

    Educational institutions are consistently looking for ways to prepare students for the competitive workforce. Various methods have been utilized to interpret human differences, such as learning preferences and motivation, in order to make the curriculum more valuable. The objective of this research was to determine the impact of new teaching…

  11. The Impact of a Short-Term Pharmacology Enrichment Program on Knowledge and Science Attitudes in Precollege Students

    Directory of Open Access Journals (Sweden)

    Molly N Downing

    2016-06-01

    Full Text Available As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP, on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134 completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6 of the PPP program (from 41% mean test score to 65%; p<0.001. In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001. This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10 who reported improved communication skills and an increased interest in future educational work.   Type: Original Research

  12. Impacts of Innovativeness and Attitude on Entrepreneurial Intention: Among Engineering and Non-Engineering Students

    Science.gov (United States)

    Law, Kris M. Y.; Breznik, Kristijan

    2017-01-01

    This study attempted to explore the impacts of attitudinal antecedents on students' entrepreneurial intention. Comparisons between students of engineering and non-engineering backgrounds and gender groups were made. Total of 998 students from universities in Hong Kong were surveyed, leading to a number of highlights in the study. First, it is…

  13. Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students.

    Science.gov (United States)

    Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

    2017-01-01

    This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students' academic achievement and attitude. The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology's semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students' grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (pWhatsApp messenger tool showed a significant positive correlation in improving students' grades. Additionally, use of WhatsApp enhances students' in-class attendance though statistically insignificant. The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education.

  14. The impact and cost-effectiveness of student counselling in the ...

    African Journals Online (AJOL)

    Research findings on the impact and cost-effectiveness of policies, organisational structure, collaboration between different institutional service centres and counsellor characteristics are reviewed. In particular, it was found that collaboration between student-directed services within the broader University context contribute ...

  15. Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis.

    Science.gov (United States)

    Lahti, Mari; Hätönen, Heli; Välimäki, Maritta

    2014-01-01

    To review the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction related to e-learning. We conducted a systematic review and meta-analysis of randomized controlled trials (RCT) to assess the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction. Electronic databases including MEDLINE (1948-2010), CINAHL (1981-2010), Psychinfo (1967-2010) and Eric (1966-2010) were searched in May 2010 and again in December 2010. All RCT studies evaluating the effectiveness of e-learning and differentiating between traditional learning methods among nurses were included. Data was extracted related to the purpose of the trial, sample, measurements used, index test results and reference standard. An extraction tool developed for Cochrane reviews was used. Methodological quality of eligible trials was assessed. 11 trials were eligible for inclusion in the analysis. We identified 11 randomized controlled trials including a total of 2491 nurses and student nurses'. First, the random effect size for four studies showed some improvement associated with e-learning compared to traditional techniques on knowledge. However, the difference was not statistically significant (p=0.39, MD 0.44, 95% CI -0.57 to 1.46). Second, one study reported a slight impact on e-learning on skills, but the difference was not statistically significant, either (p=0.13, MD 0.03, 95% CI -0.09 to 0.69). And third, no results on nurses or student nurses' satisfaction could be reported as the statistical data from three possible studies were not available. Overall, there was no statistical difference between groups in e-learning and traditional learning relating to nurses' or student nurses' knowledge, skills and satisfaction. E-learning can, however, offer an alternative method of education. In future, more studies following the CONSORT and QUOROM statements are needed to evaluate the effects of these interventions. Copyright © 2013 Elsevier Ltd

  16. Students worry about the impact of alcohol on quality of life: Roles of frequency of binge drinking and drinker self-concept.

    Science.gov (United States)

    Luquiens, A; Falissard, B; Aubin, H J

    2016-10-01

    The aim of this study was to clarify the impact of binge drinking, its intensity and frequency, and drinker self-concept on health-related quality-of-life (HRQOL) in students. This cross-sectional online survey included 16,930 students. We collected sociodemographics, environmental data, and drinking behaviors. We assessed HRQOL using the Alcohol Quality-of-Life scale, which explicitly explores the subjective negative impact on quality of life one attributes to his relationship with alcohol and the degree to which drinking is a part of an individual's self-concept. Data analyses were performed in 2015 and 2016. We described and compared binge drinkers and non-binge drinkers. Using a regression model we identified the independent factors associated with HRQOL. The impact on HRQOL attributed to alcohol was significantly greater among binge drinkers. Factors of impact on HRQOL subjectively attributed to alcohol by students were: AUDIT-C score, interaction between gender and AUDIT-C score, strong individual identity as a drinker, binge-drinking frequency, financial difficulties, being a foreigner, fewer years since diploma, chronic condition, recent use of cannabis, psychostimulant, poppers or gambling. Sleep quality, ability to work, expenditure on alcohol, shame, and health-related concerns were the most strongly impacted quality of life areas. Binge-drinking frequency should be considered as an important target in prevention programs. In addition, integrating findings on students' subjective perceptions of impairment of HRQOL by alcohol could enable the development of more acceptable and more relevant prevention messages. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  17. The Surprising Impact of Seat Location on Student Performance

    Science.gov (United States)

    Perkins, Katherine K.; Wieman, Carl E.

    2005-01-01

    Every physics instructor knows that the most engaged and successful students tend to sit at the front of the class and the weakest students tend to sit at the back. However, it is normally assumed that this is merely an indication of the respective seat location preferences of weaker and stronger students. Here we present evidence suggesting that in fact this may be mixing up the cause and effect. It may be that the seat selection itself contributes to whether the student does well or poorly, rather than the other way around. While a number of studies have looked at the effect of seat location on students, the results are often inconclusive, and few, if any, have studied the effects in college classrooms with randomly assigned seats. In this paper, we report on our observations of a large introductory physics course in which we randomly assigned students to particular seat locations at the beginning of the semester. Seat location during the first half of the semester had a noticeable impact on student success in the course, particularly in the top and bottom parts of the grade distribution. Students sitting in the back of the room for the first half of the term were nearly six times as likely to receive an F as students who started in the front of the room. A corresponding but less dramatic reversal was evident in the fractions of students receiving As. These effects were in spite of many unusual efforts to engage students at the back of the class and a front-to-back reversal of seat location halfway through the term. These results suggest there may be inherent detrimental effects of large physics lecture halls that need to be further explored.

  18. Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

    Science.gov (United States)

    Morrow, C. A.; Zawaski, M.

    2004-12-01

    This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

  19. The Impact of Facebook on University-Students Relationships

    Directory of Open Access Journals (Sweden)

    Sabina Iustina ȘTEFĂNICĂ

    2014-12-01

    Full Text Available The advent of increased competition between higher education institutions (HEI has resulted in a transformation within the education market. To survive in this internationally competitive and hostile market, HEIs must engage in mutually beneficial relationships with key stakeholders and tailor management practices in line with their vision. Thus there is a symbiotic relationship between the HEI, their stakeholders and the stakeholders’ needs. This article aims to clarify the interests of the primary stakeholder, the Romanian student, by analysing their perception of the Facebook engagement strategies used by Romanian universities. In writing this case study we used a quantitative approach - online questionnaires - distributed to student stakeholders through the official Facebook accounts of the public and private Romanian universities.  The research was restricted to 285 questionnaires; the number of valid questionnaires obtained during the time allocated for data collection. The intrinsic value of the study is its integrative approach to the theories and studies regarding the engagement strategies available to HEIs through social media and the research of a heretofore unexplored area in Romanian literature. The study has three key findings: 1 Students welcome an active official Facebook presence by their University and professors; 2 Students have a direct interest and strongly believe that they will derive benefit from the Facebook publication of academic and administrative information; and 3 Students would be highly supportive and appreciative of informal Facebook interaction.  Finally we recommend further qualitative research to assess the totality of the impact of social media on the university-students relationship.

  20. The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory

    Science.gov (United States)

    Cutumisu, Maria; Schwartz, Daniel L.

    2016-01-01

    This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon…

  1. The Impact Facebook and Twitter has on the Cognitive Social Capital of University Students

    OpenAIRE

    Kevin A. Johnston; Chad Petersen

    2015-01-01

    The impact that Facebook and Twitter usage has on the creation and maintenance of university student’s cognitive social capital was investigated on students in the Western Cape province of South Africa. Facebook and Twitter were selected as part of the research context because both are popular online social network systems (SNSs), and few studies were found that investigated the impact that both Facebook and Twitter have on the cognitive social capital of South African university students. Da...

  2. Using Students' Explanatory Models as Sources of Feedback: Conceptualizing Ocean Acidification and Its Impacts

    Science.gov (United States)

    Sezen-Barrie, A.; Stapleton, M.; Wolfson, J.

    2017-12-01

    This qualitative study focuses on students evidence-based explanatory models on how ocean acidification impacts oysters. Explanatory models are the crucial components of scientific endeavors as it helps scientists explain how the natural world functions and the reasons for the ways it functions. Moreover, these models assemble individual practices to understand how they work together to reach clear conclusions through scientific investigations. Due to their critical roles in making sense of authentic science, recent studies in science education suggest that these models should be part of the curriculum aligned with new science standards, i.e. Next Generation Science Standards, which stress the importance of engaging students in scientific practices. By collecting data from 400 secondary school students in Maryland, we aim to respond to the question: How can we use secondary school students' explanatory models to provide students with constructive feedback for more comprehensive learning of ocean acidification (the related evidence, causes and impact)? The data were analyzed through discourse analysis method. We highlighted and coded students' inscriptions (e.g., drawings, writings, and representations) that are signs of students' understanding (or lack thereof) of ocean acidification. These signs included explanations of pH levels, drawings of oyster growth, and inclusions of relevant data. The findings showed that the explanatory models can be critical forms of feedback as they reveal a) students' alternative conceptions on how ocean acidification impacts oysters or how acidification works in general; b) students' interpretations of oceans' (non)connectedness to Earth system; c) the choice of scientific representations and their sources; and d) the way students' integrate evidence or data from the investigations. Our work tackles an understanding of one of the most vital signs of modern climatic changes. Recent scientific evidence shows that if the change in ocean

  3. The Impacts of Budget Reductions on Indiana's Public Schools: The Impact of Budget Changes on Student Achievement, Personnel, and Class Size for Public School Corporations in the State of Indiana

    Science.gov (United States)

    Jarman, Del W.; Boyland, Lori G.

    2011-01-01

    In recent years, economic downturn and changes to Indiana's school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana's public school corporations. The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement. This…

  4. An investigation of the impact of selected prereading activities on student content learning through laboratory activities

    Science.gov (United States)

    Kass, Jesse (Shaya)

    This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

  5. The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement

    Science.gov (United States)

    Warren, Jeffrey M.

    2010-01-01

    This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

  6. Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students.

    Science.gov (United States)

    Fawaz, Mirna A; Hamdan-Mansour, Ayman M

    2016-11-01

    High-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students. The purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. A post-test, quasi-experimental design was used. Two private universities in Lebanon were targeted to implement the intervention. A convenience sample of 56 nursing students from two private universities in Lebanon were recruited. Data were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires. Nursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t=5.23, pmotivation for academic achievement (t=-6.71, pstudents had higher mean scores of motivation (198.6, SD=10.5) in the intervention group than in the control group (161.6, SD=20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda =0.77, F=1.09, p=0.374). There is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. Environmental assessments and findings of no significant impact--FDA. Notice.

    Science.gov (United States)

    1998-05-18

    The Food and Drug Administration (FDA) is announcing that it has reviewed environmental assessments (EA's) and issued findings of no significant impact (FONSI's) relating to the 167 new drug applications (NDA's) and supplemental applications listed in this document. FDA is publishing this notice because Federal regulations require public notice of the availability of environmental documents.

  8. The Impact of Student Life Stress on Health Related Quality of Life Among Doctor of Pharmacy Students

    Science.gov (United States)

    Gupchup, Gireesh V.; Borrego, Matthew E.; Konduri, Niranjan

    2004-01-01

    The purpose of this study was to examine the association between student-life stress and health related quality of life (HRQOL) among Doctor of Pharmacy (Pharm.D.) students. Data were collected for 166 students in the first three years of a Pharm.D. curriculum. Student-Life Stress Inventory scores were significantly negatively correlated to mental…

  9. The Impact on Individualizing Student Models on Necessary Practice Opportunities

    Science.gov (United States)

    Lee, Jung In; Brunskill, Emma

    2012-01-01

    When modeling student learning, tutors that use the Knowledge Tracing framework often assume that all students have the same set of model parameters. We find that when fitting parameters to individual students, there is significant variation among the individual's parameters. We examine if this variation is important in terms of instructional…

  10. The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

    Science.gov (United States)

    Weeks, Faith J.

    Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

  11. Impact of distributed virtual reality on engineering knowledge retention and student engagement

    Science.gov (United States)

    Sulbaran, Tulio Alberto

    Engineering Education is facing many problems, one of which is poor knowledge retention among engineering students. This problem affects the Architecture, Engineering, and Construction (A/E/C) industry, because students are unprepared for many necessary job skills. This problem of poor knowledge retention is caused by many factors, one of which is the mismatch between student learning preferences and the media used to teach engineering. The purpose of this research is to assess the impact of Distributed Virtual Reality (DVR) as an engineering teaching tool. The implementation of DVR addresses the issue of poor knowledge retention by impacting the mismatch between learning and teaching style in the visual versus verbal spectrum. Using as a point of departure three knowledge domain areas (Learning and Instruction, Distributed Virtual Reality and Crane Selection as Part of Crane Lift Planning), a DVR engineering teaching tool is developed, deployed and assessed in engineering classrooms. The statistical analysis of the data indicates that: (1) most engineering students are visual learners; (2) most students would like more classes using DVR; (3) engineering students find DVR more engaging than traditional learning methods; (4) most students find the responsiveness of the DVR environments to be either good or very good; (5) all students are able to interact with DVR and most of the students found it easy or very easy to navigate (without previous formal training in how to use DVR); (6) students' knowledge regarding the subject (crane selection) is higher after the experiment; and, (7) students' using different instructional media do not demonstrate statistical difference in knowledge retained after the experiment. This inter-disciplinary research offers opportunities for direct and immediate application in education, research, and industry, due to the fact that the instructional module developed (on crane selection as part of construction crane lift planning) can be

  12. The Impact of Regional Higher Education Spaces on the Security of International Students

    Science.gov (United States)

    Forbes-Mewett, Helen

    2016-01-01

    The security of international students in regional higher education spaces in Australia has been overlooked. Contingency theory provides the framework for this case study to explore the organisational structure and support services relevant to a regional higher education space and how this impacts the security of international students. In-depth…

  13. Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning.

    Science.gov (United States)

    Kim, Kyong-Jee; Hwang, Jee-Young

    2016-03-01

    Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students' experience with ubiquitous testing and its impact on student learning. A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students' experiences of ubiquitous testing. The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources. Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

  14. Bolide impacts and their significance in fossil fuel geochemistry

    Energy Technology Data Exchange (ETDEWEB)

    Saxby, J.D. (CSIRO Division of Coal Technology (Australia))

    1989-01-01

    One of the most dramatic scientific theories of the past ten years has been that a collision between the earth and a large meteor or bolide about 10 km in diameter caused mass extinctions of most of the then-existing species (including dinosaurs) at the end of the Cretaceous, 65 million years ago. Controversy continues but, by and large, organic geochemists researching fossil fuels have not been active participants. Only recently has a relationship between kerogen and the all-important iridium anomaly been investigated (Schmitz et al., 1988). Sediment samples at the Cretaceous-Tertiary boundary contain anomalously high concentrations of iridium, an element whose abundance in the earth's crust is only one ten thousandth of that found in meteorites and presumably in other solar system debris. The purpose of this paper is to briefly raise some questions regarding the bolide impact theory as it affects coal and petroleum deposits. It may well be that organic geochemical evidence will be crucial in either supporting or refuting the impact hypothesis or one of its variations. Even if future research tends to favor widespread explosive volcanism, rather than bolide impacts, the significance of such catastrophic events to the formation and characteristics of fossil fuels needs to be assessed.

  15. Bolide impacts and their significance in fossil fuel geochemistry

    Energy Technology Data Exchange (ETDEWEB)

    Saxby, J D [CSIRO Division of Coal Technology (Australia)

    1989-01-01

    One of the most dramatic scientific theories of the past ten years has been that a collision between the earth and a large meteor or bolide about 10 km in diameter caused mass extinctions of most of the then-existing species (including dinosaurs) at the end of the Cretaceous, 65 million years ago. Controversy continues but, by and large, organic geochemists researching fossil fuels have not been active participants. Only recently has a relationship between kerogen and the all-important iridium anomaly been investigated (Schmitz et al., 1988). Sediment samples at the Cretaceous-Tertiary boundary contain anomalously high concentrations of iridium, an element whose abundance in the earth's crust is only one ten thousandth of that found in meteorites and presumably in other solar system debris. The purpose of this paper is to briefly raise some questions regarding the bolide impact theory as it affects coal and petroleum deposits. It may well be that organic geochemical evidence will be crucial in either supporting or refuting the impact hypothesis or one of its variations. Even if future research tends to favor widespread explosive volcanism, rather than bolide impacts, the significance of such catastrophic events to the formation and characteristics of fossil fuels needs to be assessed.

  16. Impact of the internet on academic performance of students in ...

    African Journals Online (AJOL)

    This research work investigates the impact of the internet on the academic performance of students in some selected tertiary institutions in Nigeria. A survey research design was adopted in conducting this research. Questionnaire was the instrument employed for data collection. Frequency count and simple percentage was ...

  17. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education.

    Science.gov (United States)

    Gil-Arias, Alexander; Harvey, Stephen; Cárceles, Adrián; Práxedes, Alba; Del Villar, Fernando

    2017-01-01

    The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to

  18. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education.

    Directory of Open Access Journals (Sweden)

    Alexander Gil-Arias

    Full Text Available The Teaching Games for Understanding (TGfU and Sport Education (SE pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active. A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of

  19. Influence of Significant Others on High School Students' Expectancies of Success and Task Value in Physical Education

    Science.gov (United States)

    Williams, Skip M.; Weiss, Windee

    2018-01-01

    This study examined the perceived influence of significant others' beliefs on students' expectancies of success and task value in physical education (PE). PE students (N = 231) between Grades 9 and 12 participated. Multiple regressions examined the influence of perceived parents', teachers', and classmates' beliefs on students' ability…

  20. The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

    Science.gov (United States)

    Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.

    2013-01-01

    Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…

  1. The Generational Impact of Technology on Formal Writing of Rural Middle School Students

    Science.gov (United States)

    Land, Martha Ann

    2012-01-01

    The purpose of this study was to determine the impact text messages, social networks, Instant Messaging, email, and blogging had on rural middle school students' ability to decipher between formal and informal writing. Students completed self-evaluation logs, completed Formal and Informal Writing Assessments, and were scored on their use of…

  2. The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

    Science.gov (United States)

    Rakes, Glenda C.; Dunn, Karee E.

    2010-01-01

    With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior…

  3. The Impact of Critical Thinking on Clinical Judgment During Simulation With Senior Nursing Students.

    Science.gov (United States)

    Cazzell, Mary; Anderson, Mindi

    2016-01-01

    The study examined the impact of critical thinking (CT) on clinical judgment (CJ) during a pediatric Objective Structured Clinical Evaluation (OSCE) with 160 pre-licensure nursing students. Educators are called to transform teaching strategies to develop CJ but confusion exists over definitions. A descriptive correlational design was used to examine demographics and Tower of Hanoi (TOH) and Health Science Reasoning Test (HSRT) scores. CJ was measured by scores on the Lasater Clinical Judgment Rubric (LCJR) from videotaped OSCEs. Participants were: 86 percent female, 42 percent Caucasian, median 23 years, with 49 percent having health care experience. Students averaged seven moves over minimum on the TOH. Average scores were: HSRT 25/38 and LCJR 31/44. Statistically significant predictors of CJ were gender, ethnicity, HSRT deduction, and analysis; 11 CT variables accounted for 17 percent of LCJR scores. Educators need to utilize/develop innovative teaching strategies addressing CJ predictors.

  4. Students' Attitudes towards Mathematics and the Impacts of Mathematics Teachers' Approaches on It

    Science.gov (United States)

    Elçi, Aysun Nüket

    2017-01-01

    The purpose of the study is to determine students' attitudes towards mathematics, to investigate these attitudes according to the different variables, and to reveal the impacts of mathematics teachers' approaches and in-class activities on the students' attitudes towards mathematics. The study was conducted with the high school students from…

  5. Student Attitudes towards Enterprise Education in Poland: A Positive Impact

    Science.gov (United States)

    Jones, Paul; Jones, Amanda; Packham, Gary; Miller, Christopher

    2008-01-01

    Purpose: This paper aims to appraise the delivery of an enterprise education course to a cohort of Polish students evaluating its impact in encouraging entrepreneurial activity. The Polish economy continues its expansion with adoption of free market economies post communism. To encourage this growth, entrepreneurial activity must be encouraged…

  6. The Impact of YouTube and Facebook on the Achievement of Jordan University Students in English Language Course

    Directory of Open Access Journals (Sweden)

    Mohammad Faraj Saleh Al-Abdallat

    2018-03-01

    Full Text Available This study aimed to investigate the impact of YouTube and Facebook on the Achievement of Jordan University students in the English Language course, and the impact of the variables of GPA and the experience in e-learning. The study was conducted in the first semester of the academic year 2016/2017. The participants of the study were classified into three groups: two groups were experimental; the first group, of 16 participants, was taught using YouTube, and the second group, of 27 participants, was taught using Facebook whereas and the third one, of 34 participants, was set as a control group. Quasi-experimental method was used, and the two tools of the study were: an educational material designed in a manner consistent with the ways of the YouTube and Facebook, and an achievement test consisting of (25 items to measure the results of Jordan University students in the English Language. The validity and reliability of the study tools were checked and verified using standard. The results showed that there was a statistically significant effect in the results of the English language course at the Jordan University students due to the teaching method in favor of the two experimental groups, which were taught using the methods of the YouTube and Facebook. There were also statistically significant differences (α = 0.05 attributed to the GPA, and in favor of those with the Pass grade. Finally, there were statistically significant differences (α= 0.05 attributed to variables of limited experience, moderate experience and extensive experience, and in favor of those extensive experience. Keywords: Achievement, English language, Facebook, YouTube.

  7. Impact of Argumentation in the Chemistry Laboratory on Conceptual Comprehension of Turkish Students

    Directory of Open Access Journals (Sweden)

    Ali Riza Sekerci

    2014-11-01

    Full Text Available Aim of this research is to evaluate the impact of argumentation in the chemistry laboratory on conceptual comprehension of students. This research follows a triangulation design, categorized under mixed-method design variations, which include both qualitative and quantitative research designs. The research is conducted with 91 first grade university students studying in two different classes of the Department of Science Education, Kazım Karabekir Education Faculty at the Ataturk University, located in eastern Turkey. One class was randomly designated as the experimental group, with another as the control group. Research data was collected via a General Chemistry Laboratory Concept Test (GCLCT containing 33 items, a test containing ten open-ended items, a semi-structured interview form, and a written feedback form, all designed by the researchers. Data from the GCLCT were analyzed through predictive statistics method, while data from the open-ended questions, semi-structured interview and written feedback form were analyzed through the descriptive analysis method. It is concluded from this research, that there is statistically significant difference between the GCLC post-test averages of the experimental and control groups. It was found that when compared to the control group, the proportion of experimental group students who answered the GCLC post-test items correctly is higher. In addition to this, the proportion of students who demonstrated misconceptions were higher in the control group students compared to the experimental group. It is concluded by this research, that argumentation provides more effective results in terms of comprehension of fundamental chemistry concepts, when compared to a traditional approach.

