Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.

PubMed

Cooper, Katelyn M; Krieg, Anna; Brownell, Sara E

2018-06-01

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students.

PubMed

Lupu, Ana M; Stewart, Autumn L; O'Neil, Christine

2012-03-12

To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

PubMed

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

Who Perceives They Are Smarter? Exploring the Influence of Student Characteristics on Student Academic Self-Concept in Physiology

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Krieg, Anna; Brownell, Sara E.

2018-01-01

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student…

Kids in Korea: Comparing Students from Different Cultures.

ERIC Educational Resources Information Center

Fitzhugh, William P.

In a series of activities, intermediate grade students display data from a questionnaire completed by a selected class of Korean elementary school students. The students complete the same questionnaire. They tally results from both questionnaires and display data in an appropriate form: a graph or a Venn diagram. They compare the responses from…

Comparing Computer-Supported Dynamic Modeling and "Paper & Pencil" Concept Mapping Technique in Students' Collaborative Activity

ERIC Educational Resources Information Center

Komis, Vassilis; Ergazaki, Marida; Zogza, Vassiliki

2007-01-01

This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the "paper & pencil" concept mapping technique and the computer-supported educational environment "ModelsCreator". Students' shared activity in both cases…

Active Transportation to and on Campus is Associated With Objectively Measured Fitness Outcomes Among College Students.

PubMed

Bopp, Melissa; Bopp, Christopher; Schuchert, Megan

2015-03-01

Active transportation (AT) has been associated with positive health outcomes, yet limited research has addressed this with college students, a population at-risk for inactivity. The purpose of this study was to examine the relationship between AT behavior and objectively measured fitness outcomes. A volunteer, convenience sample (n = 299) of college students from a large northeastern university completed a survey about their AT habits to and on campus and psychosocial constructs related to AT and participated in a laboratory-based fitness assessment (cardiovascular endurance, muscular strength and endurance, flexibility, body composition).Off-campus students were dichotomized as nonactive (0-1 AT trips/day) or active travelers (> 1 AT trips/day) to campus; t-tests compared nonactive and active travelers for psychosocial and fitness variables. Students were 56.3% male, 79.2% non-Hispanic White, and primarily living off-campus (87%). Most students (n = 177, 59.2%) reported active travel between classes. Off-campus students were primarily active travelers (76.1%). Active travelers to campus had greater cardiovascular fitness (P = .005), were more flexible (P = .006) and had lower systolic blood pressure (P = .05) compared with nonactive travelers. This study documents a relationship between AT behavior and objectively measured fitness among college students and provides a rationale for targeting this behavior as a method for improving health outcomes.

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

Delinquent activity among Jewish and Arab junior and senior high school students in Israel.

PubMed

Sherer, Moshe

2009-10-01

This study compares the criminal activities of male and female Jewish and Arab junior and senior high school students in Israel based on self-reported criminal activities. The sample consisted of 906 randomly selected junior and senior high school students. The findings indicate that Jewish students committed more types of delinquent acts when compared with their Arab counterparts; males committed more delinquent acts than females; and Arab females had very low rates of delinquency. The findings are discussed in light of possible influences of cultural and ethnic origin and knowledge about possible discrimination against Arab juveniles by the Israeli criminal justice system. Theoretical and practical implications of the results are suggested.

Using Computer Animation and Illustration Activities to Improve High School Students' Achievement in Molecular Genetics

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Rotbain, Yosi; Stavy, Ruth

2008-01-01

Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh- and twelfth-grade students participated: the control group (116 students) was taught in the traditional lecture format,…

Simulation Activities and Student Learning Characteristics in a College Economics Survey Course.

ERIC Educational Resources Information Center

Fraas, John W.; Rafeld, Frederick J.

The paper describes a study involving simulation activities in a college level survey course in economics. In addition, it compares student learning in an economics course based on simulation with student learning in a lecture discussion course. The hypothesis was that certain types of students would benefit from the simulation-gaming approach…

An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance

ERIC Educational Resources Information Center

Bear, Teresa J.

2013-01-01

This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to…

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Examining Intercultural Growth for Business Students in Short-Term Study Abroad Programs: Too Good to Be True?

ERIC Educational Resources Information Center

Gullekson, Nicole L.; Tucker, Mary L.; Coombs, Garth, Jr.; Wright, Scott B.

2011-01-01

Changes in ethnocentrism, intercultural communication apprehension, international awareness and activities were examined in business students participating in a 16-day consulting program abroad and compared to a control group of students at the home university. Anticipated changes in the study abroad students were found; however, when compared to…

Japanese and Korean Nursing Students' Motivation for Joining Disaster Relief Activities as Nurses in the Future.

PubMed

Choe, Myoung-Ae; Kuwano, Noriko; Bang, Kyung-Sook; Cho, Mi-Kyoung; Yatsushiro, Rika; Kawata, Yuki

The purpose of this study was to identify differences in motivation for joining disaster relief activities as a nurse in the future between Japanese and Korean nursing students. A descriptive 2-group comparative study design was used. The participants were 721 first- to fourth-year nursing students (Japanese, n = 324; Korean, n = 397). From June to September 2014, data were collected through a researcher-administered questionnaire and self-reported answers. The collected data were analyzed by descriptive statistics, the χ test, and the t test.No significant difference was found between Japanese and Korean students in motivation to join domestic relief activities should a disaster occur in the area in which they lived. Compared with Korean students, Japanese students strongly agreed that it is necessary to carry out relief work across borders when disasters occur in foreign countries (p = .001). Meanwhile, Japanese students showed less motivation than Korean students to join relief activities in other domestic areas and foreign countries (p = .020).The results of this study suggest that the motivation of Japanese students to join disaster relief activities as nurses in the future should a disaster occur in other domestic areas and foreign countries needs to be increased. The results also suggest that undergraduate students should be well prepared for disasters through disaster nursing education, including practical training, disaster drills, and simulation.

Learning from WebQuests

ERIC Educational Resources Information Center

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-01-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed…

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion

PubMed Central

Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E.

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. PMID:25185230

Physical Activity among Ethnically Diverse College Students.

ERIC Educational Resources Information Center

Suminski, Richard R.; Petosa, Rick; Utter, Alan C.; Zhang, James J.

2002-01-01

Compared physical activity patterns among Asian, African, white, and Hispanic, American college students. Self-report data indicated that nearly half of the sample did not engage in vigorous physical activity, and 16.7 percent were inactive. Weight-training, youthful physical activity, and television viewing accounted for a significant portion of…

Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

2008-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Tremberger, G.; Bluestone, C.

2008-12-01

Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course

ERIC Educational Resources Information Center

Lawanto, Oenardi; Santoso, Harry B.; Lawanto, Kevin N.; Goodridge, Wade

2017-01-01

The objective of this study was to evaluate students' self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higher- and lower-performing students participating in a…

Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

ERIC Educational Resources Information Center

Hamza, Karim Mikael; Wickman, Per-Olof

2013-01-01

The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two…

Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

ERIC Educational Resources Information Center

Hunt, Maree J.; Macaskill, Anne C.

2017-01-01

Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

Using WebQuests to Teach Content: Comparing Instructional Strategies

ERIC Educational Resources Information Center

Strickland, Janet

2005-01-01

The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to…

"JCE" Classroom Activity #108. Using Archimedes' Principle to Explain Floating and Sinking Cans

ERIC Educational Resources Information Center

Sanger, Michael J.

2011-01-01

In this activity, students (working alone or in groups) measure the mass of several soda cans (diet and regular soda) along with the mass of water that each can displaces. The students are then asked to compare these two mass values for the sinking cans and for the floating cans. The purpose of this activity is for students to determine that the…

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

PubMed

Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

2016-12-12

Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.

Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course.

PubMed

Lichvar, Alicia Beth; Hedges, Ashley; Benedict, Neal J; Donihi, Amy C

2016-12-25

Objective. To design and evaluate the integration of a virtual patient activity in a required therapeutics course already using a flipped-classroom teaching format. Design. A narrative-branched, dynamic virtual-patient case was designed to replace the static written cases that students worked through during the class, which was dedicated to teaching the complications of liver disease. Students completed pre- and posttests before and after completing the virtual patient case. Examination scores were compared to those in the previous year. Assessment. Students' posttest scores were higher compared to pretest scores (33% vs 50%). Overall median examination scores were higher compared to the historical control group (70% vs 80%), as well as scores on questions assessing higher-level learning (67% vs 83%). A majority of students (68%) felt the virtual patient helped them apply knowledge gained in the pre-class video lecture. Students preferred this strategy to usual in-class activities (33%) or indicated it was of equal value (37%). Conclusion. The combination of a pre-class video lecture with an in-class virtual patient case is an effective active-learning strategy.

Teaching about U.S. History: A Comparative Approach, 33 Activities. History Series, Volume 2.

ERIC Educational Resources Information Center

Smith, Gary R.

This book contains 33 supplementary activities on U.S. history. Although the activities were written for junior and senior high school students, most activities are adaptable for use with elementary school students also. The activities attempt to develop skills in three areas: (1) discovery skills (collecting, analyzing, and evaluating data;…

Recycling Research. Tracking Trash.

ERIC Educational Resources Information Center

DeLago, Louise Furia

1991-01-01

An activity in which students research the effectiveness of recycling is presented. Students compare the types and amount of litter both before and after recycling is implemented. Directions for the activity and a sample data sheet are included. (KR)

The Impact of External Employment on 12th Grade Student Participation in Extracurricular Activities as a Function of School Size

ERIC Educational Resources Information Center

Garcia, Miguel A.

2012-01-01

Data from the Educational Longitudinal Study of 2002 were used to compare 11,000 high school students on school size, time spent participating in extracurricular activities (ECA), and hours spent in employment. Findings indicated that students from small schools spent more time participating in ECA than students from larger schools for equivalent…

More than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

ERIC Educational Resources Information Center

Patchen, Terri; Smithenry, Dennis W.

2015-01-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how…

The characterisation of sexual behaviour in Chinese male university students who have sex with other men: A cross-sectional study

PubMed Central

Cong, Liming; Ono-Kihara, Masako; Xu, Guozhang; Ma, Qiaoqin; Pan, Xiaohong; Zhang, Dandan; Homma, Takayuki; Kihara, Masahiro

2008-01-01

Background The risks for Chinese male university students who have sex with other men (MSM) have not been compared with those for non-MSM students. This information is important for the development of targeted HIV prevention programmes for this population. Methods Sexually active MSM and non-MSM students were compared for demographic characteristics, sexual behaviour, and related psychosocial variables using bivariate analyses. The data were a subset drawn from a large-scale cross-sectional questionnaire survey of sexually active male students conducted at two universities in a large city in Zhejiang Province, China, in 2003. Results Of 1824 sexually active male students, 68 (3.7%) reported having had sex with a man at least once; 33.8% of these 68 men had also had female partners. Compared with non-MSM students, MSM students were 3–6.5 times more likely to have had sexual encounters with casual or commercial sex partners and were three times less likely to have protected sex in the past year or during their lifetime. They were three to five times more likely to have had multiple partners and 15 times more likely to have had a sexually transmitted disease (STD). In addition, the MSM students knew half as much about HIV and had less condom-decision than did non-MSM students and were two times more accepting of commercial sex. However, the MSM students were twice as aware of the risks for HIV infection. Conclusion MSM composed 3–4% of the male sexually active university student population studied and was found to be at greater risk than non-MSM students for STD/HIV infection. There is an urgent need for STD/HIV programmes in university health services that take into consideration the sexuality and psychosocial issues of MSM students. PMID:18647381

Undergraduate Student Attitudes and Perceptions toward Low- and High-Level Inquiry Exercise Physiology Teaching Laboratory Experiences

ERIC Educational Resources Information Center

Henige, Kim

2011-01-01

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and…

Using Invention to Change How Students Tackle Problems

PubMed Central

Smith, Karen M.; van Stolk, Adrian P.; Spiegelman, George B.

2010-01-01

Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. PMID:21123697

The relationship between extracurricular activities assessed during selection and during medical school and performance.

PubMed

Urlings-Strop, Louise C; Themmen, Axel P N; Stegers-Jager, Karen M

2017-05-01

Several medical schools include candidates' extracurricular activities in their selection procedure, with promising results regarding their predictive value for achievement during the clinical years of medical school. This study aims to reveal whether the better achievement in clinical training of students selected on the basis of their extracurricular activities could be explained by persistent participation in extracurricular activities during medical school (msECAs). Lottery-admitted and selected student admission groups were compared on their participation in three types of msECAs: (1) research master, (2) important board positions or (3) additional degree programme. Logistic regression was used to measure the effect of admission group on participation in any msECA, adjusted for pre-university GPA. Two-way ANCOVA was used to examine the inter-relationships between admission group, participation in msECAs and clerkship grade, with pre-university GPA as covariate. Significantly more selected students compared to lottery-admitted students participated in any msECA. Participation in msECAs was associated with a higher pre-university GPA for lottery-admitted students only, whereas participation in msECAs was associated with higher clerkship grades for selected students only. These results suggest that persistent participation in extracurricular activities of selected students favours better clinical achievement, supporting the inclusion of ECAs in the selection procedure. More insight in the rationale behind participation in extracurricular activities during medical school may explain differences found between lottery-admitted and selected students.

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Factors Shaping Students' Opportunities to Engage in Argumentative Activity

ERIC Educational Resources Information Center

Ayalon, Michal; Even, Ruhama

2016-01-01

This study examines how students' opportunities to engage in argumentative activity are shaped by the teacher, the class, and the mathematical topic. It compares the argumentative activity between two classes taught by the same teacher using the same textbook and across two beginning algebra topics--investigating algebraic expressions and…

Effectiveness of Point-Based Physical Activity Intervention

ERIC Educational Resources Information Center

Largo-Wight, Erin; Todorovich, John R.; O'Hara, Brian K.

2008-01-01

Understanding and promoting physical activity is critical to combat the growing obesity epidemic in the U.S. This study was designed to compare two 10-week physical activity programs among college students. One hundred and thirty-six undergraduate college students participated in this randomized posttest only control group study. Seventy-seven…

Evaluating Active Learning: A New Initiative for a General Chemistry Curriculum.

ERIC Educational Resources Information Center

O'Sullivan, Daniel W.; Copper, Christine L.

2003-01-01

Explains the results of an effort to introduce active learning strategies into the general chemistry curriculum at the United States Naval Academy. Reports that students in an active learning classroom showed significant improvement in performance compared to students in a lecture-based course. (Author/YDS)

Comparative levels of creative ability in black and white college students.

PubMed

Glover, J A

1976-03-01

Eighty-seven black, educational psychology students from three intact, randomly selected classes at Tennessee State University were compared to ninety-four white, educational phychology students from three intact, randomly selected classes at the University of Tennessee on Torrance's Unusual Uses and Ask and Guess activities. No differences were found on the frequency of flexibility measures of either activity. No attempt was made to examine the results on this "Level II" mental ability measure on any variable except race. There were no differences based on race.

Active learning on the ward: outcomes from a comparative trial with traditional methods.

PubMed

Melo Prado, Hegla; Hannois Falbo, Gilliatt; Rodrigues Falbo, Ana; Natal Figueirôa, José

2011-03-01

Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p=0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; p<0.001), and student opinion on the methods (61 students [84.7%] versus 38 students [52.8%]; p<0.001). The active methodology produced better results than the traditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. © Blackwell Publishing Ltd 2011.

Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

ERIC Educational Resources Information Center

Michel, Norbert; Cater, John James, III; Varela, Otmar

2009-01-01

This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or…

A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions

ERIC Educational Resources Information Center

Bernot, Melody J.; Metzler, Jennifer

2014-01-01

Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…

Consumer Economics. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

ERIC Educational Resources Information Center

Edgar, S. Keith

This packet contains both a teacher's guide and a student activity book designed to help adult students acquire consumer information. Both booklets cover the following topics: bank accounts (checking accounts, savings accounts, other banking services), budgeting money, undersanding and using credit, comparative shopping, fraudulent persuasion, and…

Teaching with the Case Study Method to Promote Active Learning in a Small Molecule Crystallography Course for Chemistry Students

ERIC Educational Resources Information Center

Campbell, Michael G.; Powers, Tamara M.; Zheng, Shao-Liang

2016-01-01

Implementing the case study method in a practical X-ray crystallography course designed for graduate or upper-level undergraduate chemistry students is described. Compared with a traditional lecture format, assigning small groups of students to examine literature case studies encourages more active engagement with the course material and…

Comparing Two Cooperative Small Group Formats Used with Physical Therapy and Medical Students

ERIC Educational Resources Information Center

D'Eon, Marcel; Proctor, Peggy; Reeder, Bruce

2007-01-01

This study compared "Structured Controversy" (a semi-formal debate like small group activity) with a traditional open discussion format for medical and physical therapy students. We found that those students who had participated in Structured Controversy changed their personal opinion on the topic more than those who were in the Open Discussion…

Diverse Assessment and Active Student Engagement Sustain Deep Learning: A Comparative Study of Outcomes in Two Parallel Introductory Biochemistry Courses

ERIC Educational Resources Information Center

Bevan, Samantha J.; Chan, Cecilia W. L.; Tanner, Julian A.

2014-01-01

Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory…

The Relationship between Music Participation and Mathematics Achievement in Middle School Students

ERIC Educational Resources Information Center

Boyd, Joshua Robert

2013-01-01

A comparative analysis was used to study the results from a descriptive survey of selected middle school students in Grades 6, 7, and 8. Student responses to the survey tool was used to compare multiple variables of music participation and duration of various musical activities, such as singing and performing on instruments, to the mathematics…

Comparative Analysis of Students Training Needs Regarding Internet and Its Effects

ERIC Educational Resources Information Center

Turturean, Monica; Turturean, Ciprian

2012-01-01

In this article we will try to realize a comparative study in order to find out if the internet has a positive or a negative role for undergraduate's university students. The purpose of this study is to identify the perception of undergraduate university students regarding the effects of the internet for their scientific activities and their…

Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students

NASA Astrophysics Data System (ADS)

Marshall, Jill A.; Dorward, James T.

2000-07-01

The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.

Perspectives on Comparative Higher Education: Essays on Faculty, Students and Reform. Special Studies in Comparative Education No. 22.

ERIC Educational Resources Information Center

Altbach, Philip G.

Three essays by the Director of the Comparative Education Center at the State University of New York (Buffalo) have the following titles: "Comparative Perspectives on the Academic Profession,""Student Political Activism," and "University Reform". The first essay discusses the role of the academic profession in the university, stressing the…

A Comparative Study of Students Active and Inactive in Extracurricular Activities While Enrolled in Second Year Associate Degree Programs on the Kenosha and Racine Campuses of Gateway Technical Institute, Kenosha, Wisconsin.

ERIC Educational Resources Information Center

Rinck, Lorna Lee

Students at Gateway Technical Institute were surveyed to determine their attitudes toward extracurricular activities, e.g., campus activities, advisors and sponsors, the effect of outside forces on school activities, extended athletic participation by girls in interscholastic sports, administration and faculty, and leadership development. The…

Sexual activity and adolescent health risk behaviours amongst high school students in three ethnic Chinese urban populations.

PubMed

Ong, Jason; Wong, William; Lee, Albert; Holroyd, Eleanor; Huang, Song Yuen

2013-12-01

To compare sexually active Chinese high school students in three major Asian cities with their non-sexually active counterparts in order to determine prevalence and associations with selected health outcomes. There have been limited studies to date on the association between sexual activity and substance use in Chinese high schools. While the role of the school nurse in the development of sexual health and harm reduction education in secondary schools has been well documented in international studies, this has received little attention in Asia. Cross-sectional survey. This study was administered in 2003/2004 to 13,895 Grades 6 to 12 high school students in Hong Kong (3498), Macau (6286) and Taipei (4111). Descriptive analysis was conducted followed by univariate analysis comparing sexual behaviour with (1) substance use including alcohol, smoking, illicit drugs; (2) feeling depressed for greater than or equal to two weeks in last 12 months; contemplating suicide during the last 12 months; and (3) perception of poor health/academic performance. The students (8%) reported being sexually active had marked differences in selected health outcomes when compared with the nonsexually experienced students. More than 90% of the sexually active students had tried alcohol, with more than 50% being regular drinkers, more than 30% testifying to binge drinking and nearly 50% reported depression in the past 12 months. Substance use, poorer perception of health and academic performance were also significantly higher in the sexually experienced students relative to their nonexperienced counterparts. Sexually experienced Chinese high school students surveyed were at higher risk of substance abuse, poorer psychological health and academic performance. Community and public health nursing needs to address Asian adolescent sexual health education needs, in particular provide culturally targeted interventions for associated substance abuse and psychological health within the context of high school sex education. © 2013 John Wiley & Sons Ltd.

Academic stress and active learning of nursing students: A cross-sectional study.

PubMed

Magnavita, Nicola; Chiorri, Carlo

2018-06-08

The active role of nursing students is particularly important in the delivery of health care, since playing an active role at the bedside and the use of active and collaborative engagement of students in the nursing activities has been associated with improved student learning. This is consistent with Karasek's learning hypothesis, but it has never been tested on nursing students. This study aimed at investigating whether nursing students in high control conditions reported lower levels of work impairment than students in the conditions with low control, compared them with a group of healthcare workers (HCWs), and tested the moderating role of social support at work. 633 nursing students and 160 HCWs completed the Nursing Work Functioning Questionnaire (NWFQ), and the Demand-Control-Support questionnaire (DCS). Results showed that nursing students reported higher levels of work impairment and were less likely to be classified as active (high demand/high control) or low strain (low demand/high control) than HCWs, and that social support at work moderated the association between being in active or low strain condition and work impairment. Programs to enhance the learning of nursing students must not only fight strain and isolation but must also promote active learning, by increasing the control over the job, team work, and support from teachers. Copyright © 2018. Published by Elsevier Ltd.

"JCE" Classroom Activity #107. And the Oscar Goes to...A Chemist!

ERIC Educational Resources Information Center

Howder, Collin R.; Groen, Kyle D.; Kuntzleman, Thomas S.

2010-01-01

A hands-on activity and demonstration, both applicable to the 2010 National Chemistry Week theme of Behind the Scenes with Chemistry, are presented. In the activity, students compare and contrast the properties of heat conductors and heat insulators. During the demonstration, students learn that water absorbed by a superabsorbent polymer can…

A Comparison of Students' Choices of 9th Grade Physical Education Activities by Ethnicity

ERIC Educational Resources Information Center

Hill, Grant M.; Cleven, Brian

2006-01-01

The purposes of this study were to determine physical education activity preferences of 9th grade students in a southern California school district and to compare preferences by ethnicity. Results indicated that basketball, football, bowling, softball/baseball, swimming, and volleyball were the most preferred activities. These preferences may be…

Self Perceptions of Student Activists

ERIC Educational Resources Information Center

Astin, Helen S.

1971-01-01

This study examines personality differences and similarities between student groups in protest activities by comparing activists to student leaders and random students. Results indicate many similarities in personality dimensions but protesters are more adventurous, autocratic and individualistic. They are also more spontaneous and irresponsible.…

Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students.

PubMed

Thurston, Maria Miller; Chesson, Melissa M; Harris, Elaine C; Ryan, Gina J

2017-06-01

Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students

PubMed Central

Thurston, Maria Miller; Harris, Elaine C.; Ryan, Gina J.

2017-01-01

Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive. PMID:28720912

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

ERIC Educational Resources Information Center

Bell, Justine C.

2014-01-01

To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

Auditory risk assessment of college music students in jazz band-based instructional activity.

PubMed

Gopal, Kamakshi V; Chesky, Kris; Beschoner, Elizabeth A; Nelson, Paul D; Stewart, Bradley J

2013-01-01

It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1) measured and compared personal exposure levels of college students (n = 14) participating in a routine 50 min jazz ensemble-based instructional activity (experimental) to personal exposure levels of non-music students (n = 11) participating in a 50-min regular classroom activity (control), and (2) measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level) generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P < 0.05), and a significant decrease in the amplitude of transient-evoked otoacoustic emission response in both ears (P < 0.05) after exposure to the jazz ensemble-based instructional activity. No significant changes were found in the control group between pre- and post-exposure measures. This study quantified the noise exposure in jazz band-based practice sessions and its effects on basic auditory measures. Temporary, yet significant, auditory changes seen in music students place them at risk for hearing loss compared to their non-music cohorts.

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

PubMed Central

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

PubMed

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. 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).

Sexual behavior and awareness of Chinese university students in transition with implied risk of sexually transmitted diseases and HIV infection: A cross-sectional study

PubMed Central

Ma, Qiaoqin; Ono-Kihara, Masako; Cong, Liming; Xu, Guozhang; Zamani, Saman; Ravari, Shahrzad Mortazavi; Kihara, Masahiro

2006-01-01

Background The vulnerability of young people to HIV and the recent emergence of the HIV epidemic in China have made it urgent to assess and update the HIV/STD risk profile of Chinese young people. Methods A self-administered questionnaire survey with cross-sectional design was conducted among 22,493 undergraduate students in two universities in Ningbo, China. Bivariate trend analysis and multiple logistic regression analysis were used to compare sexual behaviors and awareness between grades. Results Of respondents, 17.6% of males and 8.6% of females reported being sexually active. Condom was reported never/rarely used by 35% of sexually active students in both genders in the previous year. Pregnancy and induced abortion had each been experienced by about 10% of sexually active female students and the female partners of male students, and about 1.5% of sexually active students of both genders reported being diagnosed with an STD. Multivariate analysis revealed that students in lower grades, compared to those in higher grades, were more likely to have become sexually active before university, to have become aware of sex before high school, and to have been exposed to pornographic media before the age of 17 years, and for sexually active respondents of both genders, to have engaged in sex without using a condom. Conclusion Sexual behaviors of Chinese university students are poorly protected and sexual behaviors and awareness may have been undergoing rapid change, becoming active earlier and more risky. If this trend continues, vulnerable sexual network will grow among them that allow more expansion of sexually transmitted diseases and HIV. PMID:16981985

Comparison of electromyographic activity and range of neck motion in violin students with and without neck pain during playing.

PubMed

Park, Kyue-nam; Kwon, Oh-yun; Ha, Sung-min; Kim, Su-jung; Choi, Hyun-jung; Weon, Jong-hyuck

2012-12-01

Neck pain is common in violin students during a musical performance. The purpose of this study was to compare electromyographic (EMG) activity in superficial neck muscles with neck motion when playing the violin as well as neck range of motion (ROM) at rest, between violin students with and without neck pain. Nine violin students with neck pain and nine age- and gender-matched subjects without neck pain were recruited. Muscle activity of the bilateral upper trapezius, sternocleidomastoid, and superficial cervical extensor muscles was measured using surface EMG. Kinematic data on neck motion while playing and active neck ROM were also measured using a three-dimensional motion analysis system. Independent t-tests were used to compare EMG activity with kinematic data between groups. These analyses revealed that while playing, both the angle of left lateral bending and leftward rotation of the cervical spine were significantly greater in the neck pain group than among those without neck pain. Similarly, EMG activity of the left upper trapezius, both cervical extensors, and both sternocleidomastoid muscles were significantly greater in the neck pain group. The active ROM of left axial rotation was significantly lower in the neck pain group. These results suggest that an asymmetric playing posture and the associated increased muscle activity as well as decreased neck axial rotation may contribute to neck pain in violin students.

Comparing Professional Values of Sophomore and Senior Baccalaureate Nursing Students.

PubMed

Posluszny, Laura; Hawley, Diane A

2017-09-01

The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the relative importance of professional values (i.e., caring, trust, justice, activism, and professionalism) for beginning and graduating baccalaureate nursing students, and are there differences in professional values between these students? New and graduating nursing students in the current study had well-developed professional values. Sophomore-level nursing students viewed trust, caring, and justice as significantly more important than activism. Senior-level students perceived trust as significantly more important than activism and professionalism. Although total NPVS-R scores did not differ significantly between cohorts, senior-level students did score significantly higher on activism than sophomore-level students. With the revised Code, nurse educators may reevaluate the ethics curriculum. This study suggests opportunity for strengthening values beyond the nurse-client relationship, such as activism and professionalism. [J Nurs Educ. 2017;56(9):546-550.]. Copyright 2017, SLACK Incorporated.

A Comparative Study of the Effects of Two Teaching Strategies in an Activity-Centered Science Program on Middle School Students' Need-Affiliation and Teacher Dependency Behaviors.

ERIC Educational Resources Information Center

Vinelli, Jose L.; And Others

1979-01-01

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

An experimental assessment of physical educators' expectations and attitudes: the importance of student weight and gender.

PubMed

Peterson, Jamie Lee; Puhl, Rebecca M; Luedicke, Joerg

2012-09-01

At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical activity. This study assessed physical educators' (N = 162) ability and performance expectations, attributions, and attitudes toward overweight and non-overweight students. Physical educators endorsed inferior ability expectations for overweight students compared to non-overweight students. Poorer performance expectations were limited to overweight female targets, but when controlling for participant characteristics, this effect became marginally significant for overweight male targets. There was a trend such that participants endorsed more external attributions for the abilities and performance of overweight female students, yet this effect was reduced to marginal significance when controlling for participant characteristics. Participants endorsed more negative attitudes for both overweight males and females compared to non-overweight youth. Findings indicate that physical educators' expectations, attributions, and attitudes regarding students may be negatively influenced by youth body weight, and differ by student gender. The potential effect of physical educators' weight bias on adolescent participation in physical activity and its implications for students' physical health, academic achievement, and social development are discussed. © 2012, American School Health Association.

Evaluating Active Parental Consent Procedures for School Programming: Addressing the Sensitive Topic of Suicide Prevention.

PubMed

Totura, Christine M Wienke; Kutash, Krista; Labouliere, Christa D; Karver, Marc S

2017-02-01

Suicide is the second leading cause of death for adolescents. Whereas school-based prevention programs are effective, obtaining active consent for youth participation in public health programming concerning sensitive topics is challenging. We explored several active consent procedures for improving participation rates. Five active consent methods (in-person, students taking forms home, mailing, mailing preceded by primers, mailing followed by reminder calls) were compared against passive consent procedures to evaluate recruitment success, as determined by participation (proportion who responded yes) and response (proportion who returned any response) rates. Participation acceptance rates ranged from 38 to 100% depending on consent method implemented. Compared with passive consent, active consent procedures were more variable in response and participation rates. In-person methods provided higher rates than less interpersonal methods, such as mailing or students taking consents home. Mailed primers before or reminder calls after consent forms were mailed increased response but not participation rates. Students taking consents home resulted in the lowest rates. Although passive consent produces the highest student participation, these methods are not always appropriate for programs addressing sensitive topics in schools. In-person active consent procedures may be the best option when prioritizing balance between parental awareness and successful student recruitment. © 2017, American School Health Association.

Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course

PubMed Central

Lichvar, Alicia Beth; Hedges, Ashley; Benedict, Neal J.

2016-01-01

Objective. To design and evaluate the integration of a virtual patient activity in a required therapeutics course already using a flipped-classroom teaching format. Design. A narrative-branched, dynamic virtual-patient case was designed to replace the static written cases that students worked through during the class, which was dedicated to teaching the complications of liver disease. Students completed pre- and posttests before and after completing the virtual patient case. Examination scores were compared to those in the previous year. Assessment. Students’ posttest scores were higher compared to pretest scores (33% vs 50%). Overall median examination scores were higher compared to the historical control group (70% vs 80%), as well as scores on questions assessing higher-level learning (67% vs 83%). A majority of students (68%) felt the virtual patient helped them apply knowledge gained in the pre-class video lecture. Students preferred this strategy to usual in-class activities (33%) or indicated it was of equal value (37%). Conclusion. The combination of a pre-class video lecture with an in-class virtual patient case is an effective active-learning strategy. PMID:28179724

Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

PubMed

Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: a prospective cohort study.

PubMed

Cevik, Arif Alper; Shaban, Sami; El Zubeir, Margret; Abu-Zidan, Fikri M

2018-04-12

Although emergency departments provide acute care learning opportunities for medical students, student exposure to recommended curriculum presentations and procedures are limited. In this perspective, clinical environments providing learning opportunities for students should be monitored as part of an ongoing quality improvement process. This study aims to analyze student exposures and their involvement levels in two different hospitals (Tawam and Al Ain) so as to improve the teaching and learning activities. This is a prospective study on all 76 final year medical students' electronic logbooks (e-Portfolio) of the academic year 2016/2017. Students recorded 5087 chief complaints and 3721 procedures. The average patient and procedure exposure in a shift per student in Al Ain Hospital compared with Tawam Hospital were 7.2 vs 6.4 and 5.8 vs 4.3, respectively. The highest full involvement with presentations was seen in the pediatric unit (67.1%, P < 0.0001). Urgent care shifts demonstrated the highest area of "full involvement" with procedures for our students (73.2%, P < 0.0001). Students' highest involvement with presentations and procedures were found during the night shifts (P < 0.0001, 66.5 and 75.1%, respectively). The electronic portfolio has proven to be a very useful tool in defining the learning activities of final year medical students during their emergency medicine clerkship and in comparing activities in two different clinical settings. Data collected and analyzed using this e-Portfolio has the potential to help medical educators and curriculum designers improve emergency medicine teaching and learning activities.