  8. The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students' Reading Comprehension

    Science.gov (United States)

    Juliana

    2018-01-01

    The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama…

  9. The impact of 'missed care' on the professional socialisation of nursing students: A qualitative research study.

    Science.gov (United States)

    Gibbon, Bernard; Crane, Julie

    2018-04-07

    Missed care is a recently described concept that is subject to an increasing amount of international nursing research. The impact of missed care is associated with poorer patient outcomes (mortality and morbidity) and poorer levels of patient satisfaction with the services provided by the hospital. Missed care has also been linked to decreased staff satisfaction and increased intention to leave. Overall disaffection amongst registered nurses has also been reported. Professional socialisation refers to the acquisition of behaviours within cultural norms, and it has been suggested that students enter a period of professional socialisation during their programme. Whilst it has been proposed that students may absorb the characteristics of those around them, to date, no empirical studies have reported the impact of missed care on student nurses. The aim of this project is to explore the impact of missed care on the professional socialisation of student nurses. A qualitative study was undertaken in one higher education institute in UK with final year pre-registration nursing degree (adult field) students. Focus group interviews, utilizing a broad topic guide, were used to collect data which was analysed using thematic analysis. Student nurses were aware that some planned care is missed and these findings resonated with those identified in the literature. In addition to illuminating aspects of professional socialisation, analysis yielded five themes with regards to missed care: awareness, rationale, impact, strategies to avoid and influence of missed care on career aspiration. Student nurses exposed to missed care appear to accept this as part of their professional socialisation. With regards to professional socialisation, student nurses developed a pragmatic acceptance that care would be missed and that this could happen in any environment. As such they did not see missed care as influencing their career aspirations. Copyright © 2018 Elsevier Ltd. All rights reserved.

  10. The Impact of Science Fiction Film on Student Understanding of Science

    Science.gov (United States)

    Barnett, Michael; Wagner, Heather; Gatling, Anne; Anderson, Janice; Houle, Meredith; Kafka, Alan

    2006-04-01

    Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students' perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students.

  11. Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

    Science.gov (United States)

    Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

    2014-01-01

    Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

  12. Affairs of State and Student Retention: An Exploratory Study of the Factors that Impact Student Retention in a Politically Turbulent Region

    Science.gov (United States)

    Ben-Tsur, Dalia

    2007-01-01

    This study examines the impact of a country's security unrest on student retention. It draws on the key factors that influence retention worldwide, adopts Bourdieu's notion of cultural capital and also brings in concepts related to terrorism and security unrest traditionally absent from theories on student retention. Based on a case study carried…

  13. Telescopic Topics: The Impact of Student-Created Podcasts in a Large, General Education Course

    Science.gov (United States)

    Kraal, E. R.

    2014-12-01

    Large, general education courses are important to the geoscience community. These courses serve as valuable recruiting tools for future geoscience majors because over 55% of geoscience students select their major in the first two years of college (Wilson, 2013). These courses can have many challenges such as large class sizes, limited (or no) laboratory time and facilities, little financial resource support, non-permanent faculty, and a variety of student abilities and needs. High impact practices, such as writing courses, student research, and community service can be difficult to integrate into large, non-major courses. Student-produced audio (e. g. podcasts) provide one approach to providing high impact practices within these courses. Other researchers have found student produced audio to be effective at transmitting content, integrating place based experiences, and building community connections within the students. Here I present the implementation of student-created audio within a large (100+), general education course (AST 30 - Mission to the Planets) over the last 4 years called 'Telescopic Topics.' Activities scaffold the students through the semester where they select a topic on planetary science, work with the science reference librarian, visit the writing center, and record their podcast at campus student radio station. The top podcasts are then aired on the campus radio station during the news broadcasts through a rotating series. Surveys of student experiences find that student find the activity valuable and engaging. Students reported feeling less intimidated by the science content and more connected to the subject matter. In addition, it provides many of them with their first introduction to and use of the university library and associated campus resources.

  14. The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

    Science.gov (United States)

    Alzahrani, Majed Gharmallah; O'Toole, John Mitchell

    2017-01-01

    The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, in an attempt to determine the impact of these experiences and attitudes on their view of the implementation of blended learning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an online…

  15. The Impact of Single-Gender Scheduling on Students in a Title I School

    Science.gov (United States)

    Moss, Janet L.

    2011-01-01

    This dissertation was designed to examine the impact that single-gender scheduling would have on students who attend a struggling Title I middle school. The importance of the middle level cannot be denied. Strong research points to this time in a student's life as the pivotal crux on which success and failure are balanced. Middle level educators…

  16. Assessing Impact of Technology Based Digital Equalizer Programme on Improving Student Learning Outcomes

    Science.gov (United States)

    Sarkar, Subrata; Mohapatra, Sanjay; Sundarakrishnan, J.

    2017-01-01

    The objective of this research was to assess the impact of the Digital Equalizer program (DE Program) in terms of student learning outcomes of students in subjects like science, mathematics and geography after 8 months of implementing the DE program in 283 schools across 30 districts of Odisha, India. This study was a inter group and intra group…

  17. Violence Victimization on a College Campus: Impact on GPA and School Dropout

    Science.gov (United States)

    Mengo, Cecilia; Black, Beverly M.

    2016-01-01

    Violence against university students has significant impact on their mental health. The impact of violence on students' academic performance has received little attention. The primary purpose of this study is to examine the impact of sexual and physical/verbal violence on the academic performance of college students. Data from 74 case files of…

  18. Emphasis on Conceptual Knowledge and Its Impact on Mathematics Anxiety for Community College Students

    Science.gov (United States)

    Khoule, Alioune

    2013-01-01

    The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…

  19. Estimating the Impact of Private Tutoring on Academic Performance: Primary Students in Sri Lanka

    Science.gov (United States)

    Cole, Rachel

    2017-01-01

    Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students' exam scores. I produce suggestive…

  20. The Impact of Using Randomized Homework Values on Student Learning

    Science.gov (United States)

    Berardi, Victor

    2011-01-01

    Much of the recent research on homework focuses on using online, web-based, or computerized homework systems. These systems have many reported capabilities and benefits, including the ability to randomize values, which enables multiple attempts by a student or to reduce academic dishonesty. This study reports on the impact of using randomized…

  1. Impact of English Proficiency on Academic Performance of International Students

    Science.gov (United States)

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  2. Sex-specific sleep patterns among university students in Lebanon: impact on depression and academic performance

    Directory of Open Access Journals (Sweden)

    Kabrita CS

    2016-06-01

    Full Text Available Colette S Kabrita,1 Theresa A Hajjar-Muça,2 1Department of Sciences, 2Department of Mathematics and Statistics, Faculty of Natural and Applied Sciences, Notre Dame University – Louaize, Zouk Mosbeh, Lebanon Abstract: Good sleep quality and quantity are fundamental to the maintenance of normal physiological processes. Changes in sleep patterns are commonly observed among young adults and are shown to impact neurocognitive, academic, and psychological well-being. Given the scarcity of sleep information about Lebanon and acknowledging the sex differences in various sleep dimensions, we conducted a study that aimed at assessing sex differences in sleep habits among university students in Lebanon in relation to psychoacademic status. A total of 540 students (50.6% females completed a questionnaire that inquired about sociodemographics and evaluated sleep quality and depression using the Pittsburg Sleep Quality Index (PSQI and Center for Epidemiological Studies Depression Scale (CES-D, respectively. The mean PSQI global score (6.57±3.49 indicated poor sleep, with no significant differences between men and women. The sleep/wake rhythm was delayed on weekends for both sexes. Females exhibited earlier bedtimes and rise times and longer sleep durations on both weekdays and weekends. However, unlike males females showed a greater phase delay in wake times than bedtimes on weekends (149 minutes vs 74 minutes, respectively. In all, 70.9% of females suffered from depressive symptoms, which was a significantly higher proportion compared with 58.5% of males (P<0.01. Based on the mean cumulative self-reported grade point average (GPA, the academic performance of females was significantly better than that of males (2.8±0.61 vs 2.65±0.61, P<0.05, respectively. Depression, as scored by CES-D, in females was significantly negatively correlated with the cumulative GPA (r=-0.278, P<0.01, earlier wake time (r=-0.168, P<0.05, and average sleep duration (r=-0

  3. Increasing medical student exposure to musculoskeletal medicine: the initial impact of the Orthopaedic Surgery and Sports Medicine Interest Group

    Directory of Open Access Journals (Sweden)

    Mickelson DT

    2017-07-01

    Full Text Available Dayne T Mickelson,1 Philip K Louie,2 Kenneth R Gundle,3 Alex W Farnand,4 Douglas P Hanel5 1Department of Orthopedic Surgery and Sports Medicine, Duke University, Durham, NC, USA; 2Department of Orthopedic Surgery, Rush University Medical Center, Chicago, IL, USA; 3Department of Orthopedics and Rehabilitation, Oregon Health and Science University, Portland, OR, USA; 4Department of General Surgery, Presence Saint Joseph Hospital – Chicago, Chicago, IL, USA; 5Department of Orthopedic Surgery and Sports Medicine, University of Washington, Harborview Medical Center, Seattle, WA, USA Purpose: To investigate the impact of the Orthopaedic Surgery and Sports Medicine Interest Group (OSSMIG on medical student interest and confidence in core musculoskeletal (MSK concepts through supplemental education and experiences at a single tertiary, academic institution.Methods: Medical student OSSMIG members at various levels of training were anonymously surveyed at the beginning and end of the 2014–2015 academic year.Results: Eighteen (N=18 medical student interest group members completed the survey. Significant improvement in their level of training was observed with regard to respondents’ self-assessed competence and confidence in MSK medicine (p<0.05. Additionally, respondents’ attitudes toward exposure and support from the interest group were significantly higher than those provided by the institution (p<0.05. Members believed OSSMIG increased interest in MSK medicine, improved confidence in their ability to perform orthopedics-related physical exams, strengthened mentorship with residents and attendings, and developed a connection with the Department of Orthopedic Surgery and its residents (median “Strongly Agree”, interquartile range one and two scale items.Conclusion: Since its inception 8 years ago, OSSMIG has been well received and has positively impacted University of Washington School of Medicine students through various interventions

  4. An Exploration into the Impact of Blogs on Students' Learning: Case Studies in Postgraduate Business Education

    Science.gov (United States)

    Mansouri, S. Afshin; Piki, Andriani

    2016-01-01

    The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed…

  5. What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

    Science.gov (United States)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

  6. The Economic Impact of UUM International Students' Expenditure on Business Activities in Changlun

    Science.gov (United States)

    Hassan, Sallahuddin; Othman, Zalila; Sabudin, Noor Sa'adah; Mohaideen, Zalina Mohd; Hidthir, Mohamad Helmi

    2018-01-01

    This study examines the potential impact from the expenditure patterns of UUM international students in Changlun on local development particularly among Changlun businesses. For this purpose, the international students' expenditure patterns in Changlun are examined in terms of the estimated monthly expenditure, the location of spending and the…

  7. Significance of experts' overall ratings for medical student competence in relation to history-taking

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    Luiz Ernesto de Almeida Troncon

    Full Text Available CONTEXT AND OBJECTIVE: Overall ratings (ORs of competence, given by expert physicians, are increasingly used in clinical skills assessments. Nevertheless, the influence of specific components of competence on ORs is incompletely understood. The aim here was to investigate whether ORs for medical student history-taking competence are influenced by performance relating to communication skills, completeness of questioning and asking contentdriven key questions. DESIGN AND SETTING: Descriptive, quantitative study at Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. METHODS: Thirty-six medical students were examined in a 15-station high-stake objective structured clinical examination (OSCE. At four stations devoted to history-taking, examiners filled out checklists covering the components investigated and independently rated students’ overall performance using a five-point scale from 1 (poor to 5 (excellent. Physician ratings were aggregated for each student. Nonparametric correlations were made between ORs. RESULTS: ORs presented significant correlations with checklist scores (Spearman’s rs = 0.38; p = 0.02 and OSCE general results (rs = 0.52; p < 0.001. Scores for "communication skills" tended to correlate with ORs (rs = 0.31, but without reaching significance (p = 0.06. Neither the scores for "completeness" (rs = 0.26; p = 0.11 nor those for "asking key questions" (rs = 0.07; p = 0.60 correlated with ORs. CONCLUSIONS: Experts’ overall ratings for medical student competence regarding history-taking is likely to encompass a particular dimension, since ratings were only weakly influenced by specific components of performance.

  8. String Music Educators' Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities

    Science.gov (United States)

    Gillespie, Robert; Russell, Joshua A.; Hamann, Donald L.

    2014-01-01

    The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data…

  9. Prevalence and impact of headache and migraine among secondary school students in Nigeria.

    Science.gov (United States)

    Ofovwe, Gabriel E; Ofili, Antoinette N

    2010-11-01

    A cross-sectional descriptive study to determine the overall, age and gender specific prevalence, trigger factors and impact of headache and migraine on quality of life of students attending secondary schools in Benin City, Nigeria. Six secondary schools were randomly selected from which students were randomly selected. A self-administered questionnaire was used to screen those with frequent headache, defined as at least 2 episodes of headache unrelated to fever or any underlying disease within the last 12 months or at least 1 episode in the last 6 months preceding the date questionnaire was administered. Another questionnaire based on the ICHD-2 criteria for diagnosis of migraine was then administered to those with frequent headaches. Data analysis was with SPSS 13.0 for Windows. One thousand six hundred and seventy-nine students aged 11-18 years were recruited. The overall prevalence of headache was 19.5%. The prevalence of migraine was 13.5%. Migraine was more common in girls than in boys at all ages. The most common trigger factors included emotional stress, sunlight or bright light, sleep deprivation, and hunger. Inability to participate in outdoor activities, household chores, and school absenteeism were the common impacts on the quality of life of among 76.8% of the migraineurs. Migraine is common and underdiagnosed among secondary school students in Benin City, Nigeria, and negatively impacts on the quality of life including school absenteeism. © 2010 American Headache Society.

  10. Stressors of college: a comparison of traditional and nontraditional students.

    Science.gov (United States)

    Dill, P L; Henley, T B

    1998-01-01

    Perceived stress and stressors of nontraditional (returning-adult) and traditional college students were compared. Forty-seven nontraditional students 24-54 years old and 47 traditional students, matched for demographics, completed the Adolescent Perceived Events Scale (Compas, Davis, Forsythe, & Wagner, 1987) for college students. They rated 210 life events according to the desirability, impact, and frequency of the events. Significant differences were found between the nontraditional and traditional students for events in the following categories: academics, peer and social relations, family and network, autonomy and responsibility, and intimacy. Nontraditional students enjoyed going to classes and doing homework more, whereas traditional students worried more about school performance. Peer events, including social activities, had much more impact on traditional students, whereas nontraditional students reported much more responsibility in the home. The results suggest that there are significant differences between the groups in their perceptions of stressors.

  11. Impact of Pre-Pharmacy Work Experience on Development of Professional Identity in Student Pharmacists.

    Science.gov (United States)

    Bloom, Timothy J; Smith, Jennifer D; Rich, Wesley

    2017-12-01

    Objective. To determine the benefit of pharmacy work experience on the development of student pharmacists' professional identity. Methods. Students in all four professional years were surveyed using a validated Professional Self-identity Questionnaire (PSIQ). They were also asked about pharmacy experience prior to matriculation and their performance on Drug Information tests given midway through the P1 year and at the beginning of the P3 year. PSIQ responses and test results were compared based on pharmacy experience. Results. The PSIQ was completed by 293 student pharmacists, for a 67% response rate, with 76% of respondents reporting pharmacy experience prior to matriculation. Statistically higher scores on responses to 6 of the 9 PSIQ Likert-type items were observed from students in the first professional year for those with pharmacy experience; however, only one item in the second year showed differences with none in the third and fourth years. No impact of experience was observed on Top 100 or Top 300 grades. Conclusion. Pre-matriculation pharmacy experience may increase development of professional identity early in the student experience but may have little impact on academic readiness. Schools and colleges of pharmacy hoping to recruit students with an early sense of professional identity should consider adding such experience to their admissions requirements.

  12. Perceived impact on student engagement when learning middle school science in an outdoor setting

    Science.gov (United States)

    Abbatiello, James

    Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

  13. The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.

    Science.gov (United States)

    Lin, Yu-Chih; Chan, Te-Fu; Lai, Chung-Sheng; Chin, Chi-Chun; Chou, Fan-Hao; Lin, Hui-Ju

    2013-09-01

    Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group). Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA) test and Tukey-Kramer honestly significant difference (HSD) comparison. There was significant difference among different groups in students' ability and attitudes about "interprofessional communication and collaboration" (p = 0.0184). The scores in the mixed group (37.58 ± 3.26) were higher

  14. The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: A pilot study

    Directory of Open Access Journals (Sweden)

    Yu-Chih Lin

    2013-09-01

    Full Text Available Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group. Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA test and Tukey-Kramer honestly significant difference (HSD comparison. There was significant difference among different groups in students' ability and attitudes about “interprofessional communication and collaboration” (p = 0.0184. The scores in the mixed group (37

  15. The Impact of Different Parenting Styles on First-Year College Students' Adaptation to College

    Science.gov (United States)

    Smith, Gregory J.

    2006-01-01

    The present study was undertaken to determine the impact of different parenting styles on college students' adaptation to college. During the second week of college, 80 first-year students from two-parent families completed the Tests of Reactions and Adaptations to College, English version and the Parental Authority Questionnaire. Authoritative…

  16. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

    Science.gov (United States)

    Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

    2016-08-22

    Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

  17. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education

    Science.gov (United States)

    Gil-Arias, Alexander; Harvey, Stephen; Cárceles, Adrián; Práxedes, Alba; Del Villar, Fernando

    2017-01-01

    The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher’s utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students’ perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to

  18. Visual presentation of a medical physiology seminar modifies dental students' perception of its clinical significance.

    Science.gov (United States)

    Vuletic, L; Spalj, S; Peros, K

    2016-02-01

    The primary objective of this study was to assess whether exposing dental students to visual stimuli related to dental profession during the medical physiology seminar could affect their perception of the clinical relevance of the topic. A self-administered questionnaire on attitudes towards medical physiology was conducted amongst 105 students of the School of Dental Medicine in Zagreb, Croatia, aged 19-24 years (80% females) following a seminar on respiratory system physiology. Power-point presentation accompanying the seminar for a total of 52 students (study group) was enriched with pictures related to dental practice in order to assess whether these pictures could make the topic appear more clinically relevant for a future dentist. The results of the survey indicated that dental students in the study group perceived the topic of the seminar as more important for them as future dentists when compared to the perception of the control group (P = 0.025). The results of this survey encourage physiology lecturers to present medical physiology as clinically relevant for dental students whenever possible as this could increase students' interest in the subject and their motivation for learning. Such an approach could be particularly beneficial if there is a significant time gap between basic courses and involvement of students into clinical training for it could promote meaningful learning. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Technology Trumping Sleep: Impact of Electronic Media and Sleep in Late Adolescent Students

    Science.gov (United States)

    Moulin, Kerry L.; Chung, Chia-Jung

    2017-01-01

    The purpose of this research study was to explore with what impact evening media use interfered with either schoolwork and/or sufficient healthy sleep. In addition, the study examined with what impact there may be a compromise in students' ability or aptitude for positive academic success, related to either lack of sleep or electronic media use.…

  20. Impact of Group Emotions on Student Collective Action Tendencies, Ties, and Task Performance

    Science.gov (United States)

    Sundararajan, Malavika; Sundararajan, Binod; Manderson, Jill

    2016-01-01

    The authors tested the dynamics of collective action tendencies of student teams when trying to accomplish a shared goal, with a focus on the impact of member ties and team member interaction and emotional responses on team performance. The results show the direct and indirect impacts of both positive and negative group emotions on the student…

  1. Implementing Case Studies in a Plant Pathology Course: Impact on Student Learning and Engagement

    Science.gov (United States)

    Yadav, Aman; Beckerman, Janna L.

    2009-01-01

    Case studies have been used in undergraduate science education as a way to develop students' critical thinking and problem-solving skills. However, little empirical evidence exists on whether this teaching method is having the desired impact on students in plant pathology courses. This study evaluated the influence of the case teaching method on…

  2. The Impact of Learning Task Design on Students' Situational Interest in Physical Education

    Science.gov (United States)

    Roure, Cédric; Pasco, Denis

    2018-01-01

    Purpose: Based on the framework of interest, studies have shown that teachers can enhance students' situational interest (SI) by manipulating the components of learning tasks. The purpose of this study was to examine the impact of learning task design on students' SI in physical education (PE). Method: The participants were 167 secondary school…

  3. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    Science.gov (United States)

    Young, Victoria Jewel

    2017-01-01

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

  4. Use of Portfolios by Medical Students: Significance of Critical Thinking

    Directory of Open Access Journals (Sweden)

    Samy A. Azer

    2008-07-01

    Full Text Available Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1 understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2 discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3 provide students with tips that could enhance their skills in constructing good portfolios.

  5. A Study of the Impact of Media Consumption on the Social Identity of Isfahan University Students

    OpenAIRE

    Hosein Harsij; Reza Mahmoodoghli; Omid Isanejad; Mahmoodreza Rahbargazi

    2012-01-01

    In this paper the impact of media consumption on social identity among students of Isfahan University is studied. Among different social groups, students are subject to wider identity changes. The variety of their behavior, manners, clothing, fashion, etc. illustrates these changes. A deeper understanding of the impact of media on Students’ social identity can help us better understand their political and social behavior. This study applied survey method to collect and analyze data about medi...

  6. Intercultural Miscommunication: Impact on ESOL Students and Implications for ESOL Teachers

    Science.gov (United States)

    Huang, Jinyan; Dotterweich, Erin; Bowers, Ashleigh

    2012-01-01

    Intercultural miscommunication occurs when there is a breakdown in communication between speakers of two different cultures and languages due to cultural differences and/or sociolinguistic transfer. Intercultural miscommunication has tremendous impact on ESOL students' academic learning at North American schools. This paper examines the nature of…

  7. Teachers' Perceptions of Their Most Significant Change: Source, Impact, and Process

    Science.gov (United States)

    Henning, John E.; Rice, Linda J.; Dani, Danielle E.; Weade, Ginger; McKeny, Timothy

    2017-01-01

    The purpose of the study was to examine the differences among significant changes in the practice of individual teachers. Seventeen US teachers were interviewed about the most successful change in their teaching career. The differences in teacher change were based primarily on the source and impact of the change. The sources of change were divided…

  8. The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment.

    Science.gov (United States)

    Schweikhard, April J; Hoberecht, Toni; Peterson, Alyssa; Randall, Ken

    2018-01-01

    This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

  9. The impact of an immunization training certificate program on the perceived knowledge, skills and attitudes of pharmacy students toward pharmacy-based immunizations

    Directory of Open Access Journals (Sweden)

    Marcum ZA

    2010-06-01

    Full Text Available Objective: To assess the impact of a national immunization training certificate program on the perceived knowledge, skills and attitudes of pharmacy students toward pharmacy-based immunizations.Methods: The study design utilized a pre- and post-survey administered to pharmacy students before and after the American Pharmacists Association’s (APhA Pharmacy-Based Immunization Delivery program. The primary outcome explored was a change in the perceived knowledge, skills, and attitudes of the pharmacy students. A five-point Likert scale (i.e. strongly agree = 5, strongly disagree = 1 was used for measuring the main outcomes, which was summated by adding the individual item scores in each section to form a composite score for each outcome. Results: The certificate training program resulted in a significant improvement in knowledge (38.5% increase in score, p<0.001 and skills (34.5% increase in score, p<0.001, but not attitudes (1% increase in score, p=0.210.Conclusions: The national immunization training certificate program had a positive impact on the perceived knowledge and skills of pharmacy students. However, no change was observed regarding students’ perceived attitudes toward pharmacy-based immunizations.