Gender Differences Regarding Motivation for Physical Activity among College Students: A Self-Determination Approach

ERIC Educational Resources Information Center

Lauderdale, Michael E.; Yli-Piipari, Sami; Irwin, Carol C.; Layne, Todd E.

2015-01-01

Previous research has shown a decline in physical activity (PA) across college years, females being less physically active compared with males. Scholars have suggested studies to understand gender differences in PA and to examine motivational processes to facilitate college students' PA. Grounded in self-determination theory, the purpose of this…

Why is "S" a Biased Estimate of [sigma]?

ERIC Educational Resources Information Center

Sanqui, Jose Almer T.; Arnholt, Alan T.

2011-01-01

This article describes a simulation activity that can be used to help students see that the estimator "S" is a biased estimator of [sigma]. The activity can be implemented using either a statistical package such as R, Minitab, or a Web applet. In the activity, the students investigate and compare the bias of "S" when sampling from different…

Secondary Market Activities of the Student Loan Marketing Association. Report to the Committee on Labor and Human Resources, United States Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

Lending and secondary market activities of the Student Loan Marketing Association (Sallie Mae) since it began operations in 1973 were reviewed. Specific areas of review were: the Association's legislative development and financial activities, its profitability compared to commercial banks and other government-sponsored enterprises that provide…

Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

ERIC Educational Resources Information Center

Bar, Mustafa; Yaman, Menzure Sibel; Hergüner, Gülten

2016-01-01

The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports activities and to compare these problems according to school type and gender. A questionnaire named "Problems encountered in attending to physical education and sports activities"…

Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes†

PubMed Central

DeBoy, Cynthia A.

2017-01-01

Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy. PMID:29854057

The Relationship between Physical Activity Level, Body Mass Index, and Body Fat Percentages in Urban and Rural Elementary School Students

ERIC Educational Resources Information Center

Orhan, Özlem

2015-01-01

The purpose of this study is to compare the physical activity levels, physical activity types, Body Mass Index (BMI) and body fat percentage (BF%) values of elementary school students living in rural and urban. Body height (BH), body weight (BW), BF% and BMI data were measured. Physical activity questionnaire was conducted to determine the…

Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean

ERIC Educational Resources Information Center

Weltman, David; Whiteside, Mary

2010-01-01

This research shows that active learning is not universally effective and, in fact, may inhibit learning for certain types of students. The results of this study show that as increased levels of active learning are utilized, student test scores decrease for those with a high grade point average. In contrast, test scores increase as active learning…

A Comparative Analysis of the Impact of Cooperative versus Textbook-Based Individual Prereading Activities on the Reading Comprehension of Students of Spanish

ERIC Educational Resources Information Center

Osa-Melero, Lucia

2012-01-01

Reading texts with historical and sociopolitical content in a foreign language is often a challenge for second language students. The obstacles encountered by students should be of concern to language instructors. Lack of background knowledge frequently causes the reader to abandon the reading activity with a sense of disappointment and…

[A comparative analysis of the brain activity during the traditional and intensive forms of learning foreign languages].

PubMed

Bykova, L G; Bazylev, V N

1994-01-01

By means of dichotic test the comparative research of the brain activity in dynamics in 84 adult students was conducted during their traditional (36 persons) and intensive (48 persons) learning of foreign languages. By different methods of learning the reliable distinction of the hemisphere's asymmetry was not detected. By both methods in the reliable majority of students the activation of the hemisphere opposite to the one dominating initially was observed. The correlation between the maximum quantitative shift of the right ear coefficient and the level of success in colloquial practice by the same initial level of language start and initial comparable size of memory was revealed. The authors discuss the possibility of the individual map composition for every student using the results of dichotic tests in dynamics for the help in the profession of a teacher.

A university system-wide qualitative investigation into student physical activity promotion conducted on college campuses.

PubMed

Milroy, Jeffrey J; Wyrick, David L; Bibeau, Daniel L; Strack, Robert W; Davis, Paul G

2012-01-01

This study aimed to examine college student physical activity promotion. A cross-sectional approach to qualitative research was used. Southeastern state university system. Fourteen of 15 (93%) universities recruited were included in this study; 22 university employees participated in a semistructured interview. Nonprobabilistic purposive and snowball sampling strategies were used to recruit individuals who were likely to be engaged in physical activity promotion efforts on their respective campuses. Thematic analyses lead to the identification of emerging themes that were coded and analyzed using NVivo software. Themes informed three main areas: key personnel responsible for promoting physical activity to students, actual physical activity promotion efforts implemented, and factors that influence student physical activity promotion. Results suggest that ecological approaches to promote physical activity on college campuses are underused, the targeting of mediators of physical activity in college students is limited, and values held by university administration influence campus physical activity promotion. Findings support recommendations for future research and practice. Practitioners should attempt to implement social ecological approaches that target scientifically established mediators of physical activity in college students. Replication of this study is needed to compare these findings with other types of universities, and to investigate the relationship between promotion activities (type and exposure) and physical activity behaviors of college students.

Assessment of weight status, dietary habits and beliefs, physical activity, and nutritional knowledge among university students.

PubMed

Yahia, Najat; Wang, Daniel; Rapley, Melyssa; Dey, Rajarshi

2016-07-01

The purpose of this study was to assess weight status, dietary habits, physical activity, dietary beliefs, and nutrition knowledge among a sample of students from Central Michigan University. A cross-sectional survey was conducted among a sample of undergraduate students in Fall 2011 and Spring 2012 at Central Michigan University. Participating students completed an online questionnaire that included questions related to their eating habits, physical activity and lifestyle, dietary beliefs, and nutritional knowledge. Weight, height, and waist circumference were measured. Percentage body fat and visceral fat score were determined using a Tanita body composition analyser (SC-331S). Outcomes of this study indicated that 78% of female students were within the healthy weight range compared to 52% of male students. Visceral body fat and waist circumference scores were higher in males than in females. Most students showed 'satisfactory' dietary habits. Almost half of the students reported drinking two glasses of milk and consuming two cups of fruits and vegetables daily. Physical activity and lifestyle score indicated that most of the students were not physically active. Only 7% of students reported having a very active lifestyle, and 4% had quite good nutritional knowledge. The majority of students, particularly females, were within the healthy body weight range. Students' dietary habits were satisfactory. However, physical activity, students' knowledge of healthy and unhealthy diet habits, and nutritional knowledge needed improvement. Developing gender-specific programmes for promoting healthy lifestyle behaviours among students is recommended. © Royal Society for Public Health 2015.

Application of the Socio-Ecological Model to predict physical activity behaviour among Nigerian University students.

PubMed

Essiet, Inimfon Aniema; Baharom, Anisah; Shahar, Hayati Kadir; Uzochukwu, Benjamin

2017-01-01

Physical activity among university students is a catalyst for habitual physical activity in adulthood. Physical activity has many health benefits besides the improvement in academic performance. The present study assessed the predictors of physical activity among Nigerian university students using the Social Ecological Model (SEM). This cross-sectional study recruited first-year undergraduate students in the University of Uyo, Nigeria by multistage sampling. The International Physical Activity Questionnaire (IPAQ) short-version was used to assess physical activity in the study. Factors were categorised according to the Socio-Ecological Model which consisted of individual, social environment, physical environment and policy level. Data was analysed using the IBM SPSS statistical software, version 22. Simple and multiple logistic regression were used to determine the predictors of sufficient physical activity. A total of 342 respondents completed the study questionnaire. Majority of the respondents (93.6%) reported sufficient physical activity at 7-day recall. Multivariate analysis revealed that respondents belonging to the Ibibio ethnic group were about four times more likely to be sufficiently active compared to those who belonged to the other ethnic groups (AOR = 3.725, 95% CI = 1.383 to 10.032). Also, participants who had a normal weight were about four times more likely to be physically active compared to those who were underweight (AOR = 4.268, 95% CI = 1.323 to 13.772). This study concluded that there was sufficient physical activity levels among respondents. It is suggested that emphasis be given to implementing interventions aimed at sustaining sufficient levels of physical activity among students.

Active Gaming Among High School Students--United States, 2010.

PubMed

Song, MinKyoung; Carroll, Dianna D; Lee, Sarah M; Fulton, Janet E

2015-08-01

Our study is the first to describe the prevalence and correlates (demographics, body mass index [BMI], sedentary behaviors, and physical activity) of high school youth who report active videogame playing (active gaming) in a U.S. representative sample. The National Youth Physical Activity and Nutrition Study of 2010 provided data for this study. Active gaming was assessed as the number of days in the 7 days prior to the survey that students in grades 9-12 (14-18 years of age) reported participating in active videogames (e.g., "Wii™ Fit" [Nintendo, Kyoto, Japan], "Dance Dance Revolution" [Konami, Osaka, Japan]). Students reporting ≥1 days were classified as active gamers. Logistic regression was used to examine the association among active gaming and demographic characteristics, BMI, sedentary behaviors, and physical activity. Among 9125 U.S. high school students in grades 9-12 surveyed, 39.9 percent (95 percent confidence interval=37.9 percent, 42.0 percent) reported active gaming. Adjusting for covariates, the following characteristics were positively associated (P<0.05) with active gaming: being in 9th and 10th grades compared with being in 12th grade; being of black, non-Hispanic race/ethnicity; being overweight or obese; watching DVDs >0 hours/day; watching TV >0 hours/day; and meeting guidelines for aerobic and muscle-strengthening physical activity. Four out of 10 U.S. high school students report participating in active gaming. Active gamers tend to spend more time watching DVDs or TV, meet guidelines for physical activity, and/or be overweight or obese compared with nonactive gamers. These findings may serve to provide a baseline to track active gaming in U.S. youth and inform interventions that target sedentary behaviors and/or physical activity.

Reflection on solutions in the form of refutation texts versus problem solving: the case of 8th graders studying simple electric circuits

NASA Astrophysics Data System (ADS)

Safadi, Rafi'; Safadi, Ekhlass; Meidav, Meir

2017-01-01

This study compared students’ learning in troubleshooting and problem solving activities. The troubleshooting activities provided students with solutions to conceptual problems in the form of refutation texts; namely, solutions that portray common misconceptions, refute them, and then present the accepted scientific ideas. They required students to individually diagnose these solutions; that is, to identify the erroneous and correct parts of the solutions and explain in what sense they differed, and later share their work in whole class discussions. The problem solving activities required the students to individually solve these same problems, and later share their work in whole class discussions. We compared the impact of the individual work stage in the troubleshooting and problem solving activities on promoting argumentation in the subsequent class discussions, and the effects of these activities on students’ engagement in self-repair processes; namely, in learning processes that allowed the students to self-repair their misconceptions, and by extension on advancing their conceptual knowledge. Two 8th grade classes studying simple electric circuits with the same teacher took part. One class (28 students) carried out four troubleshooting activities and the other (31 students) four problem solving activities. These activities were interwoven into a twelve lesson unit on simple electric circuits that was spread over a period of 2 months. The impact of the troubleshooting activities on students’ conceptual knowledge was significantly higher than that of the problem solving activities. This result is consistent with the finding that the troubleshooting activities engaged students in self-repair processes whereas the problem solving activities did not. The results also indicated that diagnosing solutions to conceptual problems in the form of refutation texts, as opposed to solving these same problems, apparently triggered argumentation in subsequent class discussions, even though the teacher was unfamiliar with the best ways to conduct argumentative classroom discussions. We account for these results and suggest possible directions for future research.

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

Investigating Flow Experience and Scientific Practices During a Mobile Serious Educational Game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.; Bodzin, Alec M.

2016-10-01

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game ( n = 59) were compared with students in a business-as-usual control activity ( n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.

Using Technology to Enhance the Effectiveness of General Chemistry Laboratory Courses

ERIC Educational Resources Information Center

Carvalho-Knighton, Kathleen M.; Keen-Rocha, Linda

2007-01-01

The effectiveness of two different laboratory techniques is compared to teach students majoring in science in a general chemistry laboratory. The results demonstrated that student laboratory activities with computer-interface systems could improve student understanding.

7 CFR 15a.15 - Exempt activities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... operation of any Girls State Conference, Girls Nation Conference, Boys State Conference, Boys Nation... provided for students of one sex, opportunities for reasonably comparable activities shall be provided for students of the other sex. (c) These regulations shall not apply with respect to any scholarship or other...

7 CFR 15a.15 - Exempt activities.

Code of Federal Regulations, 2011 CFR

2011-01-01

... operation of any Girls State Conference, Girls Nation Conference, Boys State Conference, Boys Nation... provided for students of one sex, opportunities for reasonably comparable activities shall be provided for students of the other sex. (c) These regulations shall not apply with respect to any scholarship or other...

7 CFR 15a.15 - Exempt activities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... operation of any Girls State Conference, Girls Nation Conference, Boys State Conference, Boys Nation... provided for students of one sex, opportunities for reasonably comparable activities shall be provided for students of the other sex. (c) These regulations shall not apply with respect to any scholarship or other...

7 CFR 15a.15 - Exempt activities.

Code of Federal Regulations, 2012 CFR

2012-01-01

... operation of any Girls State Conference, Girls Nation Conference, Boys State Conference, Boys Nation... provided for students of one sex, opportunities for reasonably comparable activities shall be provided for students of the other sex. (c) These regulations shall not apply with respect to any scholarship or other...

7 CFR 15a.15 - Exempt activities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... operation of any Girls State Conference, Girls Nation Conference, Boys State Conference, Boys Nation... provided for students of one sex, opportunities for reasonably comparable activities shall be provided for students of the other sex. (c) These regulations shall not apply with respect to any scholarship or other...

Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

PubMed

Edelbring, Samuel; Wahlström, Rolf

2016-04-23

Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p < 0.001), but was not true in all settings. The association was higher in the two strongly regulated settings. The external regulation strategy did generally associate weakly with perceived benefit (rho 0.17, p < 0.05) with large variations between settings. The flexible student-autonomous appeal of virtual patients should not lead to the dismissal of guidance and related course activities. External teacher and peer regulation seem to be productive for increasing learners' perceived benefit. Awareness of the interplay among teacher regulation (external) and various study strategies can increase the value of flexible web-based learning resources to students.

Learning from WebQuests

NASA Astrophysics Data System (ADS)

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-04-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

Science as a Moving Experience for All Learners

ERIC Educational Resources Information Center

Rye, James; Richards, Ann; Mauk, Diane; Waterworth, Brenda; Poling, James R.; Cool, Tina

2007-01-01

Students with disabilities (SWDs), students at risk, and even honors students can have a hard time relating to traditional science instruction and often disengage. However, research has shown that when science teachers use inquiry or activities-based approaches to teaching science, students' achievement is significantly higher, compared to those…

Perceived influential factors toward participation in undergraduate research activities among medical students at Alfaisal University-College of Medicine: A Saudi Arabian perspective.

PubMed

Mina, Syeda; Mostafa, Sowshan; Albarqawi, Haneen Thabit; Alnajjar, Asma; Obeidat, Akef S; Alkattan, Wael; Abu-Zaid, Ahmed

2016-01-01

(1) To explore correlations between medical students' participation in undergraduate research (UR) activities and their characteristics, and (2) to explore students' perceived influential factors toward participation in UR activities at Alfaisal University-College of Medicine, Saudi Arabia. An online, anonymous, cross-sectional, self-rating survey was administered. Chi-square test was used to correlate between participation in UR activities and students' characteristics (age, academic year and grade point average [GPA]). Two-tailed Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses between students with and without previous UR activities. About 218 students participated in the survey (n = 218/350; response rate: 62.3%). The top three influential factors to undertake UR activities were "facilitate entry into competitive residency programs," (88.1%) "improve curriculum vitae" (81.2%) and "publish in peer-reviewed journals" (79.8%). Percentage of participation in previous UR activities significantly differed by gender (p < 0.03825), academic year (p < 0.000003) and GPA (p < 0.02627). Students who had previous UR activities were more positively influenced to participate in future UR activities than those who did not (p < 0.0488). Students demonstrated positive attitudes toward UR activities. The relationships between participation in UR activities and male gender, increased number of years spent at medical college and higher GPA were directly proportional.

An Acquaintance Rape Education Program for Students Transitioning to High School

ERIC Educational Resources Information Center

Fay, Karen E.; Medway, Frederic J.

2006-01-01

Based on Parrot's work with college students, a six-activity acquaintance rape prevention program for first-year high school students living in a rural South Carolina community was implemented and evaluated. The program decreased students' acceptance of rape myths compared with non-participating students both on a scale developed by Burt and on…

Virtual Mobility as an Inclusion Strategy in Higher Education: Research on Distance Education Master Degrees in Europe, Latin America and Asia

ERIC Educational Resources Information Center

Ruiz-Corbella, Marta; Álvarez-González, Beatriz

2014-01-01

Mobility of higher education students is one of the main indicators of competitiveness among universities, and a key aspect for quality in education. Colleges with virtual and distance methodologies include student mobility programmes. Within this context, the Active Projects (Erasmus MUNDUS Programme, EC: Net-Active and Active-Asia) compare and…

Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

ERIC Educational Resources Information Center

Kotru, Sushma; Burkett, Susan L.; Jackson, David Jeff

2010-01-01

Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the…

The Growth of Human Hair.

ERIC Educational Resources Information Center

Jones, Helen J.

1984-01-01

Suggests a simple technique for collecting and observing human hair roots to compare structure, function, and variation. Students extract their own hair samples and view them using a 40-power microscope objective. Differences between active/inactive phases of hair growth are readily observed. (The activity can be adapted for younger students.) (DH)

Mid-USA, Making Informed Decisions: Using Student Activities.

ERIC Educational Resources Information Center

Scovel, Donald A.; Nelson, Phillip J.

This document presents a series of learning activities focusing on the role of state government in American society. It is intended for senior or junior high school students. Six objectives are: to identify information sources about state government; to increase knowledge about its organization, processes, services, and costs; to compare these…

Arkansans, Arkansas, and the World.

ERIC Educational Resources Information Center

Haas, Mary E.

By completing these activities, secondary students will learn about the concepts of specialization, comparative advantage, and interdependence as they pertain to their own lives, the lives of Arkansans, the lives of Americans, and the lives of people in other nations. Some examples of the activities follow. Students take inventory of foreign made…

Differences in students' mathematics engagement between gender and between rural and urban schools

NASA Astrophysics Data System (ADS)

Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin

2017-01-01

The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools and also among the boys.

Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood.

PubMed

Breckler, Jennifer; Yu, Justin R

2011-03-01

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic learning and to help increase their understanding and engagement during lecture. This activity uses simple inexpensive materials, provides an effective model for demonstrating related pathophysiology, and helps promote active learning. The activity protocol and its implementation are described here in detail. We also report data obtained from student surveys and assessment tools to determine the effectiveness of the activity on student conceptual learning and perceptions. A brief multiple-choice pretest showed that although students had already been introduced to the relevant concepts in lecture, they had not yet mastered these concepts before performing the activity. Two postactivity assessments showed that student performance was significantly improved on the posttest compared with the pretest and that information was largely retained at the end of the course. Survey data showed that one-half of the students stated kinesthetic learning as among their learning preferences, yet nearly all students enjoyed and were engaged in this hands-on kinesthetic activity regardless of their preferences. Most students would recommend it to their peers and expressed a desire for more kinesthetic learning opportunities in the lecture curriculum.

Evaluation of the Use of a Virtual Patient on Student Competence and Confidence in Performing Simulated Clinic Visits.

PubMed

Taglieri, Catherine A; Crosby, Steven J; Zimmerman, Kristin; Schneider, Tulip; Patel, Dhiren K

2017-06-01

Objective. To assess the effect of incorporating virtual patient activities in a pharmacy skills lab on student competence and confidence when conducting real-time comprehensive clinic visits with mock patients. Methods. Students were randomly assigned to a control or intervention group. The control group completed the clinic visit prior to completing virtual patient activities. The intervention group completed the virtual patient activities prior to the clinic visit. Student proficiency was evaluated in the mock lab. All students completed additional exercises with the virtual patient and were subsequently assessed. Student impressions were assessed via a pre- and post-experience survey. Results. Student performance conducting clinic visits was higher in the intervention group compared to the control group. Overall student performance continued to improve in the subsequent module. There was no change in student confidence from pre- to post-experience. Student rating of the ease of use and realistic simulation of the virtual patient increased; however, student rating of the helpfulness of the virtual patient decreased. Despite student rating of the helpfulness of the virtual patient program, student performance improved. Conclusion. Virtual patient activities enhanced student performance during mock clinic visits. Students felt the virtual patient realistically simulated a real patient. Virtual patients may provide additional learning opportunities for students.

Evaluating the use of twitter as a tool to increase engagement in medical education.

PubMed

Diug, Basia; Kendal, Evie; Ilic, Dragan

2016-01-01

Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.

Exploratory qualitative case study of lab-type activity interactions in an online graduate geoscience course

NASA Astrophysics Data System (ADS)

Ciavarella, Veronica C.

This exploratory qualitative case study investigated the use of lab-type activities in an online graduate geoscience course. Constructivism is the theoretical framework used to explain how learning happens in lab-type activity, and provided the goals to which successful learning in lab-type activity is compared. This study focused on the learner-instructor, learner-learner, and perceptions of the learner-content interactions that occurred related to lab-type activities in an online graduate geoscience course to determine: if the instructor appeared as a facilitator of the learning process in the interactions over the activities; if students engaged in discussion and reflection about the activities; if students perceived the activities as meaningful and authentic; and if students perceived using higher order thinking and prior knowledge while interacting with the content. Ten graduate students from three offerings of the course participated in this study, as well as the instructor and designer of the course content and lab-type activities. Data were collected through interviews, and observation and analysis of the lab-type activities, instructor feedback to students in their graded activities, and discussion that occurred between the instructor and students and among students about the lab-type activities in discussion forums. The nature of the instructor's interactions in discussion forums, in feedback to students on graded activities, and reported by students' in interviews supported that, in the learner-instructor interactions, the instructor of this course was a facilitator who guided and scaffolded the students towards successfully completing the activities. Students engaged in discussion and reflected on the activities, but most learner-learner interactions in discussion forums about the lab-type activities appeared to occur for the purpose of comparison of results, support, and empathy. Students' success at higher order thinking type questions in lab-type activities and their perceptions reported in interviews of using higher order thinking in their interactions with the lab-type activities supported that the learner-content interactions involved higher order thinking. Students also reported finding the activities realistic, meaningful and authentic, and this increased their interest with the activities, and the activities aided their understanding of the content.

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

Premarital sexual behavior among male college students of Kathmandu, Nepal.

PubMed

Adhikari, Ramesh; Tamang, Jyotsna

2009-07-15

In Nepal, as in other Asian countries, the issue of sexuality still remains a taboo. Despite this fact, an increasing number of sexual activities is being reported by Nepalese students. This trend warrants serious and timely attention. Due to the sensitivity of the topic of premarital sexuality, youth receive inadequate education, guidance and services on reproductive health. The main objectives of this paper are to explore the sexual behavior especially focusing on prevalence of premarital sex among college men and to investigate the factors surrounding premarital sexual behavior. A cross-sectional survey of college students was conducted in April-May 2006. A self-administered questionnaire was completed by 573 male students. Association between premarital sex and the explanatory variables was assessed in bivariate analysis using Chi-square tests. The associations were further explored using multivariate logistic analysis. Despite the religious and cultural restrictions, about two-fifths of survey respondents (39%) reported that they have had premarital sex. The study has also shown that substantial proportions of students indulge in sexual activities as well as risky sexual behavior. Sex with commercial sex workers, multiple sex partners, and inconsistence use of condom with non-regular partner was common among the students. Less than two in five male students (57%) had used condom at the first sexual intercourse.The prevalence of premarital sex varied on different settings. Older students aged 20 and above were more likely to have premarital sex compared with younger students aged 15-19. Men who had liberal attitude towards male virginity at marriage were almost two times more likely to have engaged in premarital sex compared to their counterparts who have conservative attitude towards male virginity at marriage. Moreover, those students who believe in Hindu religion were more than two times (OR = 2.5) more likely to have premarital sex compared with those who follow other religions. Furthermore, those men who have close unmarried friends who have experienced premarital sexual intercourse were eight times (OR = 8.4) more likely to be sexually active compared to those who did not have such sexually active friends. Prevalence of premarital sexual intercourse and risky sexual behavior are not uncommon in Nepal. Young people are exposed to health hazards due to their sexual behavior; hence sex education should be provided. School or college based sexuality education could benefit even out-of-school youths, because their partners often are students.

Structured academic discussions through an online education-specific platform to improve Pharm.D. students learning outcomes.

PubMed

Kolluru, Srikanth; Varughese, James T

To facilitate active academic discussions using an online, education-centered platform and reinforce concepts, in order to improve overall course outcomes. A third year integrated pharmacotherapy course was enrolled on an online searchable platform, Piazza®, to facilitate academic discussions. Students could ask, answer, and explore content, and build on submitted answers in wiki style in collaboration. Instructor posted learning objectives, endorsed student responses with correct answers and led follow-up discussions. Review sessions were conducted on this platform before all major exams. A student t-test was used to compare class performance with those of previous years. In a post-activity qualitative survey, most students appreciated the less stressful, online interaction with peers and faculty. For 15 medicinal chemistry course hours, there were 83 posts on Piazza® with 303 total contributions, 107 student responses, and 546min of group discussion time. 94% of questions received student responses and 89% of those were endorsed by the instructor. Students enjoyed pre-exam discussions, organization of the page, and reinforcing material on complex learning objectives. This discussion forum fostered personal exploration of content by the students, which led to better performance on examinations. Involving the use of an online, education-centered platform for student discussions was an effective means of increasing class engagement with the course material. Student performance on exams was significantly improved in both cohorts that utilized active learning compared to the cohort without active learning (p=0.001 and p= 0.002 respectively). Piazza® can be utilized for any course and across disciplines. Copyright © 2017 Elsevier Inc. All rights reserved.

Participating in Political Activities: Political Systems, Unit Three. Comparing Political Experiences, Experimental Edition.

ERIC Educational Resources Information Center

Gillespie, Judith A.; Patrick, John J.

The third unit to the first-semester course, "Comparing Political Experiences," provides 16 activities to help 12th-grade students acquire in-depth knowledge of various kinds of political activities, such as decision making, leadership, communication, and participation. The activities and readings are divided into six sections which…

Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

PubMed

Ciraj, A M; Vinod, P; Ramnarayan, K

2010-01-01

Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

ERIC Educational Resources Information Center

Hastings, Lindsay J.; Griesen, James V.; Hoover, Richard E.; Creswell, John W.; Dlugosh, Larry L.

2015-01-01

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who…

AIDS knowledge and sexual activity among Flemish secondary school students: a multilevel analysis of the effects of type of education.

PubMed

Van Rossem, Ronan; Berten, Hans; Van Tuyckom, Charlotte

2010-01-21

The behavior of adolescents puts them at an increased risk for HIV and other STIs, and their knowledge about HIV/AIDS is often inadequate. An understanding of how AIDS knowledge and sexual activity co-vary among Flemish secondary school students and of how education type, specifically, affects these students is limited. This study addresses the question of whether the effects of education type on HIV/AIDS knowledge and sexual activity are independent of the socio-demographic characteristics of the students. Data from the Flemish Educational Assessment survey, which collected data from a large representative sample of third- and fifth-grade high school students (N = 11,872), were used. Data were analyzed using multilevel logistic and Poisson regression techniques. There is an indication that type of education affects both an adolescent's sexual activity and his/her AIDS knowledge; these effects prove robust for differences in socio-economic backgrounds. Students in lower status education types are more likely to be sexually active and to have poorer AIDS knowledge. The relationship between AIDS knowledge and sexual activity is, however, more complex. Although students in education types with poorer AIDS knowledge are more sexually active, within each of these groups the sexually active have better AIDS knowledge than the non-sexually active. There is also evidence of active information seeking by sexually active students, which leads to improved AIDS knowledge. These findings are consistent with the literature on the role of the educational system in the reproduction of social inequalities. Students from lower status education types are at increased sexual risk compared to those from higher status types. There is also evidence of active information seeking by sexually active students, which leads to improved AIDS knowledge.

Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

PubMed

Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

2011-02-01

The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Culturally diverse health care students' experiences with teaching strategies in Finland: a national survey.

PubMed

Pitkajarvi, Marianne; Eriksson, Elina; Pitkala, Kaisu

2013-06-01

All over the world, current health care students come from a variety of cultural, linguistic and educational backgrounds. Their expectations and learning needs vary, yet little is known about how our current education system meets their needs. The purpose of this study was to explore culturally diverse health care students' experiences of teaching strategies in polytechnic faculties of health care in Finland. Specifically, we aimed to compare how international students and Finnish students experience the same curriculum. A cross sectional survey. Ten polytechnic faculties of health care in Finland offering English-Language-Taught Degree Programmess (ELTDPs). 283 students studying nursing, public health nursing, or physiotherapy in English. Of these, 166 were international students and 112 were Finnish students. The data were collected using a questionnaire designed specifically for this study. The survey included items grouped into seven dimensions: 1. concreteness of theoretical instruction, 2. encouragement of student activity, 3. use of skills labs, 4. variation among teaching strategies, 5. assessment, 6. interaction in the English-Language-Taught Degree Programmes, and 7. approach to diversity in the English-Language-Taught Degree Programmes. The most positive experiences for all students were with the approach to cultural diversity and the concreteness of theoretical instruction, whereas the most negative experiences were with assessment. International students' experiences were more positive than Finnish students' in the following dimensions: encouragement of student activity (p=0.005), variation among teaching strategies (p<0.001), and assessment (p<0.001). Compared to the Finnish students, more than double the number of international students were dissatisfied with their lives (p<0.001). The implications for education include the strengthening teachers' leadership role in small group activities, providing individual and detailed feedback, and ensuring appropriate support mechanisms for all students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Cooperative Learning in Industrial-sized Biology Classes

PubMed Central

Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed. PMID:17548878

Cooperative learning in industrial-sized biology classes.

PubMed

Armstrong, Norris; Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

Longitudinal Changes in AbsoluteVO2peak, Physical Activity Level, Body Mass Index, and Overweightedness among Adolescents in Vocational and Non-Vocational Studies

PubMed Central

Lagestad, Pål; Floan, Oddbjørn; Moa, Ivar Fossland

2017-01-01

The purpose of the study was to examine differences in physical activity level, physical fitness, body mass index, and overweight among adolescents in vocational and non-vocational studies, at the age of 14, 16, and 19, using a 5-year longitudinal design. Students in sport studies had the highest absoluteVO2peak and higher physical activity levels, than students in vocational subjects and students with a specialization in general studies. However, there were no significant differences between students in vocational subjects and students with a specialization in general studies according to absoluteVO2peak and physical activity levels. Students in vocational subjects were significantly more overweight/obese at 19 years of age, compared with the other students. Our findings support previous research pointing to overweightedness as being more widespread among adolescents in vocational programs than in non-vocational programs. However, differences in the physical activity level and physical fitness do not seem to explain these differences. PMID:28871279

Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course

NASA Astrophysics Data System (ADS)

Sayer, Ryan; Marshman, Emily; Singh, Chandralekha

2016-12-01

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum mechanics course. We analyze student performance on prelecture reading quizzes, in-class clicker questions answered individually, and clicker questions answered after group discussion, and compare those performances with open-ended retention quizzes administered after all instructional activities on the same concepts. In general, compared to the reading quizzes, student performance improved when individual clicker questions were posed after lectures that focused on student difficulties found via electronic feedback. The performance on the clicker questions after group discussion following individual clicker question responses also showed improvement. We discuss some possible reasons for the improved performance at various stages, e.g., from prelecture reading quizzes to postlecture clicker questions, and from individual to group clicker questions.

Improving Operations Management Concept Recollection via the Zarco Experiential Learning Activity

ERIC Educational Resources Information Center

Polito, Tony; Kros, John; Watson, Kevin

2004-01-01

In this study, the authors investigated the effect of Zarco, an operations management "mock factory" experiential learning activity, on student recollection of operations management concepts. Using a number of single-factor and multiple-factor analyses of variance, the authors compared the recollection of students treated with the Zarco activity…

Guide for Occupational Exploration: Activities in Career and Self-Assessment. Counselor Edition.

ERIC Educational Resources Information Center

Ryan, Thomas P.