  10. A study on the impact of the GLOBE program on students' attitudes regarding environmental issues

    Science.gov (United States)

    Manfready, Gary Martin

    A key objective in environmental curricula should be to instill responsible and concerned attitudes toward environmental issues. This can be accomplished through the application of innovative programs which emphasize the development of the affective domain of learning. The development of personal attitudes is one form of evidence that the affective domain is being addressed. This study was undertaken to determine the impact of the GLOBE program (Global Learning and Observation to Benefit the Environment) on the attitudes of students toward environmental issues. Three hundred and five middle and high school level students from four states were surveyed to determine their attitudes toward selected environmental statements. Results demonstrated that attitudes toward environmental issues of GLOBE students were significantly greater than non-GLOBE students. Additional analysis demonstrated that regardless of grade levels, gender, racial and ethnicity backgrounds, depth of GLOBE involvement, and degree of teachers' GLOBE experiences, GLOBE students display similar levels of attitudes toward environmental issues. Establishment of a reliable Likert scale measurement instrument was accomplished. Permission to use an existing survey was obtained. Additional items were added to increase validity. Establishment of reliability was accomplished through a Guttman split half analysis of the piloted instrument. Through the use of factor analysis, four categories or sub-groupings of attitudes were determined to exist. Reliability was established for the factors. These sub-groupings were identified as personal commitment to environmental protection, awareness of avenues for action, loci of control, and students' perception of teachers' abilities to present environmental topics. These categories were a part of the analysis of four hypotheses.

  11. Impact of Communication Competency Training on Nursing Students' Self-advocacy Skills.

    Science.gov (United States)

    Doherty, Christi; Landry, Heidi; Pate, Barbara; Reid, Helen

    2016-01-01

    Deficiencies in nursing students' communication skills need to be addressed for students to influence and skillfully collaborate in crucial patient and self-advocacy conversations. This study evaluated the effectiveness of a communication competency educational program for nursing students (N = 61). A paired-sample t test determined that there was a statistical significance from pre to post intervention, indicating the importance of communication competency education for nursing students' ability to advocate for themselves and their patients.

  12. Principal leadership and its impact on student discipline in Kenyan ...

    African Journals Online (AJOL)

    The study found that principals frequently or sometimes involve other stakeholders, particularly teachers, students and to some extent parents, in the management of their schools They communicate clearly to students but frequently retain the final authority over most issues. The study found the existence of a significant ...

  13. The impact of 'Generation Y' occupational therapy students on practice education.

    Science.gov (United States)

    Hills, Caroline; Ryan, Susan; Smith, Derek R; Warren-Forward, Helen

    2012-04-01

    Many occupational therapy students can be classified as 'Generation Y', a group whose characteristics are perceived as being confident, optimistic and 'techno-savvy'. This study aimed to explore practice educator perceptions of 'Generation Y' students. A questionnaire survey was sent to all practice educators affiliated with the university. The survey contained fixed choice questions on demographics and educators' knowledge of the term 'Generation Y', followed by open-ended questions on practice educator perceptions of occupational therapy 'Generation Y' students and the educational strategies used in practice education. Anonymous responses were analysed using descriptive statistics, attribute coding and content analysis. Most educators considered that there was, in fact, a 'Generation Y student', describing them as confident with technology, over confident in their skill level and easily bored. Practice educators raised concerns regarding students' casual communication, poor professional behaviour, shallow professional reasoning and difficulty when receiving negative feedback. Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

  14. The Impact of Culture on Filipino American Students' Sense of Belonging

    Science.gov (United States)

    Museus, Samuel D.; Maramba, Dina C.

    2011-01-01

    The purpose of this study was to examine the influence of cultural factors on Filipino American students' sense of belonging in college. The authors utilized structural equation modeling techniques to analyze a single-institution sample of 143 Filipino American undergraduates and estimate the impact of pressure to commit "cultural…

  15. Impact of the Educational Use of Facebook Group on the High School Students' Proper Usage of Language

    Science.gov (United States)

    Karal, Hasan; Kokoc, Mehmet; Cakir, Ozlem

    2017-01-01

    This study examines impact of the educational use of Facebook group on the high school students' proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use…

  16. Impact of supplemental instruction leader on the success of supplemental instruction model

    Science.gov (United States)

    Mahabaduge, Hasitha; Haslam, Jeanne

    Supplemental instruction utilizes peer-assisted study sessions to provide review sessions on course material and an opportunity to discuss and work out problems. The impact of supplemental instruction on student performance is well researched and used in a large number of universities around the world due to its proven success. However, the impact of the student leader who plays a significant role in this model is rarely discussed in the literature. We present a case study on the impact of student leader on the success of supplemental instruction model. This case study was done for an Introductory Physics course correlating student performance and the supplemental instruction sessions they attended. Further analysis revealed that the academic performance and work ethics of the student leader has a significant impact on the success of the supplemental instruction model. Important factors to consider when selecting a student leader, the challenges and possible remedies will also be discussed.

  17. Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

    Science.gov (United States)

    Tate, Erika Dawn

    School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and

  18. The Impact of Hurricane Katrina on Students' Behavioral Disorder: A Difference-in-Difference Analysis.

    Science.gov (United States)

    Tian, Xian-Liang; Guan, Xian

    2015-05-22

    The objective of this paper is to examine the impact of Hurricane Katrina on displaced students' behavioral disorder. First, we determine displaced students' likelihood of discipline infraction each year relative to non-evacuees using all K12 student records of the U.S. state of Louisiana during the period of 2000-2008. Second, we investigate the impact of hurricane on evacuee students' in-school behavior in a difference-in-difference framework. The quasi-experimental nature of the hurricane makes this framework appropriate with the advantage that the problem of endogeneity is of least concern and the causal effect of interest can be reasonably identified. Preliminary analysis demonstrates a sharp increase in displaced students' relative likelihood of discipline infraction around 2005 when the hurricane occurred. Further, formal difference-in-difference analysis confirms the results. To be specific, post Katrina, displaced students' relative likelihood of any discipline infraction has increased by 7.3% whereas the increase in the relative likelihood for status offense, offense against person, offense against property and serious crime is 4%, 1.5%, 3.8% and 2.1%, respectively. When disasters occur, as was the case with Hurricane Katrina, in addition to assistance for adult evacuees, governments, in cooperation with schools, should also provide aid and assistance to displaced children to support their mental health and in-school behavior.

  19. Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

    Science.gov (United States)

    Moote, Julie

    2017-07-01

    This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

  20. The impact of user centered design on student motivation

    Science.gov (United States)

    Locker, Craig T.

    There is a current push for STEM education within the U.S.; however current studies show that students' interest to pursue STEM fields is decreasing as they progress through high school. This lose in interest has shown to have a strong tie to students' perceived levels of motivation towards the subject. The question that this studied set out to answer was if user centered design (UCD) would affect students perceived level of motivation. For this study a treatment of UCD was compared to a traditional high school engineering design curriculum, with the goal to identify if UCD would have a positive effect on the students perceived level of motivation. 59 9th grade high school students from an urban Midwestern city were selected to participate. Students were given a pre and posttest to determine their levels of motivation before and after the comparison or treatment. Analysis showed that students perceived level of intrinsic and extrinsic motivation significantly went up in the treatment group. The study concluded that due to the ease of implementation and low cost of deployment that UCD should be introduced into high school design challenges that focus on developing a solution for an external stakeholder.

  1. The impact of virtual trips on the development of Arabic language listening skills among third grade students in Jordan

    Directory of Open Access Journals (Sweden)

    Nail M. Alhajya

    2018-03-01

    Full Text Available This study aimed at investigating the impact of virtual trips on developing Arabic language listening skills among third grade students in Jordan. The researchers used a quasi-experimental design to answer the research questions. The study sample consisted of 48 students who were chosen purposely. Those participants were divided randomly into two groups: 1 experimental group which consisted of 24 students who were taught by using a Virtual Trip Model (VTM, and 2 control group which consisted of 24 students who were taught by using a traditional method of teaching. To achieve the study objectives, the researchers developed a content-based VTM and achievement test to measure Arabic language listening skills. Reliability and validity of the study instruments were checked. To answer the study questions, means and standard deviations were calculated, and ANCOVA test was used. Study results revealed that there were statistically significant differences (α=0.05 between means of students’ achievement test scores attributed to teaching method variable, and in favor of the experimental group.  Furthermore, there were no statistically significant differences (α=0.05 between means of students’ achievements test scores attributed to gender variable, and the interaction between teaching method and gender variables. Additional implications and future recommendations were argued.

  2. Biopsychosocial impact of the voice in relation to the psychological features in female student teachers.

    NARCIS (Netherlands)

    Meulenbroek, L.F.P.; Thomas, G.; Kooijman, P.G.C.; Jong, F.I.C.R.S. de

    2010-01-01

    OBJECTIVE: The aim of the study was to assess biopsychosocial impact of the voice in relation to the psychological features in female student teachers. METHODS: This research was a cross-sectional study in 755 student teachers using general questionnaires, the Voice Handicap Inventory (VHI), Type D

  3. The impact of social, cognitive and attitudinal dimensions on college students' support for organ donation.

    Science.gov (United States)

    D'Alessandro, A M; Peltier, J W; Dahl, A J

    2012-01-01

    This study investigates how college students can be social support catalysts for organ donation and how social, cognitive and attitudinal dimensions impact organ donor registration. A total of 317 people participated in the exploratory portion of the project and a total of 1800 responses were obtained from an online survey to members of a national student organization. The findings show that perceptions of the benefits of organ donation and altruistic motives had the greatest impact on the support for organ donation while respondents' knowledge about how to register to be an organ donor was the dominant dimension for donor registration status. Social-based communications had the next greatest impact for both support and donor registration. Based on the findings, an 18-month social media campaign was launched with the student organization that had 20 421 website visitors, 4473 Facebook members, 1189 YouTube video submissions with 164 000 views, motivated 19 623 people to go to a state's organ donor registration page, and had 9000 documented organ donor registrations. Within the student organization, organ donor registration increased by 28%. On the basis of these project results, Donate Life America and other sponsors have provided funding for two additional years. ©Copyright 2011 The American Society of Transplantation and the American Society of Transplant Surgeons.

  4. [Impact of education program and clinical posting in psychiatry on medical students' stigmatizing attitudes towards psychiatry and psychiatric disorders].

    Science.gov (United States)

    Simon, N; Verdoux, H

    2017-06-09

    .03) and history of a psychiatric disorder in a close person (b=-1.92; P=0.02). Type of clinical posting (psychiatry vs. neurology) was not independently associated with MICA total scores (b=-0.02; P=0.98). A significant interaction was found between the variables "time of assessment" and "type of clinical posting" (P=0.05): stratified analyses showed that MICA total scores decreased significantly only when the clinical posting was in psychiatry (b=-4.66; P=0.001), with no significant change in medical students in neurology wards (b=-1.45; P=0.16). Stigmatizing attitudes of medical students towards psychiatry and psychiatric disorders are reduced by an education program in psychiatry, with a positive impact more marked when the education program is concomitant to a clinical posting in psychiatry. As future health professionals in charge of persons with psychiatric disorders, medical students are key targets of actions aimed at reducing stigma towards mental health disorders. It is hence of great importance to promote clinical training in psychiatric wards during medical studies for all future practitioners, irrespective of their future specialty. Copyright © 2017 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  5. The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

    Science.gov (United States)

    Martinez-Perez, Frances A.

    2013-01-01

    Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

  6. Impact of Parents and Peers Smoking on Tobacco Consumption Behavior of University Students

    Science.gov (United States)

    Resen, Hussein Mohammed

    2018-03-27

    Introduction: In the United Arab Emirates, smoking prevalence has increased in both sexes, especially among young adults. Various factors have led to this catastrophe; examples include coverage on TV and social media, as well as market availability. One major influence is smoking by parents and peers. A lot of students may start smoking because of the behavior of their family and friends, and therefore it is necessary to quantify adverse contributions. The aim of this project was to study to what degree parents and peers smoking habits may impact on smoking behavior of students at the University of Sharjah. Methods: This cross-sectional observational study with a non-probability convenient type of sampling, was conducted with university students aged 18 to 23. Information was collected using a self-administered questionnaire, comprising 23 questions, developed by ourselves. Results: A total of 400 University of Sharjah students (50% males and 50% females) were included.Some 15.8% of the smoking students had smoking parents, and 17.1% of them had smoking peers. The respective figures were 22.2% and 21.7% for males and 10% and 7.8% for females. Conclusions: Peers had a stronger impact than parents and both parents and peers had greater influence on males than on females. Interestingly, almost 80% of the smoking students did not have smoking parents or peers, which leaves the question unanswered of why they started smoking in the first place. Actions at a societal level should be taken into consideration to prevent smoking and thus help create a non-smoking generation. Creative Commons Attribution License

  7. The Impact of Study Groups and Roommates on Academic Performance

    OpenAIRE

    Tarun Jain; Mudit Kapoor

    2015-01-01

    This paper uses random assignment of students to investigate the impact of study groups and roommates on academic achievement. We find that informal social interaction with roommates has a significant positive impact on academic achievement, while study group peers have no discernible impact, a result driven by group heterogeneity in ability. We also find that lower-ability students benefit from high-ability students but not vice versa. © 2015 The President and Fellows of Harvard College and...

  8. The perceived impact of the group practice model on enhancing interpersonal skills of predoctoral dental students.

    Science.gov (United States)

    Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E

    2018-01-01

    The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students.

  9. The perceived impact of the group practice model on enhancing interpersonal skills of predoctoral dental students

    Science.gov (United States)

    Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E

    2018-01-01

    Purpose The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. Methods This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. Results The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Conclusion Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students. PMID:29720884

  10. Prevalence and impact of primary headache disorders among students and working population in 18-25 years age group

    Directory of Open Access Journals (Sweden)

    Gowri Aishwarya S, Eswari N, Chandrasekar M, Chandra Prabha J

    2014-04-01

    Full Text Available Background: Headache or cephalalgia is defined as pain in the head. Headache is an extremely common symptom that may have a profound impact on peoples’ functioning and quality of life. According to International Classification of Headache Disorders (ICHD, they are Primary and Secondary headaches. Primary Headaches are triggered by stress, alcohol, changes in sleep pattern, anxiety, poor posture, all of which are part and parcel our day-to-day life. The study was performed to investigate the prevalence of primary headache disorders and its severity of impact among students and working population in the age group 18-25. Methods: The study was conducted on 718 subjects of which 483 subjects were medical and engineering students from the age group 18-21 and 235 subjects were working people from the age group 22-25. Written consent was taken from each of them. Headache Impact Test-6 (version 1.1 and the HARDSHIP Questionnaire by Timothy Steiner et al. were the questionnaires used to diagnose the severity of impact and the type of headache respectively. The study was ethically approved by Ethical Clearance Board of MAHER University. People suffering from psychiatric illness were excluded from the study. Result: There was increased prevalence of migraine in the age group 18-21 and tension type headache in the age group 22-25.Over 50%of subjects from both the age groups had headaches that have substantial to severe impact on their lives. There was no significant gender variation in headache prevalence.

  11. The impact of learning communities on interpersonal relationships among medical students.

    Science.gov (United States)

    Champaloux, Eve Privman; Keeley, Meg G

    2016-01-01

    Medical students at the University of Virginia (UVA) are mentored and learn within the framework of a four college learning community. Uniquely, these learning communities are used to organize the third-year clerkship rotations. Students were surveyed after their first pre-clinical year and after their clerkship year to determine what the effect of the learning community was on their social and educational interpersonal relationships. Students knew a higher percentage of their college mates after completing their third-year clerkships within the framework of the college system. Students chose peers from within the college system for social and educational interpersonal scenarios statistically more often than what would be expected at random. Small group learning environments that were not formed within the framework of the college system at UVA did not have the same effect on interpersonal relationships, indicating that learning communities are uniquely able to provide a context for relationship building. Students felt more positively about the social and educational effects of the college system after the clerkship year, with a corresponding increase in the strength of their interpersonal bonds with their college peers. This work is the first to investigate the effects of learning communities on interpersonal relationships among medical students and finds that learning communities positively impact both social and educational medical student bonds.

  12. Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

    Science.gov (United States)

    Mokshein, Siti Eshah

    The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that

  13. Targeted Funding for Educationally Disadvantaged Students: A Regression Discontinuity Estimate of the Impact on High School Student Achievement

    Science.gov (United States)

    Henry, Gary T.; Fortner, C. Kevin; Thompson, Charles L.

    2010-01-01

    Evaluating the impacts of public school funding on student achievement has been an important objective for informing education policymaking but fraught with data and methodological limitations. Findings from prior research have been mixed at best, leaving policymakers with little advice about the benefits of allocating public resources to schools…

  14. Social Network Misuse in the Classroom and Its Impact on Male Student Motivation in UAE Tertiary Education

    Directory of Open Access Journals (Sweden)

    Sultan A. Alkaabi

    2017-08-01

    Full Text Available This paper presents data obtained from focus groups conducted to investigate male students’ experiences in higher education in the United Arab Emirates. Among the issues discussed by students was the impact of social networks addiction on student motivation and this paper focuses on that issue. Thirteen focus groups were conducted with 83 English as a Foreign Language male students at four government campuses including United Arab Emirates University at Al Ain Campus, Higher College of Technology at Ras Al-Khaima Campus, and two campuses (Abu Dhabi and Dubai of Zayed University. Students access social network sites for both educational and non-educational aspects. Students spoke about their experiences and how social network addiction influenced their academic motivation to study. The resulting themes from the focus groups show that social network addiction has had an impact on student class performance and in some cases led to class failure. Recommendation for better class management and intervention programs are suggested to policy makers and instructors to foster a better student learning experience.

  15. Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

    Science.gov (United States)

    Zelmanowicz, Marc

    Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

  16. Impact of Patient Empathy Modeling on Pharmacy Students Caring for the Underserved

    Science.gov (United States)

    Chen, Judy T.; LaLopa, Joseph

    2008-01-01

    Objective To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE). Design Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student “became the patient,” simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper. Assessment Twenty-six students completed the PEM exercises from 2005-2006. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles. Conclusion A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise. PMID:18483606

  17. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    Science.gov (United States)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

  18. The impact of students with left-behind experiences on childhood: The relationship between negative life events and depression among college students in China.

    Science.gov (United States)

    Han, Li; Zhao, Sheng-Yu; Pan, Xuan-Ying; Liao, Chuan-Jing

    2018-02-01

    The number of left-behind children in rural China has increased dramatically over the last decade. It is reported that about 21.88% of child population with an estimated number of 61 million are left-behind children whose parents leave them to work in cities. We conducted a cross-sectional study to explore the impacts of left-behind experience (LBE) on college students' depression and other influencing factors. This study discusses the mediation effect of self-esteem together with psychological resilience on college students with depression and negative life events of left-behind. The study also discusses the regulation effect of LBE. A total of 788 college students were selected from three universities in Sichuan and Chongqing (367 with LBEs, 421 without LBEs). Adolescent Self-Rating Life Events Check List (ASLEC), Self-Esteem Scale (SES), Resilience Scale of Chinese Adolescent (RSCA) and Self-Rating Depression Scale (SDS) were used to measure the negative life events, self-esteem, psychological resilience and depression, respectively. Bootstrap program was used to test the mediation effect, and multiple-group analysis was used to examine the regulation effect for LBE. Scores of ASLEC for the college students with LBEs were higher than those without LBEs (8.59 ± 3.57) vs (7.06 ± 3.38), p ASLEC and SDS were positively correlated with the college students with LBEs ( r = .21 to .29, p < .01), while the scores of RSCA and SES were negatively correlated ( r = -.30 to -.59, p < .01). The mediation effect of college students' self-esteem and psychological resilience between negative life events and depression was significant (mediating effect = .08, .13, .07; p < .01). Thus, the college students' self-esteem and psychological resilience on negative life events had strong mediation effect on depression. The test of Bootstrap showed that the mediation effect of self-esteem and psychological resilience was significant (95% confidence

  19. The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial.

    Science.gov (United States)

    Krause, Felix; Schmalz, Gerhard; Haak, Rainer; Rockenbauch, Katrin

    2017-12-01

    To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. Global ratings mean scores after feedback-intervention were significantly improved (p0.05). During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. A Study of the Impact of Transformative Professional Development on Hispanic Student Performance on State Mandated Assessments of Science in Elementary School

    Science.gov (United States)

    Johnson, Carla C.; Fargo, Jamison D.

    2014-11-01

    This paper reports the findings of a study of the impact of the transformative professional development (TPD) model on student achievement on state-mandated assessments of science in elementary school. Two schools (one intervention and one control) participated in the case study where teachers from one school received the TPD intervention across a 2-year period while teachers at the other school received no program and continued business as usual. The TPD program includes a focus on the core conceptual framework for effective professional development (Desimone in Educ Res 38:181-199, 2009) as well as an emphasis on culturally relevant pedagogy (CRP) and other effective science instructional strategies. Findings revealed that participation in TPD had a significant impact on student achievement for Burns Elementary with the percentage of proficient students growing from 25 % at baseline to 67 % at the end of the 2-year program, while the comparison school did not experience similar growth. Implications for future research and implementation of professional development programs to meet the needs of teachers in the realm of CRP in science are discussed.