The self- and career-assessment activities contained in this booklet, together with the summary sheet (score card) which each student will produce, provide a structured process for students to examine their preferences, aptitudes, and value systems and compare them with the requirements and attributes of thirty-five specific careers. Aimed…

Short Activity: A Half; More or Less

ERIC Educational Resources Information Center

Russo, James

2017-01-01

Benchmarking is an important strategy for comparing the size of fractions. In addition, knowing whether a given fraction is greater or less than a particular benchmark (e.g., one-half) can support students with accurately locating the fraction on a number line. This article offers a game-based activity that engages students in discussions around…

Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

ERIC Educational Resources Information Center

Mullins, Mary H.

2017-01-01

Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

ERIC Educational Resources Information Center

Krings, Amy; Austic, Elizabeth A.; Gutiérrez, Lorraine M.; Dirksen, Kaleigh E.

2015-01-01

This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students' commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education…

5,4,3,2,...Thumbs Up!

ERIC Educational Resources Information Center

Brannon, Frank

1997-01-01

Presents activities for K-4 students that explore two areas of body mechanics--bones and joints--with an emphasis on the human hand. Relates knowledge of how the body functions to comparable examples in robotics such as the "hand" of the Canadarm of the space shuttle. Activities are geared for students in pairs. (AIM)

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

Political activism and mental health among Black and Latinx college students.

PubMed

Hope, Elan C; Velez, Gabriel; Offidani-Bertrand, Carly; Keels, Micere; Durkee, Myles I

2018-01-01

The current study investigates the utility of political activism as a protective factor against experiences of racial/ethnic (R/E) discrimination that negatively affect stress, anxiety, and depressive symptoms among Black and Latinx college freshmen at predominately White institutions. Data come from the Minority College Cohort Study, a longitudinal investigation of Black and Latinx college students (N = 504; 44% Black). We conducted multiple regression analyses for each mental health indicator and tested for interaction effects. For Black and Latinx students, the relationship between R/E microaggressions and end of freshman year stress varied by political activism. For Black students, the relationship between R/E microaggressions and end of the year anxiety varied by political activism. There was a significant interaction effect for depressive symptoms among Latinx students. Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation in experiences of microaggressions among R/E minorities and how students leverage political activism as an adaptive coping strategy to mitigate race-related stress during college. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Ten-year cardiovascular risk assessment in university students.

PubMed

Uvacsek, Martina; Kneffel, Zs; Tóth, M; Johnson, A W; Vehrs, P; Myrer, J W; Hager, R

2014-09-01

Cardiovascular disease (CVD) is responsible for more than half of all deaths in the European region. The aim of the study was to compare body composition, blood pressure, total cholesterol (TC) and high density lipoprotein cholesterol (HDL-C), family history, activity behaviors, and the 10-year risk of having a heart attack between 166 university students (21.62 ± 2.59 yrs) from Utah (USA) and 198 students (22.11 ± 2.51 yrs) from Hungary. Ninety-two percent of the Hungarian students and 100% of the Utah students had an estimated 10-year Framingham risk score of 1% or less. The high prevalence of low risk was primarily due to the young age of study participants, healthy body composition and non-smoking behavior. Hungarians who had higher 10-year risk of heart attack had significantly higher waist hip ratio (WHR), TC, diastolic blood pressure (DBP) and were smokers compared to those Hungarians with lower risk. The self-reported physical activity levels between the two groups of students were not different. In conclusion the young men and women who participated in this study were, for the most part healthy; however the smoking habits and the lower physical activity of the Hungarian students likely elevated their risk of CVD.

Dog Ownership, Physical Activity, and Health-Related Quality of Life in Veterinary Students: A Cross-Sectional Study.

PubMed

Corrigan, Virginia K; Pierce, Bess J; Hosig, Kathy

The primary objective of this cross-sectional study was to examine the relationship between dog ownership and physical activity in veterinary students. The secondary objective was to gain an understanding of veterinary students' health-related quality of life (HRQOL), and whether dog ownership and/or physical activity were associated with HRQOL measures. Veterinary students were invited to complete surveys between September and November 2015. The primary outcome for multivariate analyses was self-reported physical activity. Bivariate analyses and descriptive statistics were performed to assess student HRQOL. The survey response rate was 33% (152/460). Self-efficacy to exercise (p<.001, OR 2.24, 95% CI 1.46-3.44) and dog ownership (p=.01, OR 3.38, 95% CI 1.31-8.71) independently predicted meeting physical activity guidelines when controlling for other variables. About two thirds of respondents met physical activity guidelines. Veterinary students had significantly worse self-reported mental health scores when compared to both national and state averages. Neither dog ownership nor meeting physical activity guidelines were significantly associated with measures of HRQOL. The poor mental health status of veterinary students remains a significant issue for the profession to address. Longitudinal studies are needed that examine the relationship between physical activity and mental health outcomes in this population.

Improving Pharmacy Student Communication Outcomes Using Standardized Patients.

PubMed

Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Stanton, Robert; Anderson, H Glenn

2017-08-01

Objective. To examine whether standardized patient encounters led to an improvement in a student pharmacist-patient communication assessment compared to traditional active-learning activities within a classroom setting. Methods. A quasi-experimental study was conducted with second-year pharmacy students in a drug information and communication skills course. Student patient communication skills were assessed using high-stakes communication assessment. Results. Two hundred and twenty students' data were included. Students were significantly more likely to have higher scores on the communication assessment when they had higher undergraduate GPAs, were female, and taught using standardized patients. Similarly, students were significantly more likely to pass the assessment on the first attempt when they were female and when they were taught using standardized patients. Conclusion. Incorporating standardized patients within a communication course resulted in improved scores as well as first-time pass rates on a communication assessment than when using different methods of active learning.

Comparison of the Perceived Quality of Life between Medical and Veterinary Students in Tehran.

PubMed

Labbafinejad, Yasser; Danesh, Hossein; Imanizade, Zahra

2016-01-01

Medical and veterinary professional programs are demanding and may have an impact on a student's quality of life (QOL). The aim of this study was to compare the perceived QOL of these two groups. In this study, we used the SF-36 questionnaire in which higher scores mean a better perceived QOL. Only the students in the internship phase of their program were selected so that we could compare the two groups in a similar way. In total, 308 valid questionnaires were gathered. Apart from age and body mass index (BMI), the two groups were demographically similar. The scores of five domains (physical activity limitation due to health problems, usual role limitation due to emotional problems, vitality, general mental health, and general health perception) and also the total score were statistically higher in medical students. Only the score of one domain (social activity limitation due to physical or emotional problems) was statistically higher in veterinary students. BMI, physical activity limitation due to health problems, and vitality lost their significance after binomial logistic regression. We found that, in general, veterinary students have lower scores for the perceived QOL with social function being the only exception. It can be assumed that in medical students, interaction with human patients may have a negative impact in the score of this domain. Even though medical students have shown lower perceived QOL than the general population in previous studies, veterinary students appear to have slightly lower perceived QOL than medical students.

Developing and evaluating effective bioscience learning activities for nursing students.

PubMed

Salvage-Jones, Judith; Hamill, Jessie; Todorovic, Michael; Barton, Matthew J; Johnston, Amy N B

2016-07-01

Effective engagement of nursing students in the study of biosciences remains a challenge for many tertiary institutes. In this study we attempted to implement and then evaluate a simple hands-on intervention, consisting of a series of hands-on games and puzzles, to increase nursing student engagement with core concepts and anatomical learning involved in clinical anatomy and physiology. The study used a quazi-experimental longitudinal before and after design, to explore the effect of a learning intervention on student performance. Set across three different campuses of the same University, it included 1320 first year undergraduate nursing students from 2013 to 2014 who were studying Anatomy and Physiology. Students were exposed to the interventions or not, and concomitant academic performance, weekly quiz scores, performance in fortnightly worksheets and, across the semester, exam performance were compared. The results show that while the intervention appeared to increase academic performance in students on one campus (2013) compared to the other two, this difference was not sustained into 2014 when a bigger cohort was examined. Despite significant subjective student satisfaction and enthusiasm about these learning and teaching interventions, the data does not support the capacity of these activities to enhance student academic performance. Tertiary entrance scores, being a non-native English speakers and socio-economic status all had a bigger impact on student performance than engagement with fun anatomy and physiology activities. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

The pedagogical value of Disassemble/Analyze/Assemble (DAA) activities: Assessing the potential for motivation and transfer

NASA Astrophysics Data System (ADS)

Dalrymple, Odesma Onika

Undergraduate engineering institutions are currently seeking to improve recruiting practices and to retain engineering majors particularly by addressing what many studies document as a major challenge of poor instruction. There is an undisputed need for instructional practices that motivate students in addition to facilitating the transfer of learning beyond the classroom. Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have shown potential to address these concerns, based on the reviews of students and professors alike. DAA activities involve the systematic deconstruction of an artifact, the subsequent analysis and possible reconstruction of its components for the purpose of understanding the embodied fundamental concepts, design principles and developmental processes. These activities have been part of regular industry practice for some time; however, the systematic analysis of their benefits for learning and instruction is a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible outcomes of DAA activities; but, relatively few have compared participants doing DAA activities to a control group doing more traditional activities. In this respect, two quasi-experiments were conducted as part of a first-year engineering laboratory, and it was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate higher frequencies of transfer than the control. A DAA activity that required students to disassemble a single-use camera and analyze its components to discover how it works was compared to a step-by-step laboratory activity in the first experiment and a lecture method of instruction in the second experiment. In both experiments, over forty percent of the students that engaged in the DAA activity demonstrated the ability to transfer the knowledge gained about the functions of the camera's components and their interconnectedness and describe an approach for modifying the camera that involved the adaptation of a current mechanism to add new functionality. This exhibition of transfer was significantly greater than the frequency of transfer yielded by the comparative traditional activities. In addition, the post laboratory surveys indicated that the DAA activities elicited significantly higher levels of motivation than the step-by-step laboratory and the direct instructional method.

Compare Human-Made Objects with Natural Objects. Grades 3-5.

ERIC Educational Resources Information Center

Rushton, Erik; Ryan, Emily; Swift, Charles

In this activity, students experiment and observe the similarities and differences between human-made objects and nature in small groups. Students compare the function and structure of hollow bones with drinking straws, bird beaks and tool pliers, and bat wings and airplane wings. A classroom discussion can be held to discuss similarities and…

Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

NASA Astrophysics Data System (ADS)

Widuri, S. Y. S.; Almash, L.; Zuzano, F.

2018-04-01

The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

PubMed

Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-Phubhakdi, Saknan

2018-03-01

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a "very high" and "high" level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

Performance in physiology evaluation: possible improvement by active learning strategies.

PubMed

Montrezor, Luís H

2016-12-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

An analysis of laboratory activities found in "Applications In Biology/Chemistry: A Contextual Approach to Laboratory Science"

NASA Astrophysics Data System (ADS)

Haskins, Sandra Sue

The purpose of this study was to quantitatively determine whether the material found in ABC promotes scientific inquiry through the inclusion of science process skills, and to quantitatively determine the type (experimental, comparative, or descriptive) and character (wet-lab, paper and pencil, model, or computer) of laboratory activities. The research design allowed for an examination of the frequency and type of science process skills required of students in 79 laboratory activities sampled from all 12 units utilizing a modified 33-item laboratory analysis inventory (LAI) (Germane et al, 1996). Interrater reliability for the science process skills was completed on 19 of the laboratory activities with a mean score of 86.1%. Interrater reliability for the type and character of the laboratory, on the same 19 laboratory activities, was completed with mean scores of 79.0% and 96.5%, respectively. It was found that all laboratory activities provide a prelaboratory activity. In addition, the science process skill category of student performance is required most often of students with the skill of learning techniques or manipulating apparatus occurring 99% of the time. The science process skill category observed the least was student planning and design, occurring only 3% of the time. Students were rarely given the opportunity to practice science process skills such as developing and testing hypotheses through experiments they have designed. Chi-square tests, applied at the .05 level of significance, revealed that there was a significant difference in the type of laboratory activities; comparative laboratory activities appeared more often (59%). In addition the character of laboratory activities, "wet-lab" activities appeared more often (90%) than any of the others.

Achieving 10,000 steps: a comparison of public transport users and drivers in a university setting.

PubMed

Villanueva, Karen; Giles-Corti, Billie; McCormack, Gavin

2008-09-01

To compare pedometer steps of university students who used public transport and private motor vehicles to travel to and or from The University of Western Australia (UWA). 103 undergraduate students in 2006 recruited by e-mail and snowballing wore a pedometer for five consecutive university days, and completed a travel and physical activity diary. Compared with private motor vehicle users, public transport users performed more daily steps (11443 vs. 10242 steps/day, p=0.04) After adjusting for gender, age group and average daily minutes of self-reported leisure-time physical activity, the odds of achieving 10,000 steps/day was higher in public transport users compared with private motor vehicle users (OR 3.55; 95% CI 1.34-9.38, p=0.01). Walking associated with public transport use appeared to contribute to university students achieving higher levels of daily steps. Encouraging public transport use could help increase and maintain community physical activity levels.

Differences of Teachers', Field Instructors', and Students' Views on Job Analysis of Social Work Students

ERIC Educational Resources Information Center

Sherer, Moshe; Peleg-Oren, Neta

2005-01-01

This study compares the assessment of 30 teachers, 120 field instructors, and 287 students with regard to what students of social work do during their fieldwork practice and the importance they attach to these activities. The study used a Job Analysis Questionnaire developed specifically for this study. Results indicated differences among the…

Measuring Marbles: Demonstrating the Basic Tenets of Measurement Theory

ERIC Educational Resources Information Center

Wininger, Steven R.

2007-01-01

A hands-on activity is described in which students attempt to measure something that they cannot see. In small groups, students estimate the number of marbles in sealed boxes. Next, students' estimates are compared with the actual numbers. Last, values from both the students' estimates and actual numbers are used to explain measurement theory and…

Learning Strategies of Students Attending a "Second Chance" School

ERIC Educational Resources Information Center

Cartier, Sylvie C.; Langevin, Louise; Robert, Josianne

2011-01-01

This study was conducted in Quebec with 608 students (aged 16-19) in four "second chance" schools of the greater Montreal area. The objectives were twofold: (a) to identify the strategies of these students in the context of five learning activities; and (b) to compare the strategies of students who had withdrawn from school after their…

Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

ERIC Educational Resources Information Center

Liberatore, Matthew W.; Morrish, Rachel M.; Vestal, Charles R.

2017-01-01

The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students' performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the…

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

ERIC Educational Resources Information Center

Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

The Use of Podcasts to Enhance Narrative Writing Skills

ERIC Educational Resources Information Center

Qaddour, Kinana

2017-01-01

This activity uses podcasts to model narrative writing techniques. The challenges students face when exercising narrative writing skills are unique when compared to those of persuasive and expository writing; my students have repeatedly expressed their qualms with articulating experiences that engage their audience. Although students have…

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

NASA Astrophysics Data System (ADS)

Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

2018-03-01

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on the validated conceptual surveys and the final exam, which had a heavy weight on quantitative problem solving.

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

Identifying key features of effective active learning: the effects of writing and peer discussion.

PubMed

Linton, Debra L; Pangle, Wiline M; Wyatt, Kevin H; Powell, Karli N; Sherwood, Rachel E

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 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).

Comparing health promotion behaviors of male and female high school students in Southeast of Iran.

PubMed

Salari, Nasibeh; Farokhzadian, Jamileh; Abazari, Faroukh

2017-11-23

Background Adolescence is one of the most challenging periods of human life. Many healthy or risky behaviors may be formed during this period and continue to the end of life. The aim of this study was to examine and compare the health promotion behaviors of male and female students in high schools. Methods In this descriptive-comparative study, 609 high school students were selected using multi-stage random sampling method. Data were collected using demographic and health-promoting lifestyle profile (HPLPII) questionnaires. Results The mean of health promotion behaviors was moderate in female (2.43 ± 0.46) and male (2.61 ± 0.45) students. The highest and lowest means in the male students were respectively the dimensions of spiritual growth and health responsibility. Also, the highest and lowest means in the female students were dimensions of interpersonal relationships as well as physical activity and exercise. The status of male health promotion behaviors was significantly more favorable than that of the female (p = 0.001, t = -4.71). The male students had a better situation than female in terms of all the six dimensions of HPLPII, so there was a significant difference between them in the four dimensions of spiritual growth, stress management, physical activity and health responsibility. There was also a significant relationship between the history of physical and mental illness in the past year and the students' health promotion behaviors (p < 0.05). Conclusion The results indicated the importance of promoting self-care and educational interventions in the aspects such as physical activity and health responsibility of young people in order to improve the health of the community.

Comparison of psychomotor function between music students and students participating in music training.

PubMed

Chansirinukor, Wunpen; Khemthong, Supalak

2014-07-01

To compare psychomotor function between a music student group who had music education and a non-music student group who participated in music training. Consecutive sampling was used for completing questionnaires, testing reaction times (visual, auditory, and tactile system), measuring electromyography of upper trapezius muscles both sides and taking photos of the Craniovertebral (CV) angle in the sitting position. Data collection was made twice for each student group: the music students at one-hour intervals for resting and conducting nonmusic activities, the non-music students at two-day intervals, 20 minutes/session, and performed music training (by a manual of keyboard notation). The non-music students (n = 65) improved reaction times, but responded slower than the music students except for the tactile system. The music students (n = 28) showed faster reaction times and higher activities of the trapezius muscle than the non-music students at post-test. In addition, the CV angle of the non-music students was significantly improved. The level of musical ability may influence the psychomotor function. Significant improvement was observed in visual, auditory and tactile reaction time, and CV angle in the non-music students. However upper trapezius muscle activities between both student groups were unchanged.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China.

PubMed

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.

Worth It? Findings from a Study of How Academics Assess Students' Web 2.0 Activities

ERIC Educational Resources Information Center

Gray, Kathleen; Waycott, Jenny; Clerehan, Rosemary; Hamilton, Margaret; Richardson, Joan; Sheard, Judithe; Thompson, Celia

2012-01-01

Educational commentators have offered many pedagogical rationales for using Web 2.0 to support learning in higher education, and academics are being encouraged to find ways for their students to use social web technologies. Questions arise as to the value of these activities compared to more conventional assignments, and whether implementing such…

Comparing Active Game-Playing Scores and Academic Performances of Elementary School Students

ERIC Educational Resources Information Center

Kert, Serhat Bahadir; Köskeroglu Büyükimdat, Meryem; Uzun, Ahmet; Çayiroglu, Beytullah

2017-01-01

In the educational sciences, many discussions on the use of computer games occur. Most of the scientists believe that traditional computer games are time-consuming software and that game-playing activities negatively affect students' academic performance. In this study, the accuracy of this general opinion was examined by focusing on the real…

Reflection on Solutions in the Form of Refutation Texts versus Problem Solving: The Case of 8th Graders Studying Simple Electric Circuits

ERIC Educational Resources Information Center

Safadi, Rafi; Safadi, Ekhlass; Meidav, Meir

2017-01-01

This study compared students' learning in troubleshooting and problem solving activities. The troubleshooting activities provided students with solutions to conceptual problems in the form of refutation texts; namely, solutions that portray common misconceptions, refute them, and then present the accepted scientific ideas. They required students…

Using Clickers to Facilitate Interactive Engagement Activities in a Lecture Room for Improved Performance by Students

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Hofman, Adriaan; Naidoo, Ari; Winnips, Koos

2014-01-01

What impact can interactive engagement (IE) activities using clickers have on students' motivation and academic performance during lectures as compared to attending traditional types of lectures? This article positions the research on IE within the comprehensive model of educational effectiveness and Gagné's instructional events model. For the…

The Effect of Activity-Based Instruction on Conceptual Development of Seventh Grade Students in Probability

ERIC Educational Resources Information Center

Gurbuz, Ramazan

2010-01-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed "Conceptual Development Test" comprising 12…

The Presence of Nursing Students and Its Influence in the Quality of Care Provided by Staff Nurses.

ERIC Educational Resources Information Center

Zisberg, Anna; Bar-Tal, Yoram; Krulik, Tamar

2003-01-01

Protocol-guided observations in 15 Israeli hospitals were used to grade nursing activities. The presence of nursing students in hospitals improved the quality of care provided by 67 nurses compared to their performance in the absence of students. (Contains 30 references.) (JOW)

Effect of a ban on extracurricular sports activities by secondary school teachers on physical activity levels of adolescents: a multilevel analysis.

PubMed

Pabayo, Roman; O'Loughlin, Jennifer; Gauvin, Lise; Paradis, Gilles; Gray-Donald, Katherine

2006-10-01

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age=12.7 [0.5] years at baseline) were compared during and after the ban in seven schools that fully implemented the ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 (SD=5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schools to be active after the ban ended (odds ratio for being active=1.89 [95% confidence interval: 1.39, 2.58]). They also increased the number of physical activities in which they participated (coefficient=4.04; SE=1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

Evidence of Nonconscious Stereotyping of Hispanic Patients by Nursing and Medical Students

PubMed Central

Bean, Meghan G.; Stone, Jeff; Badger, Terry A.; Focella, Elizabeth S.; Moskowitz, Gordon B.

2013-01-01

Background Current research on nonconscious stereotyping in health care is limited by an emphasis on practicing physicians’ beliefs about African American patients and by heavy reliance on a measure of nonconscious processes that allows participants to exert control over their behavior if they are motivated to appear nonbiased. Objectives The present research examined whether nursing and medical students exhibit nonconscious activation of stereotypes about Hispanic patients using a task that subliminally primes patient ethnicity. It was hypothesized that participants would exhibit greater activation of noncompliance and health risk stereotypes following subliminal exposure to Hispanic faces compared with non-Hispanic White faces and, because ethnicity was primed outside of conscious awareness, that explicit motivations to control prejudice would not moderate stereotype activation. Methods Nursing and medical students completed a sequential priming task that measured the speed with which they recognized words related to noncompliance and health risk following subliminal exposure to Hispanic and non-Hispanic White faces. They then completed explicit measures of their motivation to control prejudice against Hispanics. Results Both nursing and medical students exhibited greater activation of noncompliance and health risk words after subliminal exposure to Hispanic faces, compared with non-Hispanic White faces. Explicit motivations to control prejudice did not moderate stereotype activation. Discussion These findings show that, regardless of their motivation to treat Hispanics fairly, nursing and medical students exhibit nonconscious activation of negative stereotypes when they encounter Hispanics. Implications are discussed. PMID:23995470

Brain in Space: A Teacher's Guide with Activities for Neuroscience

NASA Technical Reports Server (NTRS)

Sullivan, Walter W., Jr.

1998-01-01

The lessons and activities in this guide will engage your students in the excitement of space life science investigations after the Neurolab Spacelab mission. It is the authors' goal that the information in this guide will inspire both you and your students to become interested and active participants in this space mission. Few experiences can compare with the excitement and thrill of watching a Shuttle launch. This guide provides an opportunity for you and your students to go one step further by conducting the experiments on Earth that are relevent to the research conducted in space.

A Comparative View of the Roles of Women. Experimental Unit, Revised Edition.

ERIC Educational Resources Information Center

Miller, Barbara; Johnson, Jacquelyn

This unit explores the roles of women today and the possible effects of social, political, and economic equality for women on students' personal lives, the nation, and the world. Thirteen activities are designed to help secondary students develop an understanding of the status of women in U.S. society as compared with other cultures. These…

Science through Engineering in Elementary School: Comparing Three Enactments of an Engineering-Design-Based Curriculum on the Science of Sound

ERIC Educational Resources Information Center

Wendell, Kristen Bethke

2011-01-01

This research illustrates how varying enactments of an engineering-design-based science curriculum shaped the development of students' domain-specific scientific ideas and practices. In this comparative case study rooted in the analytical perspectives of activity theory and learning environments, student and teacher participants in three…

The Musician as (In)Active Athlete?: Exploring the Association Between Physical Activity and Musculoskeletal Complaints in Music Students.

PubMed

Baadjou, Vera A E; Verbunt, Jeanine A M C F; van Eijsden-Besseling, Marjon D F; Huysmans, Stephanie M D; Smeets, Rob J E M

2015-12-01

Musicians are often compared to athletes because of the physical exertion required to play music. The aim of this study was to explore the physical activity level of music students and to study its relationship with musculoskeletal complaints. A second goal was to assess associations between physical activity and pain, quality of life, and disability. This cross-sectional study among third- and fourth-year music students used an electronic survey including measures for physical activity (SQUASH-Short Questionnaire to Assess Health-enhancing physical activity), musculoskeletal complaints (DMQ-Dutch Musculoskeletal Questionnaire), disability (DASH-Disability Arm, Shoulder, Hand questionnaire) and quality of life (Short Form-12). Students were classified as compliers or non-compliers with moderate- and vigorous-intensity physical activity recommendations. Statistical analysis was done using (non)parametric tests (t-test, Pearson chi-square test, Mann-Whitney U-test) and correlational testing. Participants were 132 students, 63.6% female, with a median age of 23 yrs (range 21.3-25.0). 67% reported musculoskeletal complaints in the past 7 days. Their median physical activity level was 6,390 MET-min/wk, and 62% and 10% of the students accomplished recommendations for moderate-intensity and vigorous-intensity physical activity levels, respectively. No significant differences were found in prevalence of musculoskeletal complaints between students who met moderate- or vigorous-intensity physical activity recommendations and students who did not. Physical activity level was not associated with musculoskeletal complaints (r=0.12, p=0.26). Higher pain intensity was associated with a lower quality of life (r=-0.53 p<0.01) and higher disability (r=0.43, p<0.01). Music students are mainly involved in light- to moderate-intensity physical activities and rarely in vigorous-intensity activities. No correlation was found between physical activity level in the past months and musculoskeletal complaints in music students.

The Relationship Between Student Attitudes Toward Quality of Instruction and Other Aspects of a University. Research Report #14-70.

ERIC Educational Resources Information Center

Fiore, Neil A.; Sedlacek, William E.

Students holding diametrically opposed opinions about the quality of instruction at the University were compared on a number of other attitude variables. A comparison was made of 2,310 students choosing item 2B and 1,625 students choosing item 3B on the 1969 University Student Census, an attitude and activities inventory given annually to all…

Tackling student neurophobia in neurosciences block with team-based learning.

PubMed

Anwar, Khurshid; Shaikh, Abdul A; Sajid, Muhammad R; Cahusac, Peter; Alarifi, Norah A; Al Shedoukhy, Ahlam

2015-01-01

Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term "Neurophobia" (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11-12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students' perceptions regarding the process of TBL was assessed by online survey. We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. We conclude that implementing TBL strategy increased students' responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle 'neurophobia' in a difficult neurosciences block evidenced by their improved performance in the summative assessment.

A comparison of the leisure lifestyles of Chinese and American graduate students at The Pennsylvania State University

Treesearch

Huan Li; Garry Chick

2007-01-01

The purpose of the research is to examine the leisure lives of Chinese graduate students at Penn State University as they compare with those of American graduate students. Current and desired leisure activities, perceived constraints, and feasible improvements were addressed for both cultural groups. Both Chinese and American male and female graduate students showed...

The Impact of Residence Design on Freshman Outcomes: Dormitories versus Suite-Style Residences

ERIC Educational Resources Information Center

Rodger, Susan C.; Johnson, Andrew W.

2005-01-01

This study was designed to measure affective, behavioral, and cognitive variables in a sample of 3159 first-year students, and to compare these variables by the type of residence building in which the student lived. Students living in suite-style buildings reported a greater sense of belonging, and higher activity levels than students living in…

Language Teaching and Technology Forum: The Integration of a Student Response System in Flipped Classrooms

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2017-01-01

The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness…

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

ERIC Educational Resources Information Center

Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

Intellectual wellness awareness: a neglected area in medical universities of Pakistan.

PubMed

Naz, Ayesha Saba; Rehman, Rehana; Katpar, Shah Jahan; Hussain, Mehwish

2014-09-01

To compare the presence of intellectual wellness awareness in students of public and private sector medical colleges in a metropolitan city. The cross-sectional questionnaire-based survey was conducted from March to November 2011 at Bahria University Medical and Dental College, Karachi, and overall covered five private and 3 public sector medical colleges of the city.The study randomly selected 800 medical students.The responses - never, sometimes, mostly and always (numbered 0-4)--were analysed in terms of frequency, proportion and percentages using Predictive Analysis Software version 18. Of the 800 forms distributed, 736 (92%) completed forms were analysed. Among the respondents, 526 (71.5%) were females. Besides, 450 (61%) belonged to private medical colleges and 236 (39) were from public medical colleges. The participants of private medical colleges had taken part in intellectual discussions actively compared to those from public colleges (p < 0.001). Habit of reading books to acquire knowledge was found in 126 (44%) private college students compared to 149 (33%) in public colleges (p < 0.004). The importance of creative mental activities (p = 0.954) and current information about local and international affairs (p < 0.564) was deficient in both sets of students. Students of private medical colleges were better in terms of presence of intellectual wellness awareness, took active participation in class discussions, had good reading habits and carefully selected television programmes and movies.

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

PubMed

Roller, Maureen C; Zori, Susan

2017-03-01

POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. A mid-size, private university in the northeastern United States was the setting. A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Law and Literature: An African Example.

ERIC Educational Resources Information Center

Kendall, Diane S.

1981-01-01

Presents a learning activity in which secondary students read about and analyze the legal institutions of an African tribe called the Ibo. Students compare the Ibo's precolonial system of resolving disputes with the U.S. system. (AM)

Student public commitment in a school-based diabetes prevention project: impact on physical health and health behavior.

PubMed

DeBar, Lynn L; Schneider, Margaret; Drews, Kimberly L; Ford, Eileen G; Stadler, Diane D; Moe, Esther L; White, Mamie; Hernandez, Arthur E; Solomon, Sara; Jessup, Ann; Venditti, Elizabeth M

2011-09-20

As concern about youth obesity continues to mount, there is increasing consideration of widespread policy changes to support improved nutritional and enhanced physical activity offerings in schools. A critical element in the success of such programs may be to involve students as spokespeople for the program. Making such a public commitment to healthy lifestyle program targets (improved nutrition and enhanced physical activity) may potentiate healthy behavior changes among such students and provide a model for their peers. This paper examines whether student's "public commitment"--voluntary participation as a peer communicator or in student-generated media opportunities--in a school-based intervention to prevent diabetes and reduce obesity predicted improved study outcomes including reduced obesity and improved health behaviors. Secondary analysis of data from a 3-year randomized controlled trial conducted in 42 middle schools examining the impact of a multi-component school-based program on body mass index (BMI) and student health behaviors. A total of 4603 students were assessed at the beginning of sixth grade and the end of eighth grade. Process evaluation data were collected throughout the course of the intervention. All analyses were adjusted for students' baseline values. For this paper, the students in the schools randomized to receive the intervention were further divided into two groups: those who participated in public commitment activities and those who did not. Students from comparable schools randomized to the assessment condition constituted the control group. We found a lower percentage of obesity (greater than or equal to the 95th percentile for BMI) at the end of the study among the group participating in public commitment activities compared to the control group (21.5% vs. 26.6%, p = 0.02). The difference in obesity rates at the end of the study was even greater among the subgroup of students who were overweight or obese at baseline; 44.6% for the "public commitment" group, versus 53.2% for the control group (p = 0.01). There was no difference in obesity rates between the group not participating in public commitment activities and the control group (26.4% vs. 26.6%). Participating in public commitment activities during the HEALTHY study may have potentiated the changes promoted by the behavioral, nutrition, and physical activity intervention components. ClinicalTrials.gov number, NCT00458029.

Student public commitment in a school-based diabetes prevention project: impact on physical health and health behavior

PubMed Central

2011-01-01

Background As concern about youth obesity continues to mount, there is increasing consideration of widespread policy changes to support improved nutritional and enhanced physical activity offerings in schools. A critical element in the success of such programs may be to involve students as spokespeople for the program. Making such a public commitment to healthy lifestyle program targets (improved nutrition and enhanced physical activity) may potentiate healthy behavior changes among such students and provide a model for their peers. This paper examines whether student's "public commitment"--voluntary participation as a peer communicator or in student-generated media opportunities--in a school-based intervention to prevent diabetes and reduce obesity predicted improved study outcomes including reduced obesity and improved health behaviors. Methods Secondary analysis of data from a 3-year randomized controlled trial conducted in 42 middle schools examining the impact of a multi-component school-based program on body mass index (BMI) and student health behaviors. A total of 4603 students were assessed at the beginning of sixth grade and the end of eighth grade. Process evaluation data were collected throughout the course of the intervention. All analyses were adjusted for students' baseline values. For this paper, the students in the schools randomized to receive the intervention were further divided into two groups: those who participated in public commitment activities and those who did not. Students from comparable schools randomized to the assessment condition constituted the control group. Results We found a lower percentage of obesity (greater than or equal to the 95th percentile for BMI) at the end of the study among the group participating in public commitment activities compared to the control group (21.5% vs. 26.6%, p = 0.02). The difference in obesity rates at the end of the study was even greater among the subgroup of students who were overweight or obese at baseline; 44.6% for the "public commitment" group, versus 53.2% for the control group (p = 0.01). There was no difference in obesity rates between the group not participating in public commitment activities and the control group (26.4% vs. 26.6%). Conclusions Participating in public commitment activities during the HEALTHY study may have potentiated the changes promoted by the behavioral, nutrition, and physical activity intervention components. Trial Registration ClinicalTrials.gov number, NCT00458029 PMID:21933431

A Two-Generation Study of Body Mass Index, Energy Balance and Specific Physical Activity of College Students and Their Respective Parents Living in the Same Household at Los Angeles, California, U.S.A.