  1. The impact of the legalization of recreational marijuana on college students.

    Science.gov (United States)

    Jones, Jacob; Nicole Jones, K; Peil, Jenny

    2018-02-01

    In January of 2014 the Regulate Marijuana like Alcohol Act or, Amendment 64, went into effect in Colorado. Even though it was the first state to enact recreational legalization, attitudes towards marijuana use have been changing for decades. Prompted by medical marijuana legalization, studies have found mixed results in regards to the impact that legalization has on frequency of use and abuse. With college students having the highest rates of use in the United States (U.S.), whether legal or not, it was important to explore the impact that legalization has on this population. In the current study, rates of marijuana and alcohol use in college students before and after recreational legalization were explored. Data was collected in four waves from October 2013 to March 2015, to be able to determine the trends in marijuana and alcohol use, and relationship between the substances. In addition, grade point average was measured as a possible consequence of marijuana use. We found the frequency of marijuana use in Colorado college students is much higher than the national average t(94445)=24.424, pmarijuana non-users and the once a week or more often but not daily marijuana users in grade point average, F(6, 227)=2.935, pmarijuana use in general is decreasing since the passing of Amendment 64, but not among the binge drinkers. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. The impact of nursing students' chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches

    Science.gov (United States)

    Wang, Kai-Ping

    2012-07-01

    Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior college in northern Taiwan during the first semester (totaling 18 weeks) of the 2008 academic year. Results: The findings reveal that both a heterogeneous group with external pressure (involving competitive STAD) and a friendship group with affective pressure (involving traditional learning) enhance group cohesion and assist students' meaningful learning; the heterogeneous group without extra pressure (involving non-competitive STAD), by contrast, fails because of apathy and lassitude. Moreover, learning effectiveness will obviously predominate until the learning strategy continues for a long period or at least one semester. Conclusions: This study revealed that the learning performance level of the competitive STAD group is significantly different from that of the non-competitive STAD group; and the learning performance level of the traditional group is significantly different from that of the non-competitive STAD group. Both the competitive STAD group and traditional group of medium ability students are significantly different from the non-competitive STAD group. Low-ability students from the competitive STAD group are significantly different from those of the non-competitive STAD, though no significant differences were found in learning perception. However, both a lack of friendship and a lack of ability in using algorithms may affect students' chemistry learning. Furthermore, gender imbalance, educational culture, and group emotions are factors that may influence student learning performance. Further study should focus on the use of grouping, improve responsibility in group discussion, and investigate group interaction

  3. Significance of gender in the attitude towards doctor-patient communication in medical students and physicians.

    Science.gov (United States)

    Löffler-Stastka, Henriette; Seitz, Tamara; Billeth, Sabrina; Pastner, Barbara; Preusche, Ingrid; Seidman, Charles

    2016-09-01

    Gender-specific differences in the attitudes towards doctor-patient communication among medical students and physicians were assessed. A total of 150 medical students and 51 physicians from different departments took part in the study. The association, attitude and experiences regarding doctor-patient communication were assessed with a series of tools and questionnaires. Female doctors and students tended to describe the doctor-patient communication with positive attributes, such as "helpful", "sentimental", "voluble", "sociable", "gentle", "yielding" and "peaceful". Male students and physicians, on the other hand, described doctor-patient communication as "overbearing", "robust" and "inhibited". The most frequent associations females had with the term doctor-patient communication were "empathy", "confidence", "openess", while the most frequent association of the male colleagues was "medical history". Female doctors reported speaking about the psychosocial situation of the patient significantly more often and believed in higher patient satisfaction by sharing more information. Furthermore, they reported having longer conversations with a more equal partnership than their male colleagues. Compared to male students, female students were willing to take part in training their communication skills more often and had more interest in research about doctor-patient communication. Male medical students reported self-doubt during conversations with female patients, while one third of the male physicians talked about "the power over the patient". This study indicates a gender-dependent communication style influenced by stereotypes. At the establishment of communication training these differences should be taken into account, especially to strengthen male communication skills and improve their attitudes.

  4. The impact of embedded support for underprepared students in a college chemistry course

    Science.gov (United States)

    Hesser, Tiffany L.

    This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

  5. BRAIN Journal - The Impact of Cooperative Learning on Female Medical Students' Happiness and Social Support

    OpenAIRE

    Ali Taghinezhad; Rahim Pendar; Samira Rahimi; Maryam Jamalzadeh; Mahboobeh Azadikhah

    2017-01-01

    ABSTRACT Cooperative learning has appeared as a new approach to teaching. This approach is utilized for small heterogeneous groups of students who cooperate to achieve a common goal. This study aimed at investigating the impact of cooperative learning on female medical students’ happiness and social support. To this end, 72 female students of medicine at Shiraz Medical School were selected using cluster sampling and divided into experimental and control groups. The students were administe...

  6. Where It Begins: Parental Strategies that Impact the Kindergarten Readiness of African American Students

    Science.gov (United States)

    English, Katrina E.

    2010-01-01

    The need to close the educational gap between Black and White students necessitated a search for answers through parental strategies that impact school readiness. Educational and child development literature support the fact that what a caregiver/parent does and/or does not do for their children, essentially, beginning at birth , has an impact on…

  7. Outcome and Impact Evaluation of a Transgender Health Course for Health Profession Students.

    Science.gov (United States)

    Braun, Hannan M; Garcia-Grossman, Ilana R; Quiñones-Rivera, Andrea; Deutsch, Madeline B

    2017-02-01

    Being transgender is associated with numerous health disparities, and transgender individuals face mistreatment and discrimination in healthcare settings. At the same time, healthcare professionals report inadequate preparation to care for transgender people, and patients often have to teach their own medical providers about transgender care. Our study aimed to evaluate the impact of an elective course for health profession students in transgender health that was implemented to address these gaps in provider knowledge. Students participated in a 10-session, lunch-hour elective course during the spring of 2015. To evaluate impact, course participants completed pre-, immediately post-, and 3-month postcourse questionnaires, including a previously validated nine-item transphobia scale, to determine the course's effect on knowledge, attitudes, and beliefs about transgender health. Forty-six students completed the pre- and immediately postelective questionnaire (74% response rate). Compared with pre-elective surveys, immediately postelective scores demonstrated increased knowledge in most domains and reduced transphobia. Specific knowledge domains with improvements included terminology, best practices for collecting gender identity, awareness of the DSM-V gender dysphoria diagnosis, medications used for gender affirmation, and relevant federal policies. A previously validated transphobia scale was found to have good reliability in the current sample. This elective course led to positive short-term changes in measures of multiple knowledge domains and reduced measures of transphobia among health profession students. Further study is needed to assess the long-term impact. Our methods and findings, including the demonstration of reliability of a previously validated nine-item transphobia scale, serve as formative data for the future development of theory-based transgender medicine curricula and measures.

  8. Student use and pedagogical impact of a mobile learning application.

    Science.gov (United States)

    Teri, Saskia; Acai, Anita; Griffith, Douglas; Mahmoud, Qusay; Ma, David W L; Newton, Genevieve

    2014-01-01

    Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n = 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and ∼80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers. Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer (∼45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. © 2013 by The International Union of Biochemistry and Molecular Biology.

  9. Technology and the study of wildfire: Middle school students study the impacts of wildfire

    Science.gov (United States)

    Fox-Gliessman, D.; Kerski, J.J.

    2005-01-01

    Various technologies that can assist students in exploring the human and environmental impacts of wildfire and in communicating their findings are discussed. Wildfires occur in many parts of the world, and provide an excellent opportunity for students to study local and global interdisciplinary issues using technology. Prior to the beginning of the field study, students take instructions in both their math and science classes about the distinction and appropriate uses of quantitative and qualitative data. Use of computer programs such as Excel spreadsheets which can contain data, and interaction of research and technology group with students, can help them collect best of the information and in making an accurate report.

  10. Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.

    Science.gov (United States)

    Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan

    2013-11-01

    Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer

  11. Student and Teacher Success: The Impact of Computers in Primary Grades.

    Science.gov (United States)

    Drexler, Nancy Gadzuk; And Others

    This paper discusses the impact of computers on student learning as reported by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). Although they found the program difficult to evaluate, some teachers stated that the ALS-EL…

  12. The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students

    Science.gov (United States)

    Williams-Butler, LaTilya

    2016-01-01

    The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

  13. The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

    Science.gov (United States)

    Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

    2017-01-01

    The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…

  14. The Impact of the University Students' Level of Alienation on Their Perception of General Satistaction

    Science.gov (United States)

    Kaçire, Ilhan

    2016-01-01

    The purpose of this study is to investigate the impact of university students' level of alienation on their general satisfaction. The study was carried out using rational screening model. The total participants of this study were 551 Dicle University students, studying at Medical, Technology, and Ziya Gökalp Education Faculty departments. The…

  15. An Evaluation of the Impact of E-Learning Media Formats on Student Perception and Performance

    Science.gov (United States)

    Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau

    Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.

  16. Rural Medicine Realities: The Impact of Immersion on Urban-Based Medical Students.

    Science.gov (United States)

    Crump, Allison M; Jeter, Karie; Mullins, Samantha; Shadoan, Amber; Ziegler, Craig; Crump, William J

    2017-05-02

    The purpose of our study was to determine what effect a rural-based 8-week surgical clerkship during the third year of medical school in a rural setting has on students' opinions about rural living and practice. Thirty-three third-year medical students completed a rural health opinion survey at the beginning and end of their 8-week rural rotation and a survey measuring their interest in rural practice after the rotation. The setting was a rural hospital with an average acute care census of 100 that is a regional referral center for 5 rural counties. Urban campus-based students had a statistically significant positive change in opinions about rural comfortable living, availability of quality services, community support, and medical resources. The urban campus-based students also showed a significantly increased interest in small town practice after the rotation. Our hypothesis that urban-based students would report an increased level of rural community support at the end of the rotation was confirmed. These urban-based students also reported positive opinions about rural living and practice. The students primarily based at the urban campus also showed a statistically significant more positive attitude toward pursuing a career in a small town after the 8-week experience. This suggests that brief rural immersion experiences may make the larger student pool at an urban campus available to address rural workforce challenges. Future studies at multiple rural sites with a larger sample size are needed to confirm this possibility. © 2017 National Rural Health Association.

  17. Electronic Health Record Impacts on Family Medicine Teachers: Survey of Third-Year Medical Student Clerkship Preceptors at an Academic Medical Center.

    Science.gov (United States)

    Curry, Elizabeth; Oser, Tamara K; Oser, Sean M

    2017-10-01

    Electronic Health Record (EHR) use in clinical practice has accelerated in recent years. While several aspects of EHR use have been extensively studied, there is little data on EHR impacts on medical student educators, especially those involved in outpatient family medicine. This study evaluated perceived impacts of EHR use on clinician teachers of outpatient family medicine. The study used a mixed methods survey of clinicians who teach third-year medical students during the required family and community medicine outpatient clerkship at a Mid-Atlantic medical school. Among 50 completed surveys, most respondents reported that the EHR had impacted their teaching (70% reported at least one negative effect; 84% reported at least one positive effect). Positive impacts included more easily viewing information, more effectively teaching evidence-based medicine, and teaching about EHR use itself. Negative impacts included less time teaching or interacting with students, and a perception that EHR use impedes development of students' critical thinking and clinical integration skills. Providers who have taught medical students both with and without EHR in place (>P=.024), those over 50 years old (>P=.019), and those with at least 5 years teaching experience (>P=.006) were more likely to report negative impacts. Most preceptors reported that EHR use had both positive and negative impacts on their teaching of medical students, though the negative effects were perceived by respondents as more substantial, consistent with a theme of decreased enthusiasm for teaching due to EHR use. These findings can be used to help inform faculty development and education initiatives.

  18. The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

    Science.gov (United States)

    Kocoglu, Deniz; Emiroglu, Oya Nuran

    2017-03-01

    Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

  19. The impact of contact on students' attitudes towards peers with disabilities.

    Science.gov (United States)

    Schwab, Susanne

    2017-03-01

    This study aimed to understand the relationship between contact with peers with Special Educational Needs (SEN) and students' attitudes towards their peers with SEN, by examining the inter-group contact theory in regular and inclusive classes. A total of 463 students in 8th grade, with a mean age of 14.42 years, from 25 secondary school classes in Styria (Austria) completed a self-report questionnaire regarding their contact with peers with SEN and their attitudes towards peers with disabilities. Contact was indicated by nominations for joint activities and examined in inclusive and regular classes. The German short version of the Chedoke-McMaster Attitudes towards Children with Handicaps scale (CATCH; Schwab, 2015b; Rosenbaum et al., 1986) was used to measure students' attitudes towards peers with learning disabilities and emotional disorders. Students with SEN are less frequently nominated by their peers for joint activities, such as working together on a school project. Students from inclusive and regular classes did not differ in their attitudes towards peers with SEN. However, those students who nominated at least one peer with SEN for a joint activity had more positive attitudes towards peers with disabilities. Freely choosing contact with a peer with SEN was associated with more positive attitudes towards disability while simply attending the same class may have no effect or even a negative impact on students' attitudes. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Educational impact of an assessment of medical students' collaboration in health care teams.

    Science.gov (United States)

    Olupeliyawa, Asela; Balasooriya, Chinthaka; Hughes, Chris; O'Sullivan, Anthony

    2014-02-01

    This paper explores how structured feedback and other features of workplace-based assessment (WBA) impact on medical students' learning in the context of an evaluation of a workplace-based performance assessment: the teamwork mini-clinical evaluation exercise (T-MEX). The T-MEX enables observation-based measurement of and feedback on the behaviours required to collaborate effectively as a junior doctor within the health care team. The instrument is based on the mini-clinical evaluation exercise (mini-CEX) format and focuses on clinical encounters such as consultations with medical and allied health professionals, discharge plan preparation, handovers and team meetings. The assessment was implemented during a 6-week period in 2010 with 25 medical students during their final clinical rotation. Content analysis was conducted on the written feedback provided by 23 assessors and the written reflections and action plans proposed by the 25 student participants (in 88 T-MEX forms). Semi-structured interviews with seven assessors and three focus groups with 14 student participants were conducted and the educational impact was explored through thematic analysis. The study enabled the identification of features of WBA that promote the development of collaborative competencies. The focus of the assessment on clinical encounters and behaviours important for collaboration provided opportunities for students to engage with the health care team and highlighted the role of teamwork in these encounters. The focus on specific behaviours and a stage-appropriate response scale helped students identify learning goals and facilitated the provision of focused feedback. Incorporating these features within an established format helped students and supervisors to engage with the instrument. Extending the format to include structured reflection enabled students to self-evaluate and develop plans for improvement. The findings illuminate the mechanisms by which WBA facilitates learning. The

  1. The Impact of Electronic Mind Maps on Students' Reading Comprehension

    Science.gov (United States)

    Mohaidat, Mohammad Mahmoud Talal

    2018-01-01

    This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30)…

  2. Roentgenographical observation of impacted teeth

    Energy Technology Data Exchange (ETDEWEB)

    Choi, Hi Sup; Ahn, Hyung Kyu [College of Dentistry, Seoul National University, Seoul (Korea, Republic of)

    1972-11-15

    The author observed on the impacted teeth of 11 cases from 484 full-mouth roentgenograms of dental students S.N.U. (except 3rd molar). These studies are very significant in oral surgery and orthodontic problems. Most of the impacted teeth are located in maxilla and among them 7 cases are impacted central incisors the others are lateral incisors, and cuspids. The form of impactions are vertical, horizontal and inverted positions.

  3. Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

    Science.gov (United States)

    Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

    2016-01-01

    The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

  4. Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

    Science.gov (United States)

    Wright, Robin; Cotner, Sehoya; Winkel, Amy

    2009-01-01

    Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory…

  5. Impact of an informal learning science camp on urban, low socioeconomic status middle school students and participating teacher-leaders

    Science.gov (United States)

    Votaw, Nikki L.

    Studies suggest that students have difficulty connecting science to their own lives (Lee & Fradd, 1998; Aikenhead, 1996). This difficulty results in a decline in students' attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a ten day informal learning immersion science camp had on the participants, both urban, low-socioeconomic status middle school students and teacher-leaders. The students were incoming seventh grade students involved in a community-based scholar program designed to recruit and support socioeconomically disadvantaged, academically talented students. The teacher-leaders were professional educators working toward an advanced degree. This ten day camp included seven visits to different sites and complementary classroom-based activities. The purpose of the camp was to immerse the students in informal learning environments that affect their daily lives. Students and teacher-leaders visited facilities that provide public utility services (i.e. power plant, sewage treatment facility, and water company), zoo, large commercial cave system, planetarium, university based electrooptics and nanotechnology center, and forest and arboretum. These site visits were supported by activities that were provided by teacher-leaders. A model used as a framework for studying learning in the context of this ten day camp as Falk and Dierking's (2000) Contextual Model for Learning. This model described three basic intersecting elements that contributed to learning within the given context. The three contexts (personal, sociocultural, and physical) intersect affecting the learning that takes place. A mixed methodology design was employed to determine the impact of the camp on students' content knowledge and attitudes toward science. Qualitative data were collected to determine the impact

  6. PhD Students' Excellence Scholarships and Their Relationship with Research Productivity, Scientific Impact, and Degree Completion

    Science.gov (United States)

    Lariviere, Vincent

    2013-01-01

    This paper examines the relationship between excellence scholarships and research productivity, scientific impact, and degree completion. Drawing on the entire population of doctoral students in the province of Quebec, this pa- per analyzes three distinct sources of data: students, excellence scholarships, and scientific publications. It shows…

  7. Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

    Science.gov (United States)

    Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

    1998-01-01

    Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

  8. Factors impacting on psychological wellbeing of international students in the health professions: A scoping review.

    Science.gov (United States)

    McKenna, Lisa; Robinson, Eddie; Penman, Joy; Hills, Danny

    2017-09-01

    There are increasing numbers of international students undertaking health professional courses, particularly in Western countries. These courses not only expose students to the usual stresses and strains of academic learning, but also require students to undertake clinical placements and practice-based learning. While much is known about general issues facing international students, less is known about factors that impact on those studying in the health professions. To explore what is known about factors that influence the psychological wellbeing of international students in the health professions. A scoping review. A range of databases were searched, including CINAHL, Medline, Scopus, Proquest and ERIC, as well as grey literature, reference lists and Google Scholar. The review included qualitative or quantitative primary peer reviewed research studies that focused on international undergraduate or postgraduate students in the health professions. The core concept underpinning the review was psychological issues, with the outcome being psychological and/or social wellbeing. Thematic analysis across studies was used to identify key themes emerging. A total of 13 studies were included in the review, from the disciplines of nursing, medicine and speech-language pathology. Four key factor groups emerged from the review: negotiating structures and systems, communication and learning, quality of life and self-care, and facing discrimination and social isolation. International health professional students face similar issues to other international students. The nature of their courses, however, also requires negotiating different health care systems, and managing a range of clinical practice issues including with communication, and isolation and discrimination from clinical staff and patients. Further research is needed to specifically explore factors impacting on student well-being and how international students can be appropriately prepared and supported for their

  9. A Comparative Study of the Impact of Students' Feelings regarding the Use of Nuclear Energy

    Science.gov (United States)

    Maharaj-Sharma, Rawatee

    2011-01-01

    This article presents the results of a comparative study of two groups of learners--group 1 (25 non-science students) and group 2 (25 A-level physics students). It explores the extent to which their feelings and emotions in conjunction with their knowledge about nuclear energy impacts and influences their views and feelings about the use of…

  10. Impact of ICT Usage in Primary-School Students' Learning in the Case of Thailand

    Science.gov (United States)

    Arukaroon, Benjawan; Krairit, Donyaprueth

    2017-01-01

    The utilization of ICT as a teaching-learning tool continues to be very popular in Thai primary schools. However, technology impact assessments are not always properly carried out, and the benefits of using ICT in primary education are not always clear. The aim of this paper is to assess whether the use of ICT has an impact on student performance…

  11. Environmental Assessment and Finding of No Significant Impact: Kalina Geothermal Demonstration Project Steamboat Springs, Nevada

    Energy Technology Data Exchange (ETDEWEB)

    N/A

    1999-02-22

    The Department of Energy (DOE) has prepared an Environmental Assessment (EA) to provide the DOE and other public agency decision makers with the environmental documentation required to take informed discretionary action on the proposed Kalina Geothermal Demonstration project. The EA assesses the potential environmental impacts and cumulative impacts, possible ways to minimize effects associated with partial funding of the proposed project, and discusses alternatives to DOE actions. The DOE will use this EA as a basis for their decision to provide financial assistance to Exergy, Inc. (Exergy), the project applicant. Based on the analysis in the EA, DOE has determined that the proposed action is not a major Federal action significantly affecting the quality of the human or physical environment, within the meaning of the National Environmental Policy Act (NEPA) of 1969. Therefore, the preparation of an environmental impact statement is not required and DOE is issuing this Finding of No Significant Impact (FONSI).

  12. Strategies Utilized by Superintendents and Mathematics District Personnel That Impact Minority Student Outcomes in Algebra

    Science.gov (United States)

    DuPree, Jared Bernard

    2013-01-01

    This study applies the constructs from effective instruction from the literature on teacher education to understand the impact of school district strategies on algebra outcomes for minority students. The purpose of this study was to examine the strategies utilized by superintendents and district personnel and the impact of these identified…

  13. Impact of guided reciprocal peer questioning on nursing students' self-esteem and learning.

    Science.gov (United States)

    Lakdizaji, Sima; Abdollahzadeh, Farahnaz; Hassankhanih, Hadi; Kalantari, Manizhe

    2013-07-01

    Self-esteem is essential for clinical judgments. Nursing students in clinical environments should make a bridge between theoretical education and clinical function. This study was aimed to survey the effect of guided questioning in peer groups on nursing students' self-esteem and clinical learning. In this quasi-experimental study, all nursing students in semester 4 (60) were selected. The autumn semester students (n = 28) were chosen as the control group, and the spring semester students (n = 32) as the experimental group. The experimental group underwent the course of cardiac medical surgical training by the Guided Reciprocal Peer Questioning. The control group was trained by lecture. After confirmation of the validity and reliability of tools including Rosenberg Self-esteem Scale and the researcher-made questionnaire, data were collected and analyzed by SPSS version 17.0. There was no significant difference concerning demographic and educational characteristics between the two groups. Mean score differences of self-esteem and learning were not significant before teaching, while they were significantly promoted after teaching in the experimental (P self-esteem and students' learning, can be applied alone or in combination with the other methods. Conducting this study for other students and for theoretical courses is suggested.

  14. Evaluating the Impact of Wikis on Student Learning Outcomes: An Integrative Review.

    Science.gov (United States)

    Trocky, Nina M; Buckley, Kathleen M

    2016-01-01

    Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl's (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Social Capital, Financial Knowledge, and Hispanic Student College Choices

    Science.gov (United States)

    O'Connor, Noga; Hammack, Floyd M.; Scott, Marc A.

    2010-01-01

    Hispanic students are significantly over-represented in community colleges compared to White and Black students. This paper uses a powerful but underutilized statistical technique, the Oaxaca decomposition, to explore the impact of social capital, as manifested through college financial information, on Hispanic student enrollment in 4-year and…

  16. Determination of significance in Ecological Impact Assessment: Past change, current practice and future improvements

    Energy Technology Data Exchange (ETDEWEB)

    Briggs, Sam; Hudson, Malcolm D., E-mail: mdh@soton.ac.uk

    2013-01-15

    Ecological Impact Assessment (EcIA) is an important tool for conservation and achieving sustainable development. 'Significant' impacts are those which disturb or alter the environment to a measurable degree. Significance is a crucial part of EcIA, our understanding of the concept in practice is vital if it is to be effective as a tool. This study employed three methods to assess how the determination of significance has changed through time, what current practice is, and what would lead to future improvements. Three data streams were collected: interviews with expert stakeholders, a review of 30 Environmental Statements and a broad-scale survey of the United Kingdom Institute of Ecology and Environmental Management (IEEM) members. The approach taken in the determination of significance has become more standardised and subjectivity has become constrained through a transparent framework. This has largely been driven by a set of guidelines produced by IEEM in 2006. The significance of impacts is now more clearly justified and the accuracy with which it is determined has improved. However, there are limitations to accuracy and effectiveness of the determination of significance. These are the quality of baseline survey data, our scientific understanding of ecological processes and the lack of monitoring and feedback of results. These in turn are restricted by the limited resources available in consultancies. The most notable recommendations for future practice are the implementation of monitoring and the publication of feedback, the creation of a central database for baseline survey data and the streamlining of guidance. - Highlights: Black-Right-Pointing-Pointer The assessment of significance has changed markedly through time. Black-Right-Pointing-Pointer The IEEM guidelines have driven a standardisation of practice. Black-Right-Pointing-Pointer Currently limited by quality of baseline data and scientific understanding. Black-Right-Pointing-Pointer Monitoring

  17. Impact of Scribes on Medical Student Education: A Mixed-Methods Pilot Study.

    Science.gov (United States)

    Hafer, Julia; Wu, Xibin; Lin, Steven

    2018-04-01

    Medical scribes are an increasingly popular strategy for reducing clerical burden, but little is known about their effect on medical student education. We aimed to evaluate the impact of scribes on medical students' self-reported learning experience. We conducted a mixed-methods pilot study. Participants were medical students (third and fourth years) on a family medicine clerkship who worked with an attending physician who practiced with a scribe. Students did not work directly with scribes. Scribes charted for attending physicians during encounters that did not involve a student. Outcomes were three 7-point Likert scale questions about teaching quality and an open-ended written reflection. Qualitative data was analyzed using a constant comparative method and grounded theory approach. A total of 16 medical students returned at least one questionnaire, yielding 28 completed surveys. Students reported high satisfaction with their learning experience and time spent face-to-face with their attending, and found scribes nondisruptive to their learning. Major themes of the open-ended reflections included more time for teaching and feedback, physicians who were less stressed and more attentive, appreciation for a culture of teamwork, and scribes serving as an electronic health records (EHR) resource. To our knowledge, this is the first study evaluating the effect of scribes on medical student education from the students' perspective. Our findings suggest that scribes may allow for greater teaching focus, contribute to a teamwork culture, and serve as an EHR resource. Scribes appear to benefit medical students' learning experience. Larger and more rigorous studies are needed.