ERIC Educational Resources Information Center

Liang, Ying; Lee, Judy; Tam, Chick F.; Bridges, Elizabeth; Keating, Xiaofen D.

2007-01-01

The purpose was to compare the differences in body mass index (BMI), energy balance (EB) and specific physical activity (SPA) between 30 CSULA college students (Y) and their respective parents (O) living in the same household at Los Angeles, California, U.S.A. Each student completed a 24-hour dietary record with SPA journal, and the same for…

Student construction of small molecule models using Spartan Model to explore polarity

NASA Astrophysics Data System (ADS)

Dale, Glenn Lamar

2006-12-01

This study compared the attitudes and the gains of knowledge concerning Lewis structures and polarity of molecules. The students performed a lab exercise in which they drew Lewis structures, constructed models of the molecules, determined the geometry of the molecules, and determined the polarity of the molecules. The control group students constructed models using physical ball-and-stick models. The treatment group students used Spartan Model to construct models. Students from a university and a community college participated in this study. Four lab classes at each school made up the treatment group. Five lab classes at the university and three lab classes at the community college made up the control group. The treatment group classes were selected based on available computer resources. All students in the study were given the Lab Pre Test, Lab Post Test, and the Lecture Post Test to assess the student's ability to answer questions pertaining to Lewis structures and polarity of molecules. An Attitudinal Survey assessed the attitudes of the students who participated in the study. Student interviews were performed to assess the student's attitudes towards the lab exercise. The interviews investigated attitudes about the modeling exercise, Lewis structures, and polarity of molecules. There were no significant differences in the performance of the treatment group when compared to the control group on the performance assessment instruments at the university or the community college. The treatment group students at the university had a more positive attitude about the lab activity. They believed that the lab activity helped them better understand the concepts of Lewis structure and molecular polarity. At the community college, the control group students had a more positive attitude about the lab activity. The students involved in the study believed that the lab activity helped them to understand the concepts of molecular geometry and polarity. The interviews of the treatment group students indicated that they strongly believed that the lab activity helped them better understand the concept of Lewis structures and of molecular polarity. As reflected in the interviews of the treatment group and the control group, the lab activity did not help the students be able to look at a Lewis structure and build a mental image of the molecule. The students believed the electrostatic potential plots generated by Spartan Model were very insightful into the concept of polarity. It gave them a visual representation of a difficult topic.

Assessing handwriting intervention effectiveness in elementary school students: a two-group controlled study.

PubMed

Howe, Tsu-Hsin; Roston, Karen Laurie; Sheu, Ching-Fan; Hinojosa, Jim

2013-01-01

This study examined the effectiveness of two approaches used in elementary schools to improve children's handwriting. Participants were 72 New York City public school students from the first and second grades. A nonequivalent pretest-posttest group design was used in which students engaged in handwriting activities using two approaches: intensive handwriting practice and visual-perceptual-motor activities. Handwriting speed, legibility, and visual-motor skills were examined after a 12-wk Handwriting Club using multivariate analysis of variance. The results showed that students in the intensive handwriting practice group demonstrated significant improvements in handwriting legibility compared with students in the visual-perceptual-motor activity group. No significant effects in handwriting speed and visual-motor skills were found between the students in intensive handwriting practice group and the students in visual-perceptual-motor activities group. The Handwriting Club model is a natural intervention that fits easily into existing school curriculums and can be an effective short-term intervention (response to intervention Tier II). Copyright © 2013 by the American Occupational Therapy Association, Inc.

High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: Contributions of inquiry-based activities and exemplary graphics

NASA Astrophysics Data System (ADS)

Roddy, Knight Phares, Jr.

The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th -grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students' conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

Perceived influence and college students' diet and physical activity behaviors: an examination of ego-centric social networks.

PubMed

Harmon, Brook E; Forthofer, Melinda; Bantum, Erin O; Nigg, Claudio R

2016-06-06

Obesity is partially a social phenomenon, with college students particularly vulnerable to changes in social networks and obesity-related behaviors. Currently, little is known about the structure of social networks among college students and their potential influence on diet and physical activity behaviors. The purpose of the study was to examine social influences impacting college students' diet and physical activity behaviors, including sources of influence, comparisons between sources' and students' behaviors, and associations with meeting diet and physical activity recommendations. Data was collected from 40 students attending college in Hawaii. Participants completed diet and physical activity questionnaires and a name generator. Participants rated nominees' influence on their diet and physical activity behaviors as well as compared nominees' behaviors to their own. Descriptive statistics were used to look at perceptions of influence across network groups. Logistic regression models were used to examine associations between network variables and odds of meeting recommendations. A total of 325 nominations were made and included: family (n = 116), college friends (n = 104), high school friends (n = 87), and significant others (n = 18). Nearly half of participants were not from Hawaii. Significant others of non-Hawaii students were perceived to be the most influential (M(SD) = 9(1.07)) and high school friends the least influential (M(SD) = 1.31(.42)) network. Overall, perceived influence was highest for diet compared to physical activity, but varied based on comparisons with nominees' behaviors. Significant others were most often perceived has having similar (44 %) or worse (39 %) eating behaviors than participants, and those with similar eating behaviors were perceived as most influential (M(SD) = 9.25(1.04)). Few associations were seen between network variables and odds of meeting recommendations. Among the groups nominated, high school friends were perceived as least influential, especially among students who moved a long distance for college. Intervention strategies addressing perceived norms and using peer leaders may help promote physical activity among college students, while diet interventions may need to involve significant others in order to be successful. Testing of these types of intervention strategies and continued examination of social networks and their influences on diet and physical activity behaviors are needed.

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum.

PubMed

Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

2016-05-25

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al(1) Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

PubMed Central

Bosnic-Anticevich, Sinthia; Schneider, Carl R.; Smith, Lorraine

2016-01-01

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice. PMID:27293232

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

PubMed

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

Physical activity, nutritional status, and dietary habits of students of a medical university.

PubMed

Grygiel-Górniak, Bogna; Tomczak, Andrzej; Krulikowska, Natalia; Przysławski, Juliusz; Seraszek-Jaros, Agnieszka; Kaczmarek, Elżbieta

Nutritional habits and physical activity influence the health status of young adults. In this study, we engaged a group of 151 students from a medical university (90 female and 61 male subjects). Anthropometric parameters, dietary habits (a 7-day dietary recall), and level of physical activity were measured. It was found that the daily food rations of female (F) and male (M) students were improperly balanced and characterized by high amount of total and animal protein, phosphorus, vitamin A, cholesterol, and insufficient intake of carbohydrates, dietary fiber, and vitamin C. Female subjects consumed low amounts of total fat and calcium. The intake of protein (total and animal), fat, phosphorus, and cholesterol correlated with higher body mass. The physical activity of the students was found to be higher than the average physical activity of the European Union populations, and a general tendency of lowering level of physical activity with age was observed. Students with the highest level of physical activity (MET > 1500) consumed lower amounts of simple carbohydrates (galactose and saccharose) when compared to students with lower physical activity (MET < 600, p  < 0.05). Therefore, this study concluded that the dietary habits should be modified to prevent the development of diet-dependent diseases. Various forms of physical activity should be proposed to students and they should be encouraged to participate in high level of physical activity so as to promote good health status.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

PubMed Central

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

Energy expenditure while playing active and inactive video games.

PubMed

Leatherdale, Scott T; Woodruff, Sarah J; Manske, Stephen R

2010-01-01

To examine energy expenditure (EE) when playing active and inactive videogames (VG). Predicted EE was measured among 51 undergraduate students while playing active and inactive VG (Ontario, Canada). Predicted EE was significantly higher playing the active VG compared to the inactive VG according to heart rate monitor (97.4 kcal vs 64.7 kcal) and SenseWear armband (192.4 kcal vs 42.3 kcal) estimates. Active VG may be a viable intervention tool for increasing EE among students who would otherwise be spending time in sedentary screen-based behaviors.

A school-based, peer leadership physical activity intervention for 6th graders: feasibility and results of a pilot study.

PubMed

Barr-Anderson, Daheia J; Laska, Melissa N; Veblen-Mortenson, Sara; Farbakhsh, Kian; Dudovitz, Bonnie; Story, Mary

2012-05-01

The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n = 61) or enhanced PALA+Peers program (2 intervention schools, n = 87) during 2006-2007 academic year. Compared with the control condition, the intervention was successful in increasing moderate physical activity in all students (P = .02) and moderate and hard physical activity among girls (P = .03 and P = .04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity.

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland.

PubMed

Yli-Piipari, Sami; Kulmala, Janne Santeri; Jaakkola, Timo; Hakonen, Harto; Fish, Joseph Cole; Tammelin, Tuija

2016-04-01

Schools are in a unique position to ensure that all students meet the current physical activity (PA) recommendations. This study aimed to examine 1st to 3rd grade elementary students' accelerometer measured school day PA in the United States (U.S.) and Finland. The sample consisted of 200 students (107 girls, 93 boys; ages 6 to 8) and their school day PA was monitored with hip-worn ActiGraph GT3X+ accelerometers across a 5-day school week and the thresholds 100 and 2296 count per minute were used to separate sedentary time, light PA, and moderate-to-vigorous PA (MVPA). On an average school day, students were engaged in MVPA for 20.0 min in the U.S. and 24.1 min in Finland. Students' school-day MVPA was 9 to 16 minutes higher during physical education (PE) days compared with non-PE days (U.S: 25.8 vs. 16.6 min/day; Finland: 36.3 vs. 20.1 min/day). Girls had less MVPA and more sedentary time compared with boys in both samples. This study highlights both the role of PE and other school day physical activities in meeting PA guidelines. Policy measures are needed to change the structure of the school day and enhance PA to ensure that students meet the PA recommendations.

Research report: learning styles of biomedical engineering students.

PubMed

Dee, Kay C; Nauman, Eric A; Livesay, Glen A; Rice, Janet

2002-09-01

Examining students' learning styles can yield information useful to the design of learning activities, courses, and curricula. A variety of measures have been used to characterize learning styles, but the literature contains little information specific to biomedical engineering (BMEN) students. We, therefore, utilized Felder's Index of Learning Styles to investigate the learning style preferences of BMEN students at Tulane University. Tulane BMEN students preferred to receive information visually (preferred by 88% of the student sample) rather than verbally, focus on sensory information (55%) instead of intuitive information, process information actively (66%) instead of reflectively, and understand information globally (59%) rather than sequentially. These preferences varied between cohorts (freshman, sophomore, etc.) and a significantly higher percentage of female students preferred active and sensing learning styles. Compared to other engineering student populations, our sample of Tulane BMEN students contained the highest percentage of students preferring the global learning style. Whether this is a general trend for all BMEN students or a trait specific to Tulane engineers requires further investigation. Regardless, this study confirms the existence of a range of learning styles within biomedical engineering students, and provides motivation for instructors to consider how well their teaching style engages multiple learning styles.

Tangible User Interfaces and Contrasting Cases as a Preparation for Future Learning

NASA Astrophysics Data System (ADS)

Schneider, Bertrand; Blikstein, Paulo

2018-04-01

In this paper, we describe an experiment that compared the use of a Tangible User Interface (physical objects augmented with digital information) and a set of Contrasting Cases as a preparation for future learning. We carried out an experiment (N = 40) with a 2 × 2 design: the first factor compared traditional instruction ("Tell & Practice") with a constructivist activity designed using the Preparation for Future Learning framework (PFL). The second factor contrasted state-of-the-art PFL learning activity (i.e., students studying Contrasting Cases) with an interactive tabletop featuring digitally enhanced manipulatives. In agreement with prior work, we found that dyads of students who followed the PFL activity achieved significantly higher learning gains compared to their peers who followed a traditional "Tell & Practice" instruction (large effect size). A similar effect was found in favor of the interactive tabletop compared to the Contrasting Cases (small-to-moderate effect size). We discuss implications for designing socio-constructivist activities using new computer interfaces.

The effectiveness of integration of virtual patients in a collaborative learning activity.

PubMed

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.

Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data

ERIC Educational Resources Information Center

Li, Dan; Wang, Jian

2014-01-01

Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in…

Flipped Classroom Modules for Large Enrollment General Chemistry Courses: A Low Barrier Approach to Increase Active Learning and Improve Student Grades

ERIC Educational Resources Information Center

Eichler, Jack F.; Peeples, Junelyn

2016-01-01

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…

What's the Diagnosis? An Inquiry-Based Activity Focusing on Mole-Mass Conversions

ERIC Educational Resources Information Center

Bruck, Laura B.; Towns, Marcy H.

2011-01-01

An inquiry-based mole-to-mass activity is presented associated with the analysis of blood. Students working in groups choose between two medical cases to determine if the "patient" has higher or lower concentrations of minerals than normal. The data are presented such that students must convert moles to mass in order to compare the patient values…

The use of an active learning approach in a SCALE-UP learning space improves academic performance in undergraduate General Biology.

PubMed

Hacisalihoglu, Gokhan; Stephens, Desmond; Johnson, Lewis; Edington, Maurice

2018-01-01

Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology.

Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

PubMed

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.

Supporting Students to Reason about the Relative Size of Proper and Improper Fractions

ERIC Educational Resources Information Center

Cortina, Jose Luis; Visnovska, Jana

2015-01-01

Fractions are a well-researched area; yet, student learning of fractions remains problematic. We outline a novel path to initial fraction learning and document its promise. Building on Freudenthal's analysis of the fraction concept, we regard "comparing," rather than "fracturing," as the primary activity from which students are…

Emotion Skills as a Protective Factor for Risky Behaviors among College Students

ERIC Educational Resources Information Center

Rivers, Susan E.; Brackett, Marc A.; Omori, Mika; Sickler, Cole; Bertoli, Michelle C.; Salovey, Peter

2013-01-01

Involvement in health-endangering behaviors is considered a reflection of college students' psychosocial development; however, not all students participate in these activities. Emotion skills, such as the ability to interpret and manage emotions, may serve as a protective factor against risk-taking behavior among emerging adults. We compared the…

Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

Aerobic Capacities of Early College High School Students

ERIC Educational Resources Information Center

Loflin, Jerry W.

2014-01-01

The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students…

Learning about Minerals through the Art of Jewelry Making: A Multicultural Science Connection

ERIC Educational Resources Information Center

Russell, Melody L.; Tripp, L. Octavia

2010-01-01

This article presents an activity that focuses on helping students investigate the formation of rocks, minerals, and gemstones. Students describe visual, textual, and physical properties of various specimens of minerals. Using compare and contrast skills, students can classify the primary types of rock, ask questions about the Earth's inner…

Analyzing the Effect of Metaconceptual Teaching Practices on Students' Understanding of Force and Motion Concepts

ERIC Educational Resources Information Center

Yuruk, Nejla; Beeth, Michael E.; Andersen, Christopher

2009-01-01

This study investigated the effect of metaconceptual teaching interventions on students' understanding of force and motion concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare the effect of the metaconceptual activities and traditional instruction and investigate students'…

A Comparative Study of Student Engagement Based on Intercollegiate Athletics Participation

ERIC Educational Resources Information Center

Woolever, David Michael

2017-01-01

The concept of retention in higher education institutions is certainly a hot topic. Institutions have explored first year seminars, engagement with faculty and creating a culture of connectivity and belongingness among the student population to include extra-curricular activities in creating an engaged student that will persist until graduation.…

Using Reciprocal Peer Review to Help Graduate Students Develop Scholarly Writing Skills

ERIC Educational Resources Information Center

Palmer, Betsy; Major, Claire Howell

2008-01-01

We developed an innovative instructional method to actively engage students in writing and critiquing scholarly work. We tested the effectiveness of this pedagogy using a mixed methods research design. Compared to control group peers, students in the experimental classes perceived gains in their own writing, research ability, and motivation to…

Examining the Relationship between Degree of Religiousness and Attitudes toward Elderly Sexual Activity in Undergraduate College Students

ERIC Educational Resources Information Center

Bonds-Raacke, Jennifer M.; Raacke, John

2011-01-01

Research has been conducted on individual's knowledge and attitudes toward older adult sexuality. This includes investigating attitudes and knowledge of nursing home staff, college students, and the elderly themselves. The current experiment sought to replicate previous research findings by comparing college students' attitudes and knowledge of…

Comparing Two Forms of Concept Map Critique Activities to Facilitate Knowledge Integration Processes in Evolution Education

ERIC Educational Resources Information Center

Schwendimann, Beat A.; Linn, Marcia C.