  18. The Impact of Discrepant Verbal-Nonverbal Messages in the Teacher-Student Interaction.

    Science.gov (United States)

    Karr-Kidwell, PJ

    Noting that teachers' nonverbal behaviors are frequently inconsistent with their verbal messages, a situation that detracts from student learning, this paper offers an activity for focusing prospective teachers' attentions on the frequency and impact of discrepant verbal-nonverbal messages occurring in the classroom. The step-by-step process is…

  19. Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

    Science.gov (United States)

    Shein, Paichi Pat; Tsai, Chun-Yen

    2015-09-01

    Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

  20. Systematic comparative and sensitivity analyses of additive and outranking techniques for supporting impact significance assessments

    International Nuclear Information System (INIS)

    Cloquell-Ballester, Vicente-Agustin; Monterde-Diaz, Rafael; Cloquell-Ballester, Victor-Andres; Santamarina-Siurana, Maria-Cristina

    2007-01-01

    Assessing the significance of environmental impacts is one of the most important and all together difficult processes of Environmental Impact Assessment. This is largely due to the multicriteria nature of the problem. To date, decision techniques used in the process suffer from two drawbacks, namely the problem of compensation and the problem of identification of the 'exact boundary' between sub-ranges. This article discusses these issues and proposes a methodology for determining the significance of environmental impacts based on comparative and sensitivity analyses using the Electre TRI technique. An application of the methodology for the environmental assessment of a Power Plant project within the Valencian Region (Spain) is presented, and its performance evaluated. It is concluded that contrary to other techniques, Electre TRI automatically identifies those cases where allocation of significance categories is most difficult and, when combined with sensitivity analysis, offers greatest robustness in the face of variation in weights of the significance attributes. Likewise, this research demonstrates the efficacy of systematic comparison between Electre TRI and sum-based techniques, in the solution of assignment problems. The proposed methodology can therefore be regarded as a successful aid to the decision-maker, who will ultimately take the final decision

  1. Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions. NCEO Report 406

    Science.gov (United States)

    Thurlow, Martha L.; Lazarus, Sheryl S.; Larson, Erik D.; Albus, Deb A.; Liu, Kristi K.; Kwong, Elena

    2017-01-01

    With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analyses…

  2. Measuring the impact of a 'point of view' disability simulation on nursing students' empathy using the Comprehensive State Empathy Scale.

    Science.gov (United States)

    Levett-Jones, Tracy; Lapkin, Samuel; Govind, Natalie; Pich, Jacqueline; Hoffman, Kerry; Jeong, Sarah Yeun-Sim; Norton, Carol Anne; Noble, Danielle; Maclellan, Lorna; Robinson-Reilly, Melissa; Everson, Naleya

    2017-12-01

    Although empathy is an integral component of professional practice and person-centred care, a body of research has identified that vulnerable patients groups frequently experience healthcare that is less than optimal and often lacking in empathy. The aim of this study was to examine the impact of an immersive point-of-view simulation on nursing students' empathy towards people with an Acquired Brain Injury. A convenience sample of 390 nursing students from a cohort of 488 participated in the study, giving a response rate of 80%. Students undertook the simulation in pairs and were randomly allocated to the role of either a person with Acquired Brain Injury or a rehabilitation nurse. The simulated 'patients' wore a hemiparesis suit that replicated the experience of dysphasia, hemianopia and hemiparesis. Characteristics of the sample were summarised using descriptive statistics. A two-group pre-test post-test design was used to investigate the impact of the simulation using the Comprehensive State Empathy Scale. t-Tests were performed to analyse changes in empathy pre post and between simulated 'patients' and 'rehabilitation nurses'. On average, participants reported significantly higher mean empathy scores post simulation (3.75, SD=0.66) compared to pre simulation (3.38 SD=0.61); t (398)=10.33, pempathy towards people with a disability. Research with other vulnerable patient groups, student cohorts and in other contexts would be beneficial in taking this work forward. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Impact of terrorism on health and Hospital Anxiety Depression Scale screening in medical students, Karachi, Pakistan.

    Science.gov (United States)

    Nasim, Sara; Khan, Mahjabeen; Aziz, Sina

    2014-03-01

    To determine the association of terrorism with psychiatric morbidity by Hospital Anxiety Depression scale among medical students in Karachi, Pakistan. The questionnaire based cross-sectional survey was conducted from February to March 2011 and comprised students of the Institute of Physical and Medical Rehabilitation and the Dow Medical College, Dow University of Health Sciences, Karachi. The study tool was a validated Hospital Anxiety Depression scale questionnaire. The data was analysed on SPSS 16. Factor analysis was performed to check which factors had the most influence. Overall there were 1036 respondents. The impact of terrorism on physical, social and mental health was 40 (3.9%), 178 (17.2%) and 818 (79%) respectively. There was an association of terrorism in 980 (84.6%) respondents with psychiatric morbidity. There was an association of terrorism with psychiatric morbidity in majority of respondents. The significant risk factors were age, gender, physical, mental and social health and the desire to live in Pakistan.

  4. Ambivalent stereotypes of nurses and physicians: impact on students' attitude toward interprofessional education.

    Science.gov (United States)

    Sollami, Alfonso; Caricati, Luca; Mancini, Tiziana

    2015-03-13

    Nurse-physician stereotypes have been proposed as a factor hindering interprofessional collaboration among practitioners and interprofessional learning among nursing and medical students. Using socio-psychological theories about ambivalent stereotypes, the present work aimed to analyse: a) the content of nurse and physician stereotypes held by nursing and medical students and b) the role of auto-stereotype on students' attitude toward interprofessional education (IPE).  Methods. A cross-sectional on-line survey was adopted and a questionnaire was emailed to 205 nursing students and 151 medical students attending an Italian university. Nursing and medical students shared the stereotypical belief that nurses are warmer but less competent than physicians. Nurses and physicians were basically depicted with ambivalent stereotypes: nurses were seen as communal, socially competent and caring but less competent, not agentic and less autonomous, while physicians were seen as agentic, competent and autonomous, but less communal, less collectivist and less socially competent. Moreover, a professional stereotypical image impacted the students' attitude toward IPE. More precisely, when nurses and physicians were seen with classic ambivalent stereotypes, both nursing and medical students were less favourable towards interprofessional education programmes. The content of professional stereotypes of healthcare students was still linked to classical views of nurses as caring and physicians as curing. This seemed to limit students' attitude and intention to be engaged in IPE.

  5. Impact of psychosocial training on burnout, engagement and resilience among students

    Directory of Open Access Journals (Sweden)

    Zuzana Škodová

    2015-09-01

    Full Text Available Aim: The objective of the study was to investigate the effect of psychosocial training, with a focus on increasing social and coping skills, on the levels of burnout and engagement in students in various healthcare professions. Design: A quasi-experimental design was used in the present study. Methods: 97 students (20.2 ‘ 1.49; 95.9% female of psychology, nursing and midwifery participated in the research (50 students in an experimental group receiving psychosocial training, and 47 students in a control group. To measure burnout, the School Burnout Inventory (SBI, Antonovski Sense of Coherence Scale (SOC, Utrecht Work Engagement Scale (UWES and Baruth Protective Factors Inventory (BPFI were employed. Data were statistically analyzed using correlation analysis, Student's t-test, and the ANOVA with LSD post hoc tests. Results: A statistically significant decrease in burnout syndrome (95 % CI: 5.26; 11.94, and an increased sense of coherence (95 % CI: -11.48; -3.37 and resilience (95 % CI: -7.92; -1.70 were found in the experimental group of students after psychosocial training, while no significant changes were observed in the control group. Research assumptions regarding engagement were not confirmed. Conclusion: The research study has shown that psychosocial training as a method has a positive effect on burnout syndrome and related personality characteristics among students of the healthcare professions, and is thus a relevant and appropriate method of burnout prevention.

  6. Impact of the mobile phone on junior high-school students' friendships in the Tokyo metropolitan area.

    Science.gov (United States)

    Kamibeppu, Kiyoko; Sugiura, Hitomi

    2005-04-01

    The proportion of having keitai (Japanese mobile phone) has increased rapidly in young children. To research how junior high school students use their own keitai and to examine the impact of using it on their psychology, especially on their friendship, we recruited 651 students, grade 8, from five public junior high schools in the Tokyo metropolitan area. Each student participant completed a questionnaire that we had created. The response rates were 88.8% (n = 578) for participants. The proportion of having their own keitai was 49.3% (n = 285) and that of not having it was 50.7% (n = 293). We found that they used it much more frequently for e-mail than as a phone. Most of them exchanged e-mails between schoolmates, and more than a half of them exchanged e-mails more than 10 times a day. Sociable students estimated that their own keitai was useful for their friendship. But they experienced some insecurity or started staying up late at night engaged in e-mail exchanges, and they thought that they could not live without their own keitai. Our findings suggest that keitai having an e-mail function play a big part in the junior high-school students' daily life, and its impact on students' friendships, psychology, or health should be discussed among students to prevent keitai addiction.

  7. Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

    Science.gov (United States)

    Grabau, Larry J.

    Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

  8. The impact of short term clinical placement in a developing country on nursing students: A qualitative descriptive study.

    Science.gov (United States)

    Ulvund, Ingeborg; Mordal, Elin

    2017-08-01

    Offering nursing students' international clinical placement during the educational program is one response to meet the need of cultural competence among nurses. This paper provides insight into the impact of clinical placement, in a developing country, on third year nursing students. In the study we investigated how short term international clinical placement impacted Norwegian nursing students' development of cultural competency. In this study we utilised a qualitative descriptive design and used individual interviews with eighteen Norwegian nursing students who had all participated in an international clinical placement. The data were analysed using the principles of systematic text condensation. In spite the international clinical placement only was four weeks, the findings suggested that real life experience culturally awakened the students and forced an ongoing process developing cultural competence. However, it is important to give students time to reflection. Although increased cultural awareness and a growing cultural competence was identified by the students undertaking international clinical placement, further research is required. It is important to investigate the best methods to support the students' reflection such that the experiences lead to learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. The Impact of an Academic Integrity Module and Turnitin® on Similarity Index Scores of Undergraduate Student Papers

    Science.gov (United States)

    Ballard, Iva B.

    2013-01-01

    In this quasi-experimental 2 x 2 factorial design study, the impact of an academic integrity module and Turnitin® on undergraduate student similarity index scores was investigated. Similarity index scores were used to measure suggested plagiarism rates of student papers. A purposive sample consisting of 96 undergraduate education students enrolled…

  10. Labelling and Self-Esteem: Does Labelling Exceptional Students Impact Their Self-Esteem?

    Science.gov (United States)

    Thomson, Margareta Maria

    2012-01-01

    The purpose of this investigation was to explore the existing relationships between main concepts associated with labelling exceptional students and impact on their self-esteem. The aim was to examine how these concepts are presented in the existing research literature, and what the implications are for educational practice of labelling…

  11. Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

    Science.gov (United States)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2016-12-01

    Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

  12. A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part II impact on student experience.

    Science.gov (United States)

    Naughton, Corina; Beard, Chloe; Tzouvara, Vasiliki; Pegram, Anne; Verity, Rebecca; Eley, Rhiannon; Hingley, David

    2018-04-01

    People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. A control pre-post-study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. In total 52 students (response rate 40%) completed surveys at the end of placements (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group (p = 0.006). In focus group interviews (n = 19 students), the main themes were connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication

  13. The Impact of Comprehensive School Nursing Services on Students' Academic Performance

    Directory of Open Access Journals (Sweden)

    Deniz Kocoglu

    2017-03-01

    Full Text Available Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

  14. Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students

    Directory of Open Access Journals (Sweden)

    Carl Wozniak

    2013-02-01

    Full Text Available Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district superintendents, 181 high school principals, and 23 college dual enrollment officers regarding their use of these options, their perceptions of barriers to program expansion, and their ranking of possible solutions to overcome the barriers. Findings demonstrate that all parties find postsecondary options of value, with traditional dual enrollment the most used option. Although all groups identified funding as a primary barrier, other systemic barriers were of great concern. Participants suggest that expansion of Advanced Placement and early and middle college programs, financial assistance for dually enrolled students, and increased program availability for career and technical options would be beneficial.Wozniak, Carl, (2012. Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students. 8(2. Retrieved from www.ijepl.org .

  15. Long-term impact of a preclinical endovascular skills course on medical student career choices.

    Science.gov (United States)

    Lee, Jason T; Son, Ji H; Chandra, Venita; Lilo, Emily; Dalman, Ronald L

    2011-10-01

    Surging interest in the 0 + 5 integrated vascular surgery (VS) residency and successful recruitment of the top students in medical school requires early exposure to the field. We sought to determine the impact of a high-fidelity simulation-based preclinical endovascular skills course on medical student performance and ultimate career specialty choices. Fifty-two preclinical medical students enrolled in an 8-week VS elective course from 2007 to 2009. Students completed a baseline and postcourse survey and performed a renal angioplasty/stent procedure on an endovascular simulator (pretest). A curriculum consisting of didactic teaching covering peripheral vascular disease and weekly mentored simulator sessions concluded with a final graded procedure (posttest). Long-term follow-up surveys 1 to 3 years after course completion were administered to determine ultimate career paths of participants as well as motivating factors for career choice. Objective and subjective performance measured on the simulator and through structured global assessment scales improved in all students from pre- to posttest, particularly with regard to technical skill and overall procedural competency (P choices including surgical subspecialties (64%), radiology (10%), and cardiology (6%). Most respondents indicated major reasons for continued interest in VS were the ability to practice endovascular procedures on the simulator (92%) and mentorship from VS faculty (70%). Basic endovascular skills can be efficiently introduced through a simulation-based curriculum and lead to improved novice performance. Early exposure of preclinical medical students provides an effective teaching and recruitment tool for procedural-based fields, particularly surgical subspecialties. Mentored exposure to endovascular procedures on the simulator positively impacts long-term medical student attitudes toward vascular surgery and ultimate career choices. Copyright © 2011 Society for Vascular Surgery. Published by

  16. An Assessment of the Impact of the Mentoring Programme on Student Performance

    Directory of Open Access Journals (Sweden)

    Masehela Langutani Mary

    2017-12-01

    Full Text Available The University of Venda introduced an academic mentoring programme in 2012. The introduction of the programme was in response to the results of a national study that was conducted by Scott, Yeld and Hendry (2007. The study was replicated at institutional level by the then University of Venda Deputy Vice-Principal Academic and the then acting Director of the Centre for Higher Education Teaching and Learning and it yielded similar results that indicated that at least 30% of undergraduate students drop out at the end of their first year. Using Margaret Archer’s morphogenetic framework, this paper seeks to assess the impact of the programme on students’ performance. The key question asked in this study is: ‘What impact has the mentoring programme made on the academic performance of students in the Department of Communication and Applied Language Studies?’ This department formed part of this study because the module lecturer was among the first few who exercised her agency by consciously volunteering to join the programme with the hope that it would improve pass rate. The pass rate improved from 80% to 92% the first time the programme was implemented and it has been high ever since, while the students in that department have continued to embrace the programme. Both qualitative and quantitative methods were adopted for this study. Qualitative data consisted of an open-ended questionnaire which was used to collect data from forty-five mentees. Interviews were also conducted with ten mentees, three student mentors, the Media Studies (MST 1541 lecturer and the educational development practitioner (EDP. From the forty-five questionnaire respondents, only ten mentees were also interviewed to confirm responses that were given in questionnaires before the researcher had reached saturation point. Quantitative data were collected through a comparison of module results for 2012 and 2013. The MST 1541 classes in 2012 and 2013 were taught by the same

  17. An Examination of the Impact of a College Level Meditation Course on College Student Well Being

    Science.gov (United States)

    Crowley, Claire; Munk, Dana

    2017-01-01

    Statement of the Problem: The competing pressures of college life can increase stress and anxiety in college students and have negative outcomes on academic performance and overall well-being. The purpose of this study was to use qualitative measures to examine how participation in a college level experiential meditation course impacted students'…

  18. The Impact of Missionary Service on the Spiritual Development and Psychological Wellbeing of Mormon College Students

    Science.gov (United States)

    Melton, Brian S.

    2017-01-01

    Mormon college students may leave or delay their studies to serve missions for their church, typically for 18 to 24 months. This dissertation studies the impact of serving a mission on the spiritual development and psychological wellbeing of these students. Using a two-factor ANOVA fixed-effects, nonexperimental design, five measurement scales on…

  19. The Impact of Friendship on the Leadership Identity Development of Lesbian, Gay, Bisexual, and Queer Students

    Science.gov (United States)

    Olive, James L.

    2015-01-01

    This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a…

  20. The Impact of School Violence on Self-Esteem and Depression among Taiwanese Junior High School Students

    Science.gov (United States)

    Chen, Ji-Kang; Wei, Hsi-Sheng

    2011-01-01

    The majority of research on the outcome of school violence has been conducted in Western countries. Empirical studies on how school violence impacts student psychological well-being in a Chinese cultural context are relatively limited. The aim of this study was to address this gap by exploring how student maltreatment by teachers, student…

  1. Impact of current video game playing on robotic simulation skills among medical students.

    Science.gov (United States)

    Öge, Tufan; Borahay, Mostafa A; Achjian, Tamar; Kılıç, Sami Gökhan

    2015-01-01

    To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition. This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation. Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22-24) years and 24 (23-26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05). According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed.

  2. The Impact of the Programme for International Student Assessment on Academic Journals

    Science.gov (United States)

    Dominguez, Maria; Vieira, Maria-Jose; Vidal, Javier

    2012-01-01

    The aim of this study is to assess the impact of PISA (Programme for International Student Assessment) on international scientific journals. A bibliometric analysis was conducted of publications included in three main scientific publication databases: Eric, EBSCOhost and the ISI Web of Knowledge, from 2002 to 2010. The paper focused on four main…

  3. College Student Performance and Credit Card Usage.

    Science.gov (United States)

    Pinto, Mary Beth; Parente, Diane H.; Palmer, Todd Starr

    2001-01-01

    Examines the relationship between credit card usage, employment, and academic performance among a group of college students with credit cards. Results reveal that the students differed significantly in the level of anxiety felt from carrying debt, perceived need to work, and perceived impact of employment on academic performance. (Contains 57…

  4. Impact of a personal CYP2D6 testing workshop on physician assistant student attitudes toward pharmacogenetics.

    Science.gov (United States)

    O'Brien, Travis J; LeLacheur, Susan; Ward, Caitlin; Lee, Norman H; Callier, Shawneequa; Harralson, Arthur F

    2016-03-01

    We assessed the impact of personal CYP2D6 testing on physician assistant student competency in, and attitudes toward, pharmacogenetics (PGx). Buccal samples were genotyped for CYP2D6 polymorphisms. Results were discussed during a 3-h PGx workshop. PGx knowledge was assessed by pre- and post-tests. Focus groups assessed the impact of the workshop on attitudes toward the clinical utility of PGx. Both student knowledge of PGx, and its perceived clinical utility, increased immediately following the workshop. However, exposure to PGx on clinical rotations following the workshop seemed to influence student attitudes toward PGx utility. Personal CYP2D6 testing improves both knowledge and comfort with PGx. Continued exposure to PGx concepts is important for transfer of learning.

  5. Impact of Alcohol Tax Increase on Maryland College Students' Alcohol-Related Outcomes.

    Science.gov (United States)

    Smart, Mieka J; Yearwood, Safiya S; Hwang, Seungyoung; Thorpe, Roland J; Furr-Holden, C Debra

    2018-05-12

    This study A) assessed whether levels of alcohol-related disciplinary actions on college campuses changed among MD college students after the 2011 Maryland (MD) state alcohol tax increase from 6% to 9%, and B) determined which school-level factors impacted the magnitude of changes detected. A quasi-experimental interrupted time series (ITS) analysis of panel data containing alcohol-related disciplinary actions on 33 MD college campuses in years 2006-2013. Negative binomial regression models were used to examine whether there was a statistically significant difference in counts of alcohol-related disciplinary actions comparing time before and after the tax increase. The ITS anaysis showed an insignificant relationship between alcohol-related disciplinary actions and tax implementation (β = -.27; p =.257) but indicated that alcohol-related disciplinary actions decreased significantly over the time under study (β = -.05; p =.022). Alcohol related disciplinary actions did decrease over time in the years of study, and this relationship was correlated with several school-level characteristics, including school price, school funding type, types of degrees awarded, and specialty. School price may serve as a proxy mediator or confounder of the effect of time on disciplinary actions.

  6. An observational study investigating the impact of simulated patients in teaching communication skills in preclinical dietetic students.

    Science.gov (United States)

    Gibson, S J; Davidson, Z E

    2016-08-01

    Simulated patients (SPs) are often used in dietetics for the teaching and assessment of communication skills. The present study aimed to determine the impact of a SP encounter on communication skills in undergraduate preclinical dietetic students in the context of the resources required for delivering this educational strategy. This observational study collected assessment data from four cohorts of third-year dietetic students to examine the effect of participation in SP-embedded Objective Structured Clinical Exams. Students completed two SP interviews, 2 weeks apart, and communication skills were measured on both occasions. A subgroup of students received a video of their SP encounter. Differences between the two SP interview scores were compared to assess the impact of the SP encounter on communication skills. The required staff and resources were described. Data were collected involving 215 students. Out of 30 marks, there was a modest mean (SD) improvement in communication skills from the first to the second SP interview of 2.5 (4.2) (P skills, with failing students demonstrating the greatest improvement between SP encounters. There were no observed benefits for the subset of students who received videos. Providing repeat SP interview opportunities results in only modest improvement in communication skills for most students. The use of SPs needs to be considered in context of the substantial costs and resources involved and tailored to student ability. © 2015 The British Dietetic Association Ltd.

  7. The impact of social anxiety on student learning and well-being in higher education

    OpenAIRE

    Russell, G.; Topham, P.

    2012-01-01

    Background: This paper reports findings from two complementary web-surveys conducted in the UK, in\\ud which 787 university students described their experiences of social anxiety.\\ud \\ud Aims: The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education.\\ud \\ud Method: Participants self-selected using a screening tool and completed a web-based questionnaire.\\ud \\ud Results: The findings are consistent with previous research on social...

  8. The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

    Science.gov (United States)

    Krishnamurthy, Sanjana

    This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

  9. Ethical Misconduct of Business Students: Some New Evidence

    Science.gov (United States)

    Deshpande, Satish P.; Joseph, Jacob; Berry, Kevin

    2012-01-01

    This study examines ethical misconduct of 193 business students in four universities in the United States. In addition to self-reported ethical behavior, two dimensions of emotional intelligence (self-emotions appraisal and others emotions appraisal) significantly impacted student misconduct. None of the other dimensions of emotional intelligence…

  10. Teacher Attitudes & Beliefs toward Inclusion of Students with Disabilities in Early Childhood Programs: Impacts on Assessment Outcomes

    Science.gov (United States)

    Maiorca-Nunez, Jessica

    2017-01-01

    Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice.…

  11. Determinants of timely completion : the impact of Bachelor's degree programme characteristics and student motivation on study progress

    NARCIS (Netherlands)

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

    2013-01-01

    Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law

  12. Financing physical therapy doctoral education: methods used by entry-level students and the financial impact after graduation.

    Science.gov (United States)

    Thompson, Kris; Coon, Jill; Handford, Leandrea

    2011-01-01

    With the move to the doctor of physical therapy (DPT) degree and increasing tuition costs, there is concern about financing entry-level education. The purposes of this study were to identify how students finance their DPT education and to describe the financial impact after graduation. A written survey was used to collect data on financing DPT education, student debt, and the financial impact on graduates. There were 92 subjects who had graduated from one program. Frequencies as well as nonparametric statistics using cross-tabulations and chi-squared statistics were calculated. The response rate was 55%. Of the respondents, 86% had student loans, 66% worked during school, 57% received some family assistance, and 21% had some scholarship support. The amount of monthly loan repayment was not statistically related to the ability to save for a house, the ability to obtain a loan for a house or car, or the decision to have children. Saving for the future (p = 0.016) and lifestyle choices (p = 0.035) were related to the amount of monthly loan repayment. Major sources of funding were student loans, employment income, and/or family assistance. Respondent's ability to save for the future and lifestyle choices were negatively impacted when loan debt increased. Physical therapist education programs should consider offering debt planning and counseling.

  13. A Meta-Analysis of the Impact of Universal and Indicated Preventive Technology-Delivered Interventions for Higher Education Students.

    Science.gov (United States)

    Conley, Colleen S; Durlak, Joseph A; Shapiro, Jenna B; Kirsch, Alexandra C; Zahniser, Evan

    2016-08-01

    The uses of technology-delivered mental health treatment options, such as interventions delivered via computer, smart phone, or other communication or information devices, as opposed to primarily face-to-face interventions, are proliferating. However, the literature is unclear about their effectiveness as preventive interventions for higher education students, a population for whom technology-delivered interventions (TDIs) might be particularly fitting and beneficial. This meta-analytic review examines technological mental health prevention programs targeting higher education students either without any presenting problems (universal prevention) or with mild to moderate subclinical problems (indicated prevention). A systematic literature search identified 22 universal and 26 indicated controlled interventions, both published and unpublished, involving 4763 college, graduate, or professional students. As hypothesized, the overall mean effect sizes (ESs) for both universal (0.19) and indicated interventions (0.37) were statistically significant and differed significantly from each other favoring indicated interventions. Skill-training interventions, both universal (0.21) and indicated (0.31), were significant, whereas non-skill-training interventions were only significant among indicated (0.25) programs. For indicated interventions, better outcomes were obtained in those cases in which participants had access to support during the course of the intervention, either in person or through technology (e.g., email, online contact). The positive findings for both universal and indicated prevention are qualified by limitations of the current literature. To improve experimental rigor, future research should provide detailed information on the level of achieved implementation, describe participant characteristics and intervention content, explore the impact of potential moderators and mechanisms of success, collect post-intervention and follow-up data regardless of

  14. To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students.

    Science.gov (United States)

    Scurlock-Evans, Laura; Upton, Penney; Rouse, Joanne; Upton, Dominic

    2017-11-01

    The use of Evidence-Based Practice (EBP) is increasingly emphasized within healthcare. However, little research has focused on nurses' pre-registration training; particularly regarding the impact of curriculum-design on learning EBP. This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students' EBP profiles. A longitudinal panel study. A convenience sample of fifty-six pre-registration nursing students (55.4% studying an embedded EBP-curriculum and 44.6% studying a modular EBP-curriculum), were recruited from a UK University between 2011 and 2014. Participants completed the Student Evidence-Based Practice Questionnaire (S-EBPQ) in the first, second and third year of their course. This questionnaire measures four EBP domains: frequency of use, attitude, knowledge and skills in retrieving and reviewing evidence, and knowledge and skills in applying and sharing evidence. Two-way mixed between-within Analyses of Variance revealed significant improvements across all domains, except attitude (which remained broadly positive across all years), for both curriculum-groups. No significant differences in this improvement were identified between the two curricula overall. However, the direction and rate of change of scores on the retrieving and applying subscales (but not frequency of use) for the two groups differed across time; specifically those on the embedded curriculum showed a dip in scores on these subscales in year 2. This appeared to be related to associated features of the course such as the timing of placements and delivery of theory. Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on

  15. The Impact of the College Assistance Migrant Program on Migrant Student Academic Achievement in the California State University System

    Science.gov (United States)

    Ramirez, Adrian D.

    2012-01-01

    The 7-year longitudinal study examined the College Assistance Migrant Program (CAMP) impact on migrant student achievement in the California State University system. Participants included migrant students, Latinos, and general student populations from 2002-2009. The analysis of variance and chi-square test of independence were used to explore…

  16. The impact of power negotiations on nursing students learning processes in simulation scenario debriefing

    DEFF Research Database (Denmark)

    Frandsen, Anne; Topperzer, Martha; Sejr Olsen, Pernille

    element to obtain critical reflection and learning (3). During debriefing students and facilitators jointly explore what happened in the scenario, and what should be focus of the prospective learning process (4). The aim of this paper is to explore how the negotiations of power (5) in the simulation...... scenario debriefing have an impact on the learning process for novice nursing students. References: Zapko et al 2015: Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for further Research. Nurse Education Perspective Nov. Dec. 36(6):379-82 Motola et al 2013: Simulation in healthcare......Clinical simulation in nursing improves student`s ability to critical thinking, clinical judgement and clinical decision- making(1). The key elements to success are planning, pre- briefing, engagement, a realistic scenario with interruptions and debriefing (2). Debriefing is highlighted as the key...

  17. No time to lose: Negative impact on law student wellbeing may begin in year one

    Directory of Open Access Journals (Sweden)

    Molly Townes O'Brien

    2011-07-01

    Full Text Available Preliminary results of a pilot study of law students suggest that, during the first year of law study, students may experience changes in thinking styles, stress levels, and satisfaction with life. Although further inquiry into the cause of law student distress is necessary, the authors consider certain assumptions underlying the legal curriculum—particularly the conception of a lawyer as adversarial, emotionally detached, and competitive—to be possible sources of the negative impact on student wellbeing.  It is suggested that legal educators should re-examine their curricula, particularly their conception of what it means to be a lawyer, and think creatively about ways that law schools may encourage healthier approaches to the study of law.

  18. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

    OpenAIRE

    Maxwell, Sophie; Reynolds, Katherine J.; Lee, Eunro; Subasic, Emina; Bromhead, David

    2017-01-01

    School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic d...

  19. Impact of an Aging Simulation Game on Pharmacy Students' Empathy for Older Adults.

    Science.gov (United States)

    Chen, Aleda M H; Kiersma, Mary E; Yehle, Karen S; Plake, Kimberly S

    2015-06-25

    To evaluate changes in empathy and perceptions as well as game experiences among student pharmacists participating in an aging simulation game. First-year student pharmacists participated in an aging simulation game. Changes were measured pre/post-activity using the Kiersma-Chen Empathy Scale (KCES) and Jefferson Scale of Empathy--Health Professions Scale (JSE-HPS) for empathy and the Aging Simulation Experience Survey (ASES) for perceptions of older adults' experiences and game experiences. Wilcoxon signed rank tests were used to determine changes. One hundred fifty-six student pharmacists completed the instruments. Empathy using the KCES and JSE-HPS improved significantly. Of the 13 items in the ASES, 9 significantly improved. Simulation games may help students overcome challenges demonstrating empathy and positive attitudes toward elderly patients.

  20. The impact of online video lecture recordings and automated feedback on student performance

    NARCIS (Netherlands)

    Wieling, M. B.; Hofman, W. H. A.

    To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional

  1. An exploration of the impact of family background factors on the science achievement of Afro-Caribbean and African American students in the United States

    Science.gov (United States)

    Pinder, Patrice J.

    Ogbu and Simons (1998) defined voluntary immigrants as individuals who chose to migrate to the United States (U.S.). Involuntary immigrants are defined as individuals whose ancestors were brought to the U.S. by force (Obgu & Simons, 1998). There have been recent reports indicating that voluntary immigrants are outperforming involuntary immigrants (Fisher, 2005; Williams, Fleming, Jones, & Griffin, 2007). There seems to be a trend in voluntary immigrants exhibiting a higher academic achievement pattern than involuntary immigrants (Fisher, 2005; Rong & Preissle, 1998; Williams et al., 2007). However, the reason for the groups' differences in achievement has not been extensively explored. The primary objective of this research study was to explore the impact of family background on the academic achievement patterns of Afro-Caribbean and African American students in the United States. The study utilized two research designs; a causal-comparative and a correlational design. A questionnaire was distributed to a sample of eighty-seven high school students. Eighteen of the participants were Afro-Caribbean students, and sixty-seven were African American students. Chemistry test scores for the students were also provided. The results of the study indicated that Afro-Caribbean students outperformed African American students on the test of science achievement. The difference was statistically significant (t= 2.43, pstudents' family backgrounds. Moreover, the findings of this study suggest that the positive impact of arrival status on the first-generation of Afro-Caribbean immigrants may be influencing their children's academic success in science. The present study holds a few implications for parents and teachers of immigrant minority students. Additionally, the current researcher has offered several implications for future research on ethnicity, immigration pattern, parenting, and achievement.

  2. The Impact Of Using Computer Software On Vocabulary Learning Of Iranian EFL University Students

    Directory of Open Access Journals (Sweden)

    Samira Pahlavanpoorfard

    2014-07-01

    Full Text Available Today, using computer is common in all fields. Education is not an exception. In fact, this approach of technology has been using increasingly in language classrooms. We have witnessed there are more and more language teachers are using computers in their classrooms. This research study investigates the impact of using computer   on vocabulary learning of Iranian EFL university students. To this end, a sample of 40 university students in Islamic Azad University, Larestan branch were randomly assigned into the experimental and control groups. Prior the treatment and to catch the initial deferences between the participants, all the students sat for a pre-test that was an Oxford Placement Test. Then the students were received the treatment for 10 weeks. The students in the experimental group were taught by computer software for vocabulary learning while the students in the control group were taught through traditional method for vocabulary learning. After the treatment, all the students sat for a post-test. The statistical analysis through running Independent-Sample T-tests revealed thatthe students in the experimental group who used the computer software for vocabulary learning performed better than the students in the control group were taught through traditional method for vocabulary learning.

  3. The impact of materialism on the entrepreneurial intention of university students in South Africa

    Directory of Open Access Journals (Sweden)

    Olawale Fatoki

    2015-11-01

    Full Text Available The study investigated the relationship between materialism and the entrepreneurial intention of students at a South African university. In addition, the study examined if there is a significant gender difference in the materialistic values of university students. The quantitative research technique was adopted for the study. The survey method and the self-administered approach were used for data collection. The research participants comprised of 169 conveniently sampled business students. The Cronbach’s alpha was used to ensure reliability. Data was analysed using descriptive statistics, confirmatory factor analysis, T-test, Pearson correlation and regression. The results indicated that there is a positive but insignificant relationship between materialism and the entrepreneurial intention of university students. There is no significant gender difference in the materialistic values of university students. Recommendations were suggested in order to manage the materialistic values of university students.

  4. Navigating the science, technology, engineering, and mathematics pipeline: How social capital impacts the educational attainment of college-bound female students

    Science.gov (United States)

    Lee, Rebecca Elizabeth

    Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology, engineering, and math (STEM) majors and careers. The gap is even greater in the representation of women from lower socioeconomic backgrounds. This study examined pre-college intervention strategies provided by the University of Southern California's Math, Engineering, Science Achievement (MESA) program, as well as the relationships and experiences that contributed to the success of underrepresented female high school students in the STEM pipeline. A social capital framework provided the backdrop to the study. This qualitative study takes an ethnographic approach, incorporating 11 interviews, 42 hours of observation, and document analysis to address the research questions: How does involvement in the MESA program impact female students' decisions to pursue a mathematics or science major in college? What is the role of significant others in supporting and encouraging student success? The findings revealed a continuous cycle of support for these students. The cycle started in the home environment, where parents were integral in the early influence on the students' decisions to pursue higher education. Relationships with teachers, counselors, and peers provided critical networks of support in helping these students to achieve their academic goals. Participation in the MESA program empowered the students and provided additional connections to knowledge-based resources. This study highlights the interplay among family, school, and the MESA program in the overall support of underrepresented female students in the STEM pipeline.

  5. Impact of the clinical ultrasound elective course on retention of anatomical knowledge by second-year medical students in preparation for board exams.

    Science.gov (United States)

    Kondrashov, Peter; Johnson, Jane C; Boehm, Karl; Rice, Daris; Kondrashova, Tatyana

    2015-03-01

    Ultrasound has been integrated into a gross anatomy course taught during the first year at an osteopathic medical school. A clinical ultrasound elective course was developed to continue ultrasound training during the second year of medical school. The purpose of this study was to evaluate the impact of this elective course on the understanding of normal anatomy by second-year students. An anatomy exam was administered to students enrolled in the clinical ultrasound elective course before the start of the course and after its conclusion. Wilcoxon signed ranks tests were used to determine whether exam scores changed from the pre-test to the post-test. Scores from two classes of second-year students were analyzed. Students who took the elective course showed significant improvement in the overall anatomy exam score between the pre-test and post-test (P students with an important review of key anatomical concepts while preparing them for board exams. Our results suggested that more emphasis should be placed on head and neck ultrasound to improve student performance in those areas. Musculoskeletal, abdominal, and heart ultrasound labs were more successful for retaining relevant anatomical information. © 2014 Wiley Periodicals, Inc.

  6. Domestic food and sustainable design : a study of university student cooking and its impacts

    OpenAIRE

    Clear, Adrian; Hazas, Michael; Morley, Janine; Friday, Adrian; Bates, Oliver

    2013-01-01

    In four university student kitchens over twenty-one days, we captured participants' food preparation activity, quantified the greenhouse gas emissions and direct energy connected to the food and cooking, and talked to participants about their food practices. Grounded in this uniquely detailed micro-account, our findings inform sustainable design for cooking and eating at home and quantify the potential impacts. We outline the relation of the impacts to our participants' approaches to everyday...

  7. A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE

    Directory of Open Access Journals (Sweden)

    Melissa E Rotz

    2016-10-01

    Full Text Available Background: Evaluating student perceptions of interprofessional education (IPE is important to meet accreditation standards. The objective of this study was to evaluate the impact of one year versus two years of exposure to IPE on student perceptions, as well as evaluate differences between professions. Methods: In this cross-sectional study, first and second year medical and pharmacy students enrolled in an interprofessional experiential course series at each of their respective institutions completed a perceptions instrument prior to a standardized objective behavioral assessment. Student demographics and perception scores were summarized using descriptive statistics. Chi-squared tests and Cochran-Mantel-Haenszel tests were used to assess differences in demographic variables. Between-group differences in perception scores were assessed using Wilcoxon Rank-Sum tests. Results: 155 students completed the instrument out of the 163 students enrolled in the course series. Overall, the median scores were ≥4 (4=Agree, 5=Strongly Agree for all SPICE items and factors. No significant differences were observed between first and second year students in response to any of the SPICE items or factors. When comparing professions, significant differences were observed between pharmacy students and medical students that IPE “enhances my education” (p=0.003, “improves patient satisfaction” (p=0.001, and “enhances my future ability to collaborate” (p=0.001. Significant differences were also observed between pharmacy students and medical students for 2 of the 3 factors: teamwork (p=0.001 and patient outcomes (p=0.005. For all of the differences in items and factors, pharmacy students reported higher levels of agreement. Conclusions: Two years of exposure to IPE compared to one year (i.e. second year students vs. first year students did not result in higher levels of agreement; however, agreement was high across all students which may have limited the

  8. Impact of pharmacy student interventions in an urban family medicine clinic.

    Science.gov (United States)

    Ginzburg, Regina

    2014-06-17

    To determine the number of interventions made by pharmacy students at an urban family medicine clinic and the acceptance rate of these recommendations by the healthcare providers. The secondary objective was to investigate the cost avoidance value of the interventions. A prospective, unblinded study was conducted to determine the number and cost avoidance value of clinical interventions made by pharmacy students completing advanced pharmacy practice experiences (APPEs) in an urban family medicine clinic. Eighteen students completed this experience in the 8 months studied. Of the 718 interventions performed, 77% were accepted by physicians, including 58% of the 200 interventions that required immediate action. Projected avoidance was estimated at $61,855. The clinical interventions by pharmacy students were generally well received by healthcare providers and resulted in significant cost savings. Pharmacy students can play an important role in a family medicine clinic.

  9. Impact of tablet computers and eBooks on learning practices of law students

    NARCIS (Netherlands)

    Kalz, Marco; Specht, Marcus; Van Oosterzee, Michiel

    2012-01-01

    Kalz, M., Specht, M., & Van Oosterzee, M. (2012). Impact of tablet computers and eBooks on learning practices of law students. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (pp. 203-208). October, 16-18, 2012,

  10. A Whole New World: Technology and Its Impact on Students Who Are Deaf or Hard-of-Hearing

    Science.gov (United States)

    Miller, Kevin

    2015-01-01

    In this article, the author describes technology used with children or students who are deaf or hard-of-hearing. Specifically, three technological developments are highlighted: cochlear implants, universal newborn infant hearing screening, and telepractice. The positive impact of each type of technology on students who are deaf or hard-of-hearing…

  11. The Impact of Parental Level of Income on Students' Academic Performance in High School in Japan

    Science.gov (United States)

    Machebe, Chioma Henrietta; Ezegbe, Bernedeth N.; Onuoha, Joseph

    2017-01-01

    The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academic performance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka…

  12. Explaining the significance of participationist approaches for understanding students' knowledge acquisition

    DEFF Research Database (Denmark)

    Dohn, Nina Bonderup

    2016-01-01

    an appraisal in the article's second part of a claim inherent to participationist views: It is necessary to adopt a system's view on learning opportunities presented to students in class because of the way positioning, recognition, and identity negotiation influence students' engagement with curricular content...

  13. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  14. The impact of assistive technology services in post-secondary education for students with disabilities: Intervention outcomes, use-profiles, and user-experiences.

    Science.gov (United States)

    Malcolm, Matthew P; Roll, Marla C

    2017-01-01

    The outcomes of assistive technology (AT) support services for post-secondary education students with disabilities are under-reported, and little is known about use-profiles and user experiences when AT interventions are applied to this rapidly growing population. We examined AT service outcomes related to performance and satisfaction of common academic tasks (using the Canadian Occupational Performance Measure [COPM]), as well as how students with disabilities use and experience AT and AT services (employing an AT-use survey). Three-hundred fifty-three students with disabilities completed the AT-use survey, with a subset of these (n = 216) also participating with pre-post AT intervention COPM assessment. COPM performance and satisfaction ratings significantly increased from pre- to post-AT intervention in all academic task categories (reading, writing, note-taking, test-taking, and studying; p impacted their academic success, and believed they would continue using AT post-graduation. The study findings contribute to evidence-base for AT services with a hope we may improve AT services to best meet the changing needs of the growing number of college students with disabilities.

  15. Testing the Impact of a Pre-Instructional Digital Game on Middle-Grade Students' Understanding of Photosynthesis

    Science.gov (United States)

    Culp, Katherine McMillan; Martin, Wendy; Clements, Margaret; Lewis Presser, Ashley

    2015-01-01

    Rigorous studies of the impact of digital games on student learning remain relatively rare, as do studies of games as supports for learning difficult, core curricular concepts in the context of normal classroom practices. This study uses a blocked, cluster randomized controlled trial design to test the impact of a digital game, played as homework…

  16. Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers' Perceptions

    Science.gov (United States)

    Sharpe, Traci Y.

    2013-01-01

    This article defines a theoretical framework for reviewing factors that affect a teacher's self-efficacy as they work to impact the educational outcomes for students with special needs. Bandura's Social-Cognitive Theory is utilized on the basis that one's belief in his ability to be effective has a direct impact on his effectiveness. This…

  17. Impact of a Sleep Course on Sleep, Mood and Anxiety Symptoms in College Students: A Pilot Study

    Science.gov (United States)

    Baroni, Argelinda; Bruzzese, Jean-Marie; Di Bartolo, Christina A.; Ciarleglio, Adam; Shatkin, Jess P.

    2018-01-01

    Objective: To examine the impact of a sleep course on sleep-related behaviors, mood, and anxiety in college students. Participants: Participants were 145 students enrolled in either the sleep course (n = 70) or a psychology course (n = 75); data were collected in September 2014, November 2014, and February 2015. Methods: Sleep characteristics and…

  18. Significance and impact of nuclear research in developing countries

    International Nuclear Information System (INIS)

    1987-01-01

    The main purpose of this conference was to gather representatives of universities, research institutes, governmental agencies and industry, as well as IAEA staff, to report on and to assess the significance and impact of nuclear science and technology in developing countries. Thirty-four papers from 17 countries were presented, which are included in the proceedings, as well as reports of three workshops on ''Basic and applied research'', on ''The IAEA's involvement in the implementation of national nuclear programmes'', and on ''Policy and management issues''. The presentation of these reports clearly reflects the fact that all the nuclear activities involved in the programmes of industrialized countries are in progress in developing countries, i.e. most of the aspects of applications in the field of nuclear power, research reactors, food and agriculture, industry and earth sciences, and life sciences. A separate abstract was prepared for each of these papers

  19. Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

    Science.gov (United States)

    Leatham, Lychelle

    2017-01-01

    This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

  20. Visual Basic Programming Impact on Cognitive Style of College Students: Need for Prerequisites

    Science.gov (United States)

    White, Garry L.

    2012-01-01

    This research investigated the impact learning a visual programming language, Visual Basic, has on hemispheric cognitive style, as measured by the Hemispheric Mode Indicator (HMI). The question to be answered is: will a computer programming course help students improve their cognitive abilities in order to perform well? The cognitive styles for…

  1. How Does School Mobility Impact Indicators of Academic Achievement for Highly Mobile Students?

    Science.gov (United States)

    Tanner-McBrien, Laura

    2010-01-01

    Children who are homeless or in foster care change schools more often than their non-mobile peers. The impact of school mobility increases their risk of academic failure (Evans, 1996; Ingersoll, Scamman, & Eckerling, 1989; Mao, 1997, Mehana & Reynolds, 2003; Reynolds & Wolf, 1999). Laws enforcing the right of students to remain in…

  2. The impact of a self-development coaching programme on medical and dental students' psychological health and academic performance: a randomised controlled trial.

    Science.gov (United States)

    Aboalshamat, Khalid; Hou, Xiang-Yu; Strodl, Esben

    2015-08-19

    Psychological distress is well-documented worldwide among medical and dental students. Few studies have assessed the impact of self-development coaching programs on the students' psychological health. The aim of the study was to evaluate the effect of a self-development coaching programme on the psychological health and academic performance of preclinical medical and dental students at Umm Al-Qura University, Saudi Arabia. Four-hundred and twenty-two participants (n = 422, 20-22 years) fulfilled the study requirements and were invited into a parallel-randomised controlled trial that was partially blinded. Participants were stratified by faculty, gender, and academic year, and then randomised. A total of 156 students participated in the intervention group (IG) and 163 students participated in the control group (CG). The IG received the selfdevelopment programme, involving skills and strategies aimed to improve students' psychological health and academic performance, through a two-day workshop. Meanwhile, the CG attended an active placebo programme focussing on theoretical information that was delivered through a five-hour workshop. Both programmes were conducted by the same presenter during Week 1 of the second semester of the 2012-2013 academic year. Data were gathered immediately before (T1), one week after (T2) and five weeks (T3) after the intervention. Psychological health was measured using the Depression Anxiety Stress Scale (DASS-21), the General Self-Efficacy (GSE), and the Satisfaction With Life Scale (SWLS). Academic performance was measured using students' academic weighted grades (WG). Student cognitive and emotional perceptions of the intervention were measured using the Credibility/Expectancy Questionnaire (CEQ). Data from 317 students, who completed the follow ups, were analysed across the three time periods (IG, n = 155; CG, n = 162). The baseline variables and demographic data of the IG and CG were not significantly different. The IG showed short

  3. The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

    Science.gov (United States)

    Worthen, Meredith G F

    2014-01-01

    Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

  4. Oral health quality-of-life among undergraduate Malaysian dental students.

    Science.gov (United States)

    Harsh, P; Arunima, C; Manoj, K

    2012-06-01

    To assess the oral health quality of life among Malaysian dental students using the Oral Impacts on Daily Performance (OIDP) scale. Malaysian dental students of Melaka Manipal Medical College, Manipal campus, Manipal University, Manipal answered a structured questionnaire recording the demographic characteristics, behavioral characteristics and eight items of OIDP. The mean OIDP ADD and OIDP SC scores were respectively, 4.10 (sd = 5.16, range 8 - 40) and 2. 3 (sd = 2.3, range 0-8). A total of 50%, 32.9% and 28.6% of the dental students confirmed difficulties with eating, cleaning teeth and sleeping and relaxing, respectively. Statistically significant relationships were observed between OIDP (ultimate oral impact) and a count of non-clinical oral health indicators representing the second (intermediate) levels of oral impact. Logistic regression analysis revealed that dental students who were dissatisfied with their oral health had greater oral impact than their counterparts. The odds ratios for satisfaction with oral health, dental visits and frequency of brushing teeth were respectively 1.74 (0.58-5.32), 0.59 (0.11-3.24) and 1.33 (0.41-4.30). The study reports the Oral Impact on Daily Performance among Malaysian dental students and provides evidence of importance of social and behavioral characteristics in shaping dental students response.

  5. The prevalence of social phobia, and its impact on quality of life, academic achievement, and identity formation in university students.

    Science.gov (United States)

    Gültekin, Bülent Kadri; Dereboy, I Ferhan

    2011-01-01

    The present study aimed to determine the prevalence of social phobia, and the sociodemographic variables, substance use patterns, and comorbid psychiatric disorders associated with it. The impact of social phobia on quality of life, academic achievement, and identity formation were also examined. The study was conducted between 01 March and 01 June 2008, and included 700 undergraduate students at Adnan Menderes University. A sociodemographic data form, the Liebowitz Social Anxiety Scale (LSAS), World Health Organization Quality of Life-Brief Form, Turkish Version (WHOQoL-BREF-TR), and Instrument for Assessing Identity Confusion (IFAIC) were administered to the participants. In all, 20.9% of the participants had social phobia during the previous year and 21.7% had social phobia for a lifetime. In total, 74.6% of those that had social phobia during the previous year and 76.5% of those that had social phobia for their whole lives also had a specific social phobia. There was a significant difference between the participants with generalized social phobia or a specific social phobia, and those without social phobia, in terms of LSAS and IFAIC scores. Logistic regression analysis showed that the risk of social phobia was 1.7-fold higher among the females than males, 1.5-fold higher among those that lived in cities for the last 15 years than those that lived in towns, 1.9-fold higher among those that lived in cities for the last 15 years than those that lived in villages, and 1.8-fold higher among those that had relatives with a psychiatric illness than those that didn't. Higher socioeconomic status was negatively correlated with the prevalence of social phobia. Cigarette smoking was more prevalent among the students without social phobia and suicidal ideation was more prevalent among the students with social phobia. WHOQOL-BREF-TR scores showed that students without social phobia had significantly higher quality of life quality than those with social phobia. Self

  6. Thresholds and criteria for evaluating and communicating impact significance in environmental statements: 'See no evil, hear no evil, speak no evil'?

    International Nuclear Information System (INIS)

    Wood, Graham

    2008-01-01

    The evaluation and communication of the significance of environmental effects remains a critical yet poorly understood component of EIA theory and practice. Following a conceptual overview of the generic dimensions of impact significance in EIA, this paper reports upon the findings of an empirical study of recent environmental impact statements that considers the treatment of significance for impacts concerning landscape ('see no evil') and noise ('hear no evil'), focussing specifically upon the evaluation and communication of impact significance ('speak no evil') in UK practice. Particular attention is given to the use of significance criteria and thresholds, including the development of a typology of approaches applied within the context of noise and landscape/visual impacts. Following a broader discussion of issues surrounding the formulation, application and interpretation of significance criteria, conclusions and recommendations relevant to wider EIA practice are suggested

  7. What are critical features of science curriculum materials that impact student and teacher outcomes?

    NARCIS (Netherlands)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined

  8. Social Network Misuse in the Classroom and Its Impact on Male Student Motivation in UAE Tertiary Education

    OpenAIRE

    Sultan A. Alkaabi; Peter Albion; Petrea Redmond

    2017-01-01

    This paper presents data obtained from focus groups conducted to investigate male students’ experiences in higher education in the United Arab Emirates. Among the issues discussed by students was the impact of social networks addiction on student motivation and this paper focuses on that issue. Thirteen focus groups were conducted with 83 English as a Foreign Language male students at four government campuses including United Arab Emirates University at Al Ain Campus, Higher College of Techno...

  9. Exploring High School Students Beginning Reasoning about Significance Tests with Technology

    Science.gov (United States)

    García, Víctor N.; Sánchez, Ernesto

    2017-01-01

    In the present study we analyze how students reason about or make inferences given a particular hypothesis testing problem (without having studied formal methods of statistical inference) when using Fathom. They use Fathom to create an empirical sampling distribution through computer simulation. It is found that most student´s reasoning rely on…

  10. Impact of a University-Based Program on Obese College Students' Physical Activity Behaviors, Attitudes, and Self-Efficacy

    Science.gov (United States)

    Ickes, Melinda J.; McMullen, Jennifer; Pflug, Courtney; Westgate, Philip M.

    2016-01-01

    Background: More than one third of college students are either overweight or obese, making college campuses an ideal setting to target at risk behaviors while tailoring programs to the evolving lifestyle of college students. Purpose: The purpose of this study was to determine the impact of a 15-week, campus-based lifestyle modification program on…

  11. The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

    Science.gov (United States)

    Romero, Margarida; Usart, Mireia

    2013-01-01

    The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

  12. Examining the Potential Impact of Full Tuition Fees on Mature Part-Time Students in English Higher Education

    Science.gov (United States)

    Shaw, Angela

    2014-01-01

    This paper examines current part-time mature learners' views on the potential impact upon future students as full fees are introduced from 2012. It investigates the problems which part-time mature learners may face with the advent of student loans and subsequent debt, given that they are usually combining complex lives with their studies, with…

  13. The Impact of Inclusive STEM High Schools on Student Achievement

    Directory of Open Access Journals (Sweden)

    Jennifer Gnagey

    2016-05-01

    Full Text Available This study is one of the first to estimate the impact of “inclusive“ science, technology, engineering, and mathematics (STEM high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from 2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students’ prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data—something that existing studies fail to do.

  14. Is it the intervention or the students? using linear regression to control for student characteristics in undergraduate STEM education research.

    Science.gov (United States)

    Theobald, Roddy; Freeman, Scott

    2014-01-01

    Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance.

  15. Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback.

    Science.gov (United States)

    Grossman, Sheila; Conelius, Jaclyn

    2015-01-01

    Family nurse practitioner (FNP) students must achieve basic competency in managing patients' primary care needs across the lifespan. Students in the FNP program have simulations integrated throughout their clinical theory courses to increase practice time with various patient cases. Students who received individualized faculty feedback immediately after self-evaluation of simulation performance showed statistically significantly increased knowledge (as evidenced by higher grades in course examinations and preceptor evaluations) than a control group of students who received feedback in a group class via a rubric grading guide 2-4 weeks after all students completed their individual simulations.

  16. Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

    Science.gov (United States)

    Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

    2017-06-01

    Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

  17. The impact of ecolabel knowledge to purchase decision of green producton biology students

    Science.gov (United States)

    Sigit, Diana Vivanti; Fauziah, Rizky; Heryanti, Erna

    2017-08-01

    The world needs real solutions to reduce the impact of environmental damages. Students as agents of changes have a role to overcome these problems. One of the important solution is to be a critical consumer who has purchase decisions in a green product. To show the quality of an environmental friendly product, it is then required an ecolabel on the green product which indicates that the product has been through the production processed and come from environmental friendly substances. The research aimed at finding out whether there was an impact of ecolabel knowledge with purchase decision of green product on biology students. This research was conducted in Biology Department. This research used a survey descriptive method. The population used was biology students of Universitas Negeri Jakarta while the sampling technique was done through simple random sampling technique with 147 respondents. Instrument used were ecolabel knowledge test and a questionnaire of green product purchase decision. The result of prerequisite test showed that the data was normally distributed and homogenous variance. The regression model obtained was Ŷ=77.083+ 0.370X. Meanwhile, the determinant coefficient (r2) obtained was 0.047 or 4.7% that mean ecolabel knowledge just contributed 4,71% to the green product purchase decision. These implied that many factors contributed in the purchase decision of green product instead of ecolabel knowledge.

  18. The Impact of Rope Jumping Exercise on Physical Fitness of Visually Impaired Students

    Science.gov (United States)

    Chen, Chao-Chien; Lin, Shih-Yen

    2011-01-01

    The main purpose of this study was to investigate the impact of rope jumping exercise on the health-related physical fitness of visually impaired students. The participants' physical fitness was examined before and after the training. The exercise intensity of the experimental group was controlled with Rating of Perceived Exertion (RPE) (values…

  19. The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

    Science.gov (United States)

    Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

    2018-01-01

    This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on…

  20. Impact of Facilities on Academic Performance of Students with Special Needs in Mainstreamed Public Schools in Southwestern Nigeria

    Science.gov (United States)

    Fareo, Dorcas Oluremi; Ojo, Olakunbi Olubukola

    2013-01-01

    Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…

  1. Teaching Students with Behavioral Disorders to Use a Negotiation Procedure: Impact on Classroom Behavior and Conflict Resolution Strategy

    Science.gov (United States)

    Bullock, Cathy

    2012-01-01

    The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…

  2. University Students' Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities

    Science.gov (United States)

    Jefferson, Ruth E.; Grant, Christina E.; Rye, Lindsay; Bassette, Laura A.; Stuve, Matt; Heneisen, Ryan

    2018-01-01

    University students who experience real-world service tend to develop a more inclusive world view and enhanced understandings outside of their personal perspectives. This project combined course objectives, community collaboration, and service provision to identify the impact of students' understanding of social justice and disability access…

  3. The Impact of Nutrition, Helminth Infection, and Lifestyle on Elementary School Student’s Achievement

    Directory of Open Access Journals (Sweden)

    Ika Febianti Buntoro

    2017-04-01

    Full Text Available There is a lot of helminth infections and malnutrition cases in Indonesia. Some of the effects of helminth infection are anemia, diarrhea, malnutrition, intestinal obstruction, growth and developmental disorder, and also cognitive impairment. This study aimed to explore the impact of nutrition, helminth infection, and lifestyle on elementary school students’ achievement. An observational analytical study with the cross-sectional design was used. The study was participated by 65 elementary school students grade 3, 4, and 5. The study was conducted in Pasir Panjang Elementary School, Kupang, Nusa Tenggara Timur, Indonesia. The data was analyzed using chi-square. There were 7 students (10.77% having helminth infections:4 students (57.1% had Ascarislumbricoides infection, 2 students (28.6% had Enterobius vermicularis infection, and 1 student (14.3% had Strongyloides stercoralis infection. There were no differences found on students’ achievement between students with normal and low nutritional state (p = 0.917; p > 0.05 and between different lifestyle habit  (p = 0.768;  p > 0.05. However, a significant difference in students’ achievement was found between students with and without helminth infection (p = 0.036; p < 0.05. Helminth infection had a significant impact on elementary school students’ achievement, but no significant impact found for differences in nutritional state and lifestyle habit.

  4. The impact of active versus passive use of 3D technology: a study of dental students at Wuhan University, China.

    Science.gov (United States)

    Qi, Shengcai; Yan, Yanhong; Li, Rong; Hu, Jian

    2013-11-01

    A variety of computer-based 3D applications are becoming regular tools for dental students for self-learning. This study investigated the learning effectiveness of junior dental students in passively versus actively controlling the 3D virtual scenes of implant dentistry. Participants were randomized into three groups and were exposed to three designs of educational materials: traditional 2D webpages (2D); active-controlling 3D webpages (A3); and passive-controlling 3D webpages (P3). After reviewing the webpages, the participants were asked to complete a posttest to assess the relative quality of information acquisition. Their responses were compared and analyzed. The results indicated that the P3 group received the highest score of 26.4±3.1 on the post-test, significantly better than the A3 group, which had the worst performance with a score of 20.3±4.0. The 2D group received a score of 24.2±4.6. There was a significant correlation between the scores on a mental rotations test and the subjects' performance on the posttest (p<0.001). A serious disadvantage of active control was indicated for individuals with low spatial ability. In 3D virtual reality assisted self-learning, passive control produces higher learning effects compared to active control. Too much active control may generate significantly negative impacts on students, especially for individuals with low spatial ability.

  5. Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial.

    Science.gov (United States)

    Milin, Robert; Kutcher, Stanley; Lewis, Stephen P; Walker, Selena; Wei, Yifeng; Ferrill, Natasha; Armstrong, Michael A

    2016-05-01

    This study evaluated the effectiveness of a school-based mental health literacy intervention for adolescents on knowledge and stigma. A total of 24 high schools and 534 students in the regional area of Ottawa, Ontario, Canada participated in this randomized controlled trial. Schools were randomly assigned to either the curriculum or control condition. The curriculum was integrated into the province's grade 11 and 12 "Healthy Living" courses and was delivered by teachers. Changes in mental health knowledge and stigma were measured using pre- and posttest questionnaires. Descriptive analyses were conducted to provide sample characteristics, and multilevel modeling was used to examine study outcomes. For the curriculum condition, there was a significant change in stigma scores over time (p = .001), with positive attitudes toward mental illness increasing from pre to post. There was also a significant change in knowledge scores over time (p mental health (p mental health literacy of an integrated, manualized mental health educational resource for high school students on knowledge and stigma. Findings also support the applicability by teachers and suggest the potential for broad-based implementation of the educational curriculum in high schools. Replication and further studies are warranted. Clinical trial registration information-Impact of a Mental Health Curriculum for High School Students on Knowledge and Stigma; http://clinicaltrials.gov/; NCT02561780. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  6. Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

    Science.gov (United States)

    Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

    2017-11-01

    Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

  7. Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

    Science.gov (United States)

    Lavie Alon, Nirit; Tal, Tali

    2015-05-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

  8. Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

    Science.gov (United States)

    Chapman, Debra; Wang, Shuyan

    2015-01-01

    Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

  9. Creating Significant Learning Experiences across Disciplines

    Science.gov (United States)

    Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

    2008-01-01

    The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

  10. Students' Feedback of mDPBL Approach and the Learning Impact towards Computer Networks Teaching and Learning

    Science.gov (United States)

    Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

    2018-01-01

    This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards…

  11. Analysing impacts of the economic crisis on the pre–start ups process of business students in Germany.

    Directory of Open Access Journals (Sweden)

    Walter Ruda

    2011-12-01

    Full Text Available The article is part of the empirical research project “Starting up Businesses and Entrepreneurship by Students” (GESt–study and analyzes potential impacts of the economic crisis on the pre–start–up process of business students surveyed before and during the downturn at four German universities (of applied sciences, what supports the advancement of entrepreneurship education and support within two different macroeconomic contexts. Though in Germany recessions typically animate more persons to self–employment, these business start–ups are mostly based on necessity–driven entrepreneurship. But particularly opportunity entrepreneurship has positive effects on economic growth and employment. Whereas no significant differences can be detected regarding their start–up propensities, the economic crisis indeed has heightened the intended start–up time as well as the necessity–driven start–up motivation of the surveyed business students, but not their start–up motivation from economic self–realization. Therefore, self–employment as vocational alternative has to be highlighted stronger and entrepreneurial basic knowledge has to be taught adequately to the students so that they are able to mature as potential entrepreneurs at their universities – the location where specialized knowledge about their subsequent professionalism is imparted – what facilitates them to generate future innovations accompanied by enduring and high–skilled employment.

  12. Understanding the Impact of an Apprenticeship-Based Scientific Research Program on High School Students' Understanding of Scientific Inquiry

    Science.gov (United States)

    Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane

    2011-01-01

    The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic…

  13. Impact of the Personal Strengths Program on Self-Determination Levels of College Students with LD and/or ADHD

    Science.gov (United States)

    Farmer, Jennie L.; Allsopp, David H.; Ferron, John M.

    2015-01-01

    This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with…

  14. Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students

    Science.gov (United States)

    Neseth, Hans; Savage, Todd A.; Navarro, Rachel

    2009-01-01

    The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and…

  15. The Lived Experiences of Vice Presidents for Student Affairs: A Study Exploring How Social Identity Impacts Leadership Approach

    Science.gov (United States)

    Jones, David E.

    2016-01-01

    This study aimed to both draw awareness and increase understanding of how lived experiences across race, gender and sexual orientation social identities impact the leadership approach of Vice Presidents for Student Affairs. As the student demographic becomes increasingly more diverse on college and university campuses, higher education leaders…

  16. Dramatic Impact of Action Research of Arts-Based Teaching on At-Risk Students

    Science.gov (United States)

    Li, Xin; Kenzy, Patty; Underwood, Lucy; Severson, Laura

    2015-01-01

    This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

  17. Effect of Physical Therapy Students' Clinical Experiences on Clinician Productivity.

    Science.gov (United States)

    Pivko, Susan E; Abbruzzese, Laurel D; Duttaroy, Pragati; Hansen, Ruth L; Ryans, Kathryn

    2016-01-01

    Physical therapy clinical education experiences (CEEs) are difficult to secure, particularly first-level CEEs. Our purpose was to determine 1) what impact student full-time CEEs have on PT clinician productivity and 2) whether there is a productivity difference between first vs final CEEs. Productivity logs, including possible factors impacting productivity, were distributed to clinician-student pairings on first and final CEEs. Two-week baseline data (without a student) were compared to weeks 1 and 6 (with a student) for 31 logs using a 2x4 repeated-measures ANOVA. In a subset of 17 logs for CEEs 8 weeks or longer, a 2x5 repeated-measures ANOVA was performed. There was a significant increase in the number of patients seen and CPT units billed by both levels of CEEs comparing weeks 1 and 6. In the subset of CEEs, 8 weeks or longer, there was a significant increase in the number of patients treated per hour at week 6 and a trend toward a change at week 8 when compared to baseline week A. The factors selected as impacting productivity were census (59%) and staffing (32%). Physical therapy clinician-student pairings showed an overall increase in productivity during both full-time first and final level CEEs.

  18. Assessing the impact participation in science journalism activities has on scientific literacy among high school students

    Science.gov (United States)

    Farrar, Cathy

    As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested

  19. Mid-Columbia Coho Reintroduction Feasibility Project : Final Environmental Assessment and Finding of No Significant Impact.

    Energy Technology Data Exchange (ETDEWEB)

    United States. Bonneville Power Administration; Confederated Tribes and Bands of the Yakama Nation; Washington State Department of Fish and Wildlife

    1999-04-01

    Bonneville Power Administration (BPA) is proposing to fund research for 2 to 3 years on the feasibility of reintroducing coho salmon into mid-Columbia River basin tributaries. The research would take place in the Methow and Wenatchee river basins in Chelan and Okanogan Counties, Washington. BPA has prepared an Environmental Assessment (EA) (DOE/EA-1282) evaluating the proposed project. Based on the analysis in the EA, BPA has determined that the proposed action is not a major Federal action significantly affecting the quality of the human environment, within the meaning of the National Environmental Policy Act (NEPA) of 1969. Therefore, the preparation of an Environmental Impact Statement (EIS) is not required, and BPA is issuing this Finding of No Significant Impact.

  20. Mid-Columbia Coho Reintroduction Feasibility Project. Final Environmental Assessment and Finding of No Significant Impact

    International Nuclear Information System (INIS)

    1999-01-01

    Bonneville Power Administration (BPA) is proposing to fund research for 2 to 3 years on the feasibility of reintroducing coho salmon into mid-Columbia River basin tributaries. The research would take place in the Methow and Wenatchee river basins in Chelan and Okanogan Counties, Washington. BPA has prepared an Environmental Assessment (EA) (DOE/EA-1282) evaluating the proposed project. Based on the analysis in the EA, BPA has determined that the proposed action is not a major Federal action significantly affecting the quality of the human environment, within the meaning of the National Environmental Policy Act (NEPA) of 1969. Therefore, the preparation of an Environmental Impact Statement (EIS) is not required, and BPA is issuing this Finding of No Significant Impact

  1. Approaches to learning among occupational therapy undergraduate students: A cross-cultural study.

    Science.gov (United States)

    Brown, Ted; Fong, Kenneth N K; Bonsaksen, Tore; Lan, Tan Hwei; Murdolo, Yuki; Gonzalez, Pablo Cruz; Beng, Lim Hua

    2017-07-01

    Students may adopt various approaches to academic learning. Occupational therapy students' approaches to study and the impact of cultural context have not been formally investigated to date. To examine the approaches to study adopted by undergraduate occupational therapy students from four different cultural settings. 712 undergraduate occupational therapy students (n = 376 from Australia, n = 109 from Hong Kong, n = 160 from Norway and n = 67 from Singapore) completed the Approaches and Study Skills Inventory for Students (ASSIST). A one-way analysis of variance (ANOVA) was conducted to compare the ASSIST subscales for the students from the four countries. Post-hoc comparisons using the Tukey HSD test indicated that the mean scores for the strategic approach were significantly different between Australia and the other three countries. The mean scores for the surface approach were significantly different between Australia and Hong Kong, and Hong Kong and Norway. There were no significant differences between the deep approach to studying between Australia, Norway, Singapore and Hong Kong. Culture and educational context do appear to impact the approaches to study adopted by undergraduate occupational therapy students. Academic and practice educators need to be cognizant of what approaches to studying the students they work with adopt.

  2. A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program.

    Science.gov (United States)

    Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

    A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…

  3. Impact of Formulas, Language and Instruction on Student Performance on Cost-Volume-Profit Problems

    Science.gov (United States)

    Johnson, Benny G.; Sargent, Carol Springer

    2014-01-01

    This study investigated how three factors impacted performance on cost-volume-profit homework problems: language, formula use, and instruction. Students enrolled in Introduction to Financial Accounting (the first principles of accounting course) and Managerial Accounting (the second principles of accounting course) from eight different US colleges…

  4. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  5. Use of Behavioral Disciplinary Techniques with the Implementation of SWPBIS and Its Impact on Students' Prosocial Motivation

    Science.gov (United States)

    Blank, Jessica C.

    2013-01-01

    This study was aimed to investigate the potential negative impact that positive (e.g., praise and rewards) and punitive (e.g., sending students to the office) disciplinary techniques, commonly used within the Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) approach, have on students' prosocial motivation, and how aspects of…

  6. The Impact of School-Located Influenza Vaccination Programs on Student Absenteeism: A Review of the U.S. Literature

    Science.gov (United States)

    Hull, Harry F.; Ambrose, Christopher S.

    2011-01-01

    A literature review was conducted to summarize the impact of school-located influenza vaccination (SLIV) programs on school absenteeism. Seven studies were identified: six peer-reviewed articles and one conference presentation. The number of students vaccinated ranged from 185 to 5,315, representing 35-86% of enrolled students. Six studies…

  7. The Impact of Self-Concept and College Involvement on the First-Year Success of Medical Students in China

    Science.gov (United States)

    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-01-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a…

  8. Students' views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy.

    Science.gov (United States)

    Chinnah, Tudor I; de Bere, Sam Regan; Collett, Tracey

    2011-01-01

    Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

  9. Health impacts of Facebook usage and mobile texting among undergraduate dental students: it's time to understand the difference between usage and an excessive use.

    Science.gov (United States)

    Lee, Y L; Verma, R K; Yadav, H; Barua, A

    2016-11-01

    Facebook and mobile texting are prevalent in the lives of almost every student. However, little is known about the relationship between Facebook usage or mobile texting and their impacts on health amongst undergraduate dental students. In this study, excessive Facebook use and excessive mobile texting were studied as they relate to impacts on health. A cross-sectional study was conducted at a private university in Malaysia. A total of 188 undergraduate dental students were interviewed using a pre-tested and self-rated questionnaire. Data collected from participants were analysed using SPSS version 18.0. Chi-square test, Fisher's exact test and multiple logistic regression analyses were applied to study the relationship between explanatory variables and excessive Facebook use and excessive mobile texting. The prevalence of excessive Facebook use and excessive mobile texting amongst undergraduate dental students was found to be 33.2% and 33.0%, respectively. According to a multivariate analysis, texting habits, such as the presence of daytime sleepiness after texting late at night (aOR = 2.682, 95% CI = 1.142-6.301) and the presence of anxious feelings if students failed to receive a timely response (aOR = 3.819, 95% CI = 1.580-9.230), were determined to be significant predictors of excessive mobile texting. Excessive Facebook use was found to be significantly related to three variables as follows: fewer numbers of close friends (aOR = 2.275, 95% CI = 1.057-4.898), the checking of updates on the Facebook walls of their friends (aOR = 2.582, 95% CI = 1.189-5.605) and the absence of active and vigorous feelings during Facebook use (aOR = 3.401, 95% CI = 1.233-9.434). Approximately one-third of undergraduate dental students in this study experienced excessive Facebook use and/or excessive mobile texting. Health education and promotion should be instituted to create awareness, whilst students should be advised to practise self-control with respect to

  10. 76 FR 8708 - Availability of an Environmental Assessment and Finding of No Significant Impact for a Biological...

    Science.gov (United States)

    2011-02-15

    ...] Availability of an Environmental Assessment and Finding of No Significant Impact for a Biological Control Agent... have been prepared by the Animal and Plant Health Inspection Service relative to a proposed biological... review and analysis of environmental impacts associated with the proposed biological control program...

  11. Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum

    OpenAIRE

    Chatterjee, Avik; Rusher, Thomas N.; Nugent, Julia; Herring, Kenneth W.; Rose, Lindsey M.; Nehama, Dean; Muth, Natalie D.

    2015-01-01

    Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT) program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical a...

  12. The Impact of Adaptive Complex Assessment on the HOT Skill Development of Students

    Science.gov (United States)

    Raiyn, Jamal; Tilchin, Oleg

    2016-01-01

    In this paper we propose a method for the adaptive complex assessment (ACA) of the higher-order thinking (HOT) skills needed by students for problem solving, and we examine the impact of the method on the development of HOT skills in a problem-based learning (PBL) environment. Complexity in the assessment is provided by initial, formative, and…

  13. Characteristics of Student Assistance and Prevention Counseling Programs in Response to Environmental Impacts

    Science.gov (United States)

    Corrigan, Matthew J.; Videka, Lynn; Loneck, Barry; Newman, Lucy J.; Rajendran, Kushmand

    2014-01-01

    The impacts of the terror attacks of September 11, 2001, were observed in Student Assistance and Prevention Counseling programs in New York schools. Methods: A mixed-method study of programs across the state, consisting of interviews (N = 14) and record reviews (N = 407), was conducted in New York State in 2002. Standardized state forms were used…

  14. Bringing alcohol on campus to raise money: impact on student drinking and drinking problems

    Science.gov (United States)

    Voas, Robert B.; Johnson, Mark; Turrisi, Robert J.; Taylor, Dexter; Honts, Charles Robert; Nelsen, Lisa

    2010-01-01

    Aims Universities are striving to raise funds, often attracting spectators by selling alcohol at campus events. This study evaluates the effect of a policy change on student drinking at a large western university that had historically banned alcohol on campus but transitioned to permitting the sale of alcohol in some of its facilities. Methods Surveys of student drinking and perceptions of other students' drinking were conducted before, during and after the policy change at the transition university (TU) and compared to similar data from a control university (CU). Surveys of student drinking at on-campus and off-campus venues and observations of alcohol service practices were also conducted. Results The policy change at the TU was introduced cautiously, and sales to underage drinkers were relatively well controlled. Despite this, student drinking rose initially, then declined after 1 year. Perceptions of the amount of drinking by other students increased slightly, but there was no overall measurable increase in student drinking during the first 3 years of the new policy. Conclusions The conservative TU policy—to sell alcohol only at select events and to control sales to minors—may have limited the impact of on-campus alcohol sales on student consumption. Although the study results did not find a stable increase in student drinking, they do not necessarily support the liberalization of campus alcohol policy, because the transition is still ‘in progress’ and the final outcome has not been evaluated. PMID:18482416

  15. Billy Shaw Dam and Reservoir: Environmental assessment and finding of no significant impacts

    International Nuclear Information System (INIS)

    1997-03-01

    This notice announces BPA's decision to fund the construction, operation, and maintenance of the Billy Shaw Dam and Reservoir on the Duck Valley Reservation. This project is part of a continuing effort to address system-wide fish and wildlife losses caused by the development of the hydropower system in the Columbia River Basin. BPA has prepared an Environmental Assessment (EA) evaluating the potential environmental impacts of the proposed project. Based on the analysis in the EA, BPA has determined that the Proposed Action is not a major Federal action significantly affecting the quality of the human environment, within the meaning of the National Environmental Policy Act (NEPA) of 1969. Therefore, the preparation of an Environmental Impact Statement (EIS) is not required and BPA is issuing this FONSI

  16. Field research internships: Why they impact students' decisions to major in the geosciences

    Science.gov (United States)

    Kortz, K. M.; Cardace, D.; Savage, B.; Rieger, D.

    2017-12-01

    Although internships have been shown to retain geoscience students, little research has been done on what components of research or field experiences during an internship impact students' decisions to major in the geosciences. We created and led a short, two-week field-based internship for 5 introductory-level students to conduct research and create a poster to present their results. In addition to the two professors leading the internship and the 5 interns, there were 2 masters students and 1 community college student who were returning to the field area to collect data for their own projects. These students also helped to guide and mentor the interns. The interns were diverse in many aspects: 3 were female, 2 were non-white, 3 were community college students (1 4YC student was a transfer), 2 were first-generation college students, and their ages ranged from 18 to 33. Based on our evaluation, we found that the research experience increased students' self-efficacy in the geosciences through various means, increased their connection with mentors and other individuals who could serve as resources, gave them a sense of belonging to the geoscience culture, increased their knowledge of geoscience career paths and expectations, helped them make connections with Earth, and maintained their interest. These factors have been described in the literature as leading to retention, and we propose that field-based internships are successful for recruitment or retention in the geosciences because they influence so many of these affective and cognitive components at once. In particular, the social aspect of internships plays a fundamental role in their success because many of these factors require close and sustained interactions with other people. An implication of this research is that these affective components, including social ones, should be explicitly considered in the design and implementation of internships to best serve as a recruitment and retention strategy.

  17. First Generation Students and Post-Undergraduate Aspirations

    Directory of Open Access Journals (Sweden)

    Morgan Teressa Carlton

    2015-11-01

    Full Text Available Equal access to education is a growing concern throughout the nation. With an increasing amount of programs aimed to support the underrepresented populations on college campuses, first generation college students have grown to be a target population of particular interest. This study examined the relationships between first generation college seniors and applications to graduate or professional programs. The goal of this study was to determine if first generation students are pursuing advanced degrees at lower rates than non-first generation students and if so, attempt to uncover factors contributing to that evidence. Data were gathered from the National Longitudinal Survey of Freshman data set, and variables were analyzed using a binary logistic regression. The results of the study indicate that first generation students are significantly less likely to pursue an advanced degree, even when controlling for race, gender, family income, and cumulative grade point average, suggesting a distinctive impact of first generation status on post-undergraduate aspirations. However, after controlling for the impact of self-reported undergraduate loans, the effect of first generation status was no longer significant. The findings in this study provide an important new perspective in the field of sociology.

  18. Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences.

    Science.gov (United States)

    Haeger, Heather; Fresquez, Carla

    Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. © 2016 H. Haeger and C. Fresquez. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  19. Impact of interactive online units on learning science among students with learning disabilities and English learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-03-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

  20. Medical education changes students' attitudes on psychiatry: survey among medical students in Croatia.

    Science.gov (United States)

    Flajsman, Ana Medic; Degmecic, Dunja; Pranjkovic, Tamara; Rogulja, Stanislav; Bošnjak, Dina; Kuzman, Martina Rojnic

    2017-12-01

    In Croatia, psychiatric disorders are the leading group of disorders by days of hospitalization and they are in second place according to the number of hospitalizations in the period of working age. Nevertheless, psychiatry in Croatia, as well as in the world, is one of the least attractive specialties for medical students. In this paper we determined the impact of compulsory education in psychiatry on the attitudes of medical students of the fourth year of the Zagreb school of medicine and Osijek school of medicine. We tested attitudes toward psychiatry, psychiatric treatment and attitudes toward seeking professional psychological help using questionnaires that were filled out twice, at the beginning of psychiatry placement and at the end of psychiatry placement. Questionnaires were completed by 239 students from the Zagreb school of medicine and Faculty of medicine Osijek (response rate 78.4%). After the placement, students had significantly more positive attitudes about psychiatry and psychiatric treatment, as well as the attitudes toward seeking professional psychological help. Attitudes towards psychiatry, seeking psychological help and attitude towards psychiatric medication and psychotherapy correlated with the evaluation of the quality of psychiatric education. Additional forms of education in psychiatry should be offered, in order to maintain and increase the impact of education on students' attitudes.

  1. Significant increment in the prevalence of overweight and obesity documented between 1994 and 2008 in Mexican college students

    Directory of Open Access Journals (Sweden)

    Cuevas-Ramos D

    2010-04-01

    Full Text Available H García-Alcala1, D Cuevas-Ramos2, Ch Genestier-Tamborero1, O Hirales-Tamez1, P Almeda-Valdés2, R Mehta2, CA Aguilar-Salinas21Universidad Popular Autónoma del Estado de Puebla, Puebla, Mexico; 2Department of Endocrinology, Instituto Nacional de Ciencias Medicas y Nutricion “Salvador Zubiran” (INC MNSZ, Mexico City, MexicoAbstract: We describe the changes in the prevalence of overweight and obesity in 4606 students that applied to a Mexican University during 1994 to 2008. The mean (± standard deviation [SD] age was 17.7 ± 1.2 years-old. Progressive and significant increments of bodyweight (female [F] = 2.6, P = 0.03, body mass index (BMI (F = 4.4, P = 0.001, and waist circumference (F = 30.08, P < 0.0001 in women, and bodyweight (male [M] = 8.9, P < 0.001, BMI (M = 10.4, P < 0.001, and waist circumference (M = 13.01, P < 0.001 in men were observed. A significant increment (P < 0.05 in the prevalence of overweight since 1994 (n = 87, 12.1% throughout 1997 (n = 102, 14.1%, 1998 (n = 133, 18.4%, 1999 (n = 1993, 26.8%, and 2008 (n = 206, 19.9% was documented. Similarly, the prevalence of obesity had a significant increment in all students evaluated (P < 0.0001 since 1994 (n = 29, 13.2% through 1997 (n = 11, 5.0%, 1998 (n = 45, 20.5%, 1999 (n = 53, 24.1%, and 2008 (n = 82, 37.3%. The increment was significant in both women (P = 0.02 and men (P < 0.001. In summary, we report a significant increment in the prevalence of overweight and obesity in Mexican students living in an urban setting over a time period of 14 years.Keywords: body mass index, adolescents, weight problems, obese

  2. Bring out the Brilliance: A Counseling Intervention for Underachieving Students

    Science.gov (United States)

    Berger, Carolyn

    2014-01-01

    This study evaluated the impact of a small group counseling intervention designed for students who underachieve. The results of the study demonstrated significant improvement for ninth- and tenth-grade underachieving students in the areas of organizational skills, time management, and motivation. The author discusses implications and…

  3. Mental Health Issues and Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    DeLoach, Kendra P.; Dvorsky, Melissa; Miller, Elaine; Paget, Michael

    2012-01-01

    Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential. [For complete volume, see ED539318.

  4. Improving the Comprehension of Students with Significant Developmental Disabilities: Systematic Instruction on the Steps for Completing and Using a Graphic Organizer

    Science.gov (United States)

    Britt, Alexander P.

    2015-01-01

    A single-subject, multiple-baseline across participants design was used to examine the functional relation between systematic instruction and the ability to complete a graphic organizer and recall facts about informational texts by students with significant development disabilities. Four high school students enrolled in an adapted academic program…

  5. Implicit theories of writing and their impact on students' response to a SRSD intervention.

    Science.gov (United States)

    Limpo, Teresa; Alves, Rui A

    2014-12-01

    In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.

  6. The Impact of Multimedia Feedback on Student Perceptions: Video Screencast with Audio Compared to Text Based eMail

    Science.gov (United States)

    Perkoski, Robert R.

    2017-01-01

    Computer technology provides a plethora of tools to engage students and make the classroom more interesting. Much research has been conducted on the impact of educational technology regarding instruction but little has been done on students' preferences for the type of instructor feedback (Watts, 2007). Mayer (2005) has developed an integrative,…

  7. The Impact of Sexual of Orientation and Gender Expression Bias on African American Students

    Science.gov (United States)

    Majied, Kamilah F.

    2010-01-01

    This article discusses sexual orientation and gender expression bias as they impact the educational experience of African American students. Sexual orientation and gender expression bias have a unique presentation in Black educational settings. The climate in such settings can be metagrobolized by the combination of distorted notions of Black…

  8. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  9. 77 FR 49457 - Availability of the Final Environmental Assessment and Finding of No Significant Impact for...

    Science.gov (United States)

    2012-08-16

    ... will it cause a loss or destruction of significant scientific, cultural, or historic resources. The... significantly impact unique characteristics of the geographic area such as historical or cultural resources... community. 10. The proposed action will result in the irretrievable loss of some individual salt cedar. The...

  10. The Healthy College Student

    Directory of Open Access Journals (Sweden)

    Virginia Adams O’Connell PhD

    2014-08-01

    Full Text Available Studies on the impact of health behaviors on morbidity often focus on the limited impact of a single behavior or a limited group of behaviors. In this study, we examine college student behaviors and investigate the link of these behaviors with a 2-week illness profile. Through self-reported surveys, we measure acute illness and a general illness burden, a cumulative measure of major and minor ailments. We explore how daily routines correlate with these illness measures. Eighty-four students from a random sample of 90 students attending a small liberal arts school completed the survey for a response rate of 93%. Living arrangements, exercise, sleep patterns, eating preferences and habits, and “social” behaviors were all significantly associated with illness burden. Students living in “singles” and those who got regular exercise and an average of 7 hr of sleep per night reported less illness. Most interesting is the effect of social behaviors. Students who greet others with a handshake reported higher illness rates, as did students who share food and/or drinks. While we can conceptualize why these behaviors would lead to a greater illness burden, students who engaged more frequently in these behaviors also reported being “happier.” In trying to reduce illness among college students, we might suggest less handshaking and food and beverage sharing, but these actions are ways in which college students express and maintain friendships. College administrators are challenged to discover ways to reduce illness while maintaining the positive aspects of local student culture. This study begins to explore some ways to balance health and camaraderie.

  11. Significant Learning Experiences for English Foreign Language Students (Experiencias significativas para estudiantes de inglés como lengua extranjera)

    Science.gov (United States)

    Becerra, Luz María; McNulty, Maria

    2010-01-01

    This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink's (2003) taxonomy of significant learning: the human…

  12. The importance of dental aesthetics among dental students assessment of knowledge.

    Science.gov (United States)

    Manipal, Sunayana; Mohan, C S Anand; Kumar, D Lokesh; Cholan, Priyanka K; Ahmed, Adil; Adusumilli, Preethi

    2014-01-01

    The aim of this study is to assess the dental esthetics awareness among dental students in a private university in Chennai as none is available in Chennai, Tamil Nadu. The dental esthetics awareness questionnaire consisting of a battery of 19 questions under five aspects that is, physical, functional, social, knowledge, and psychological aspects was administered to a sample of 100 dental college students aged between 18 and 27 years in a private college in Chennai, India. Gender variations on the responses of their effects and the impact on dental esthetics awareness had been analyzed using a Chi-square test. With respect to physical aspects, pigmentation shows more significance as students want to get treated for their pigmentation of lips and gums. With respect to functional aspects, eating shows more significance as students have difficulty while eating. In social aspects, habits show more significance as it affects their esthetics. With respect to psychological aspects, mental depression shows more significance as students feel more deprived due to their unesthetic appearance. This study shows a high level of self-consciousness and the findings of the studies prove that even the slightest of variations have a greater impact on the above-mentioned dimensions in particular to psychological, functional, and physical aspects.

  13. What Drives Students of Vocational Training Program? An Investigation on the Significance of Foreign Language Acquisition

    Directory of Open Access Journals (Sweden)

    Irina M. Solodkova

    2017-12-01

    Full Text Available The paper dwells on the distinguishing the motives that drive students of vocational training program in terms of foreign language acquisition being the main component of future employment success. In fast-changing world which is teemed with new challenges and career patterns foreign language acquisition is viewed as a foremost aspects of promotion. The aim of the current study was to identify the main motives that drive students of vocational training program for foreign language acquisition and later equip higher education authorities and teaching staff with the data to improve language education complying with the students’ requirements. To find out internal and external motives of the students enrolled to the program at The Educational Center for Professional Communicative Training of Kazan Federal University a questionnaire survey was organized. The results of the research identify that there are differences in students’ priorities of external and internal motives and there is a prevalence of the internal ones. It is accounted for by the fact that students of the program realize the significance of foreign language acquisition for their personal needs and future professional activity. But practically all of them emphasized the same personal and interpersonal factors of internal motivation. The obtained findings will be exploited as recommendations in designing the syllabus and will be of great help in choosing the appropriate forms and techniques in carrying out the course.

  14. Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students.

    Science.gov (United States)

    Mandrusiak, Allison M; Isles, Rosemary; Chang, Angela T; Choy, Nancy L Low; Toppenberg, Rowena; McCook, Donna; Smith, Michelle D; O'Leary, Karina; Brauer, Sandra G

    2014-05-23

    Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students' self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students' confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other

  15. Educating future physicians to track health care quality: feasibility and perceived impact of a health care quality report card for medical students.

    Science.gov (United States)

    O'Neill, Sean M; Henschen, Bruce L; Unger, Erin D; Jansson, Paul S; Unti, Kristen; Bortoletto, Pietro; Gleason, Kristine M; Woods, Donna M; Evans, Daniel B

    2013-10-01

    Quality improvement (QI) requires measurement, but medical schools rarely provide opportunities for students to measure their patient outcomes. The authors tested the feasibility and perceived impact of a quality metric report card as part of an Education-Centered Medical Home longitudinal curriculum. Student teams were embedded into faculty practices and assigned a panel of patients to follow longitudinally. Students performed retrospective chart reviews and reported deidentified data on 30 nationally endorsed QI metrics for their assigned patients. Scorecards were created for each clinic team. Students completed pre/post surveys on self-perceived QI skills. A total of 405 of their patients' charts were abstracted by 149 students (76% response rate; mean 2.7 charts/student). Median abstraction time was 21.8 (range: 13.1-37.1) minutes. Abstracted data confirmed that the students had successfully recruited a "high-risk" patient panel. Initial performance on abstracted quality measures ranged from 100% adherence on the use of beta-blockers in postmyocardial infarction patients to 24% on documentation of dilated diabetic eye exams. After the chart abstraction assignment, grand rounds, and background readings, student self-assessment of their perceived QI skills significantly increased for all metrics, though it remained low. Creation of an actionable health care quality report card as part of an ambulatory longitudinal experience is feasible, and it improves student perception of QI skills. Future research will aim to use statistical process control methods to track health care quality prospectively as our students use their scorecards to drive clinic-level improvement efforts.

  16. Social and cultural impact of the London 2012 Olympic Games: a lecturers' and students' perspective.

    OpenAIRE

    Konstantaki, Maria; Faculty of Business at Akdeniz University; School of Sport, Leisure and Travel at Buckinghamshire New University

    2009-01-01

    Hosting the Olympic Games is often viewed as a means of raising a nation’s sporting profile as well as a tool for economic development, social regeneration and cultural integration. The purpose of this study was to explore the perceptions of lecturers and students in higher education on the social and cultural impact of the London 2012 Olympic Games. A purposive sample of one hundred respondents (lecturers, n=30; students, n=70) was used. 73.5 per cent of respondents were male and 32.5 per ce...

  17. Impact of Subject Specialists on Teaching: Application to Physiology

    Directory of Open Access Journals (Sweden)

    B. V. Owoyele

    2015-12-01

    Full Text Available The study investigated the impact of teachers on the teaching of a physiology course to performing arts students of the University of Ilorin. Questionnaires and personal observations were used to assess students' perception of the course and performance, the examination results in the two years before and after the takeover of the course by physiology teachers were obtained and analysed. The results showed that the students appreciated the teaching by core physiology teachers than the teaching by performing arts teachers and the initial phobias of the students were significantly doused. The average performance by the students did not change significantly and this further justified the taking over of the course by physiology teachers.

  18. The Impact of Scholarships for Asian American and Pacific Islander Community College Students: Findings from an Experimental Design Study

    Science.gov (United States)

    Teranishi, Robert T.; Martin, Margary; Pazich, Loni Bordoloi; Alcantar, Cynthia M.; Nguyen, Bach Mai Dolly; Curammeng, Edward R.; Nguyen, Mike Hoa; Chan, Jason

    2015-01-01

    Extant research on scholarship programs provides foundational knowledge on student enrollment patterns, different types of programs and their students, and outcomes for scholarship recipients in different sectors of higher education. Despite this growing body of research, however, looming questions remain about the measurable impact of scholarship…

  19. Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

  20. The Impact of New York's School Libraries on Student Achievement and Motivation: Phase I

    Science.gov (United States)

    Small, Ruth V.; Snyder, Jaime; Parker, Katie

    2009-01-01

    In recent years, a number of statewide research studies have been conducted to determine the impact of school library media centers and their school library media specialists (SLMSs) on student achievement. Research studies in eighteen states have clearly established the relationship between well-staffed, well-funded school libraries on student…