2016-01-01

Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…

Part-Time Work and Physical Activity in American High School Students.

PubMed

Van Domelen, Dane R

2015-08-01

To compare physical activity (PA) in American high school students who work part-time with those who do not work. Data were obtained from the National Health and Nutrition Examination Survey 2003 to 2006 (n = 791). Work status was self-reported and PA was measured using accelerometers. In males, adjusted for age, race, and poverty-income ratio, workers averaged greater counts per minute, less sedentary time, and greater moderate-to-vigorous PA compared with nonworkers. In females, workers and nonworkers had similar counts per minute, whereas nonworkers had somewhat greater moderate-to-vigorous PA. There was a work-by-school status interaction on sedentary time (P = 0.021), whereby work was associated with less sedentary time among students not on break from school. In American high school students, work is associated with greater PA in males and a different composition of PA in females.

Millennial Dental Hygiene Students' Learning Preferences Compared to Non-Millennial Faculty Members' Teaching Methods: A National Study.

PubMed

Turner, April M; Prihoda, Thomas J; English, Dana K; Chismark, Aubreé; Jacks, Mary E

2016-09-01

The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.

Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris; Dedic, Helena; Rosenfield, Steven

2013-01-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when instructors adopt the classroom but not the pedagogy that goes with it. We measure the effect of using socio-technological spaces on students' conceptual change and compare learning gains made in groups using different pedagogies (active learning vs. conventional instruction). We also correlate instructors' self-reported instructional approach (teacher-centered, student-centered) with their classes' normalized FCI gains. We find that technology-rich spaces are only effective when implemented with student-centered active pedagogies. In their absence, the technology-rich classroom is not significantly different from conventional teacher-centered classrooms. We also find that instructors' self-reported perception of student-centeredness accounts for a large fraction of the variance (r2 = 0.83) in their class' average normalized gain. Adopting student-centered pedagogies appears to be a necessary condition for the effective use of technology-rich spaces. However, adopting a new pedagogy seems more difficult than adopting new technology.

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

PubMed Central

Villanueva, Idalis; Valladares, Maria; Goodridge, Wade

2016-01-01

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. PMID:26891278

The role of analogy-guided learning experiences in enhancing students' clinical decision-making skills.

PubMed

Edelen, Bonnie Gilbert; Bell, Alexandra Alice

2011-08-01

The purpose of this study was to address the need for effective educational interventions to promote students' clinical decision making (CDM) within clinical practice environments. Researchers used a quasi-experimental, non-equivalent groups, posttest-only design to assess differences in CDM ability between intervention group students who participated in analogy-guided learning activities and control group students who participated in traditional activities. For the intervention, analogy-guided learning activities were incorporated into weekly group discussions, reflective journal writing, and questioning with clinical faculty. The researcher-designed Assessment of Clinical Decision Making Rubric was used to assess indicators of CDM ability in all students' reflective journal entries. Results indicated that the intervention group demonstrated significantly higher levels of CDM ability in their journals compared with the control group (ES(sm) = 0.52). Recommendations provide nurse educators with strategies to maximize students' development of CDM ability, better preparing students for the demands they face when they enter the profession. Copyright 2011, SLACK Incorporated.

Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques

NASA Astrophysics Data System (ADS)

Tasich, C. M.; Duncan, L. L.; Duncan, B. R.; Burkhardt, B. L.; Benneyworth, L. M.

2015-12-01

Dual-listed courses will persist in higher education because of resource limitations. The pedagogical differences between undergraduate and graduate STEM student groups and the underlying distinction in intellectual development levels between the two student groups complicate the inclusion of undergraduates in these courses. Active learning techniques are a possible remedy to the hardships undergraduate students experience in graduate-level courses. Through an analysis of both undergraduate and graduate student experiences while enrolled in a dual-listed course, we implemented a variety of learning techniques used to complement the learning of both student groups and enhance deep discussion. Here, we provide details concerning the implementation of four active learning techniques - role play, game, debate, and small group - that were used to help undergraduate students critically discuss primary literature. Student perceptions were gauged through an anonymous, end-of-course evaluation that contained basic questions comparing the course to other courses at the university and other salient aspects of the course. These were given as a Likert scale on which students rated a variety of statements (1 = strongly disagree, 3 = no opinion, and 5 = strongly agree). Undergraduates found active learning techniques to be preferable to traditional techniques with small-group discussions being rated the highest in both enjoyment and enhanced learning. The graduate student discussion leaders also found active learning techniques to improve discussion. In hindsight, students of all cultures may be better able to take advantage of such approaches and to critically read and discuss primary literature when written assignments are used to guide their reading. Applications of active learning techniques can not only address the gap between differing levels of students, but also serve as a complement to student engagement in any science course design.

Tackling student neurophobia in neurosciences block with team-based learning

PubMed Central

Anwar, Khurshid; Shaikh, Abdul A.; Sajid, Muhammad R.; Cahusac, Peter; Alarifi, Norah A.; Al Shedoukhy, Ahlam

2015-01-01

Introduction Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term “Neurophobia” (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. Conclusion We conclude that implementing TBL strategy increased students’ responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle ‘neurophobia’ in a difficult neurosciences block evidenced by their improved performance in the summative assessment. PMID:26232115

My student body: effects of an internet-based prevention program to decrease obesity among college students.

PubMed

Lachausse, Robert G

2012-01-01

To determine the impact of My Student Body (MSB)-Nutrition, an Internet-based obesity prevention program for college students. Three hundred and twenty ethnically diverse undergraduate students were randomly assigned to 1 of 3 conditions: MSB-Nutrition program, an on-campus weight management course, and a comparison group. Students completed baseline and follow-up surveys regarding their nutrition and physical activity behaviors, self-efficacy, stress, attitudes, and body weight. Compared with the on-campus course and a comparison group, the MSB-Nutrition program increased fruit and vegetable consumption, reduced stress, and increased fruit and vegetable self-efficacy but had no significant effect on students' exercise self-efficacy, exercise behavior, or weight loss. The MSB-Nutrition program was effective in changing students' nutrition behaviors but had no effect on physical activity behaviors or weight loss. Suggestions for improving Internet-based interventions aimed at decreasing obesity rates among college students are offered.

The Effects of a Direct Instruction Flashcard System on Multiplication Fact Mastery by Two High School Students with ADHD and ODD

ERIC Educational Resources Information Center

Brasch, Tera L.; Williams, Randy Lee; McLaughlin, T. F.

2008-01-01

The purpose of the present research is to compare the effects of a Direct Instruction flashcard procedure on the mastery of multiplication facts by two high school students with attention deficit hyper-activity disorder (ADHD) and oppositional defiant disorder (ODD). Both students were enrolled in a separate high school for students with behavior…

Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers.

PubMed

Koops, Willem J M; van der Vleuten, Cees P M; de Leng, Bas A; Snoeckx, Luc H E H

2012-08-20

Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics.

Pedagogical Foundations of Effective Reading Instruction Older Students in Russia in the Late XIX-Early XX Centuries

ERIC Educational Resources Information Center

Belentsov, Sergei I.; Malykhina, Olga N.; Ilyina, Irina V.; Mandruk, Irina V.

2018-01-01

Topical issues of development of reader's activity of school students are considered on the basis of the comparative analysis of the situation characterizing a technique of formation of communicative competence of the system of gymnasia formation of the Kursk province of the end XIX--the beginning of the XX centuries. The comparative-historical…

Sciencing with Mother Goose: Observation Activities with Chicken Little.

ERIC Educational Resources Information Center

Angus, Carolyn

1996-01-01

Provides sample observation activities to accompany the nursery tale of Chicken Little. Includes five activities that involve the skills of observing, communicating, comparing, ordering, and categorizing to engage students in hands-on science. (DDR)

Patterns of physical activity and associated factors among teenagers from Barcelona (Spain) in 2012.

PubMed

Ruiz-Trasserra, Alicia; Pérez, Anna; Continente, Xavier; O'Brien, Kerry; Bartroli, Montse; Teixidó-Compaño, Ester; Espelt, Albert

To estimate the prevalence of moderate and vigorous physical activity (MVPA), as defined by the World Health Organisation (WHO), and associated factors among teenagers from Barcelona in 2012. Cross-sectional survey to assess risk factors in a representative sample of secondary school students (aged 13-16 years, International Standard Classification of Education [ISCED] 2, n=2,162; and 17-18 years, ISCED 3, n=1016) in Barcelona. We estimated MVPA prevalence overall, and for each independent variable and each gender. Poisson regression models with robust variance were fit to examine the factors associated with high-level MVPA, and obtained prevalence ratios (PR) and 95% confidence intervals (95%CI). Only 13% of ISCED 2 and 10% of ISCED 3 students met the WHO physical activity recommendations. This percentage was lower among girls at both academic levels. MVPA was lower among ISCED 3 compared to ISCED 2 students, and among students with a lower socioeconomic status. Physical activity was associated with positive self-perception of the health status (e.g., positive self-perception of health status among ISCED 2 compared to ISCED 3 students: PR=1.31 [95%CI: 1.22-1.41] and 1.61 [95%CI: 1.44-1.81] for boys and girls, respectively]. The percentage of teenagers who met WHO MVPA recommendations was low. Strategies are needed to increase MVPA levels, particularly in older girls, and students from low socioeconomic backgrounds. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

PubMed Central

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

Prospective study of the participation patterns of Grade 6 and Year 8 students in Victoria, Australia in activities outside of school.

PubMed

McMullan, Sarah; Chin, Rachel; Froude, Elspeth; Imms, Christine

2012-06-01

Positive participation outcomes are deemed the ultimate goal of health care and specifically of occupational therapy. Knowledge of the typical participation patterns of children in Australia will provide essential information to support our understanding of participation and the goal of maximising children's engagement. This study investigated the participation of Grade 6 and Year 8 Victorian students in activities outside school and explored differences between genders and between students in different year levels. Secondarily, we began to establish Australian normative data on the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children. This cross sectional survey methods study recruited students from a random selection of public schools. Participation was measured using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children questionnaires. Participants included 84 (37 female, 47 male) students in Grade 6 (n = 43) and Year 8 (n = 41). Differences between year levels were only evident for participation in Recreational and Active Physical activities. Grade 6 students did more activities, more intensely than Year 8 students, but with no difference in enjoyment. The mean number of Recreational activities done by Grade 6 students was 8.5 (95%CI: 7.9-9.1) compared to Year 8 students 6.9 (95%CI: 6.1-7.7; P = 0.001). Gender differences were evident in the participation patterns within Social, Skill-Based and Self-Improvement activities. The findings suggested that gender was a more important influence on participation patterns than a 2-year age gap, with participation patterns being relatively stable between Grade 6 and Year 8. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

NASA Astrophysics Data System (ADS)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.

Prevalence of depressive symptoms among college students and the influence of sport activity.

PubMed

Uglesić, Boran; Lasić, Davor; Zuljan-Cvitanović, Marija; Buković, Damir; Karelović, Deni; Delić-Brkljacić, Diana; Buković, Nevia; Radan, Mirjana

2014-03-01

The present study asses the prevalence of depressive symptoms among college students in Split, Croatia, and positive influence of sport activity on decreasing the depression symptoms. Authors screened all 664 college students of the first year of study. All of them were over the 18 years and the mean age was 19.4 +/- 1.2 years. There were 466 females (70.2%) and 178 (26.8%) males. They answered The Beck Depression Inventory (BDI) and questionnaire about their sport activity (no sport activity, recreational and active in sports). For the purpose of the analysis depressive symptoms were defined as a score of > 11. Chi-square and Mann-Whitney test were used for data analysis. 9.4% of the students had significant depression symptoms (score > 11). No one student had score > 26 (symptoms of major depression). Statistically significant lower score on BDI have students who are active in sports (score median = 3) compared to group of recreational (score median = 4) and in correlation to group who are not active in sports (score median = 5) (Kruskal-Wallis: p < 0.001). In the group of active in sports (N = 254) there are only 5.5% with depressions symptoms, while in the group of non active in sports (N = 60) are 18 depressive (chi2-test: p = 0,005). Females are statistically more depressed than males (chi2-test: p = 0.01). In the female group 49 (10.5%) are depressed, and in the male group are 9 (5%). Compared to gender in separate analysis we did not find correlation of decreasing depression symptoms and sport activity among males (chi2-test: p = 0.47), while in females we find that sport activity has significant effect (chi2-test: p = 0.026). Our results shoved moderate values of depression symptoms among college population in Split, Croatia. More females than males experienced depressive symptoms. While sport activity did not have significant influence on the depression in male population, it has significant influence in reducing the depression symptoms among females.

[Comparative study of habits in students before and during the university in northwest area of Madrid].

PubMed

Iglesias López, María Teresa; Cuesta Santa Teresa, Elvira; Sáez Crespo, Antonio

2014-11-12

In most Western countries young people adopt lifestyles that adversely affect their health, thus increasing the risk of premature onset of chronic diseases. Therefore, the aim of this study was to compare patterns of habits in pre-university and university students in west-central area of Madrid. Descriptive longitudinal study with randomly selected students from Madrid in Madrid universities and schools-institutes. Accepting to participate 1590 students of both sex: 653 males (4,1%) and 937 women (58,9%). To facilitate the study were classified into ≤ 17 years (pre university) and ≥ 18 years (university). BMI, physical activity, alcohol consumption and negative habits with regard to food consumption was studied. Almost 80% have normal weight, are more active pre-university. Gender differences were observed, which should guide the actions of intervention in terms of physical activity or habits. It seems essential to make nutritional programs as well as psychosocial intervention in adolescents and youth to prevent and / or reduce alcohol consumption. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Inside Out: Active learning in fluid dynamics in and out of the classroom

NASA Astrophysics Data System (ADS)

Kaye, Nigel; Benson, Lisa; Sill, Ben

2014-11-01

Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.

Comparing Composites.

ERIC Educational Resources Information Center

Mathras, Michael S.

1993-01-01

Presents an activity that models the work of chemical engineers. Students design, fabricate, and perform mechanical tests on plaster matrix composites and compare the strength to mass ratios of several products. (PR)

Health-promoting factors in medical students and students of science, technology, engineering, and mathematics: design and baseline results of a comparative longitudinal study

PubMed Central

2014-01-01

Background The negative impact of medical school on students' general and mental health has often been reported. Compared to students of other subjects, or employed peers, medical students face an increased risk of developing depression, anxiety and burnout. While pathogenetic factors have been studied extensively, less is known about health-promoting factors for medical students' health. This longitudinal study aims to identify predictors for maintaining good general and mental health during medical education. We report here the design of the study and its baseline results. Methods We initiated a prospective longitudinal cohort study at the University of Lübeck, Germany. Two consecutive classes of students, entering the university in 2011 and 2012, were recruited. Participants will be assessed annually for the duration of their course. We use validated psychometric instruments covering health outcomes (general and mental health) and personality traits, as well as self-developed, pre-tested items covering leisure activities and sociodemographic data. Results At baseline, compared to students of STEM (science, technology, engineering, and mathematics) subjects (n = 531; 60.8% response rate), a larger proportion of medical students (n = 350; 93.0% response rate) showed good general health (90.9% vs. 79.7%) and a similar proportion was in good mental health (88.3% vs. 86.3%). Medical students scored significantly higher in the personality traits of extraversion, conscientiousness, openness to experience and agreeableness. Neuroticism proved to be a statistically significant negative predictor for mental health in the logistic regression analyses. Satisfaction with life as a dimension of study-related behaviour and experience predicted general health at baseline. Physical activity was a statistically significant predictor for general health in medical students. Conclusions Baseline data revealed that medical students reported better general and similar mental health compared to STEM students. The annual follow-up questionnaires, combined with qualitative approaches, should clarify wether these differences reflect a higher resilience, a tendency to neglect personal health problems - as has been described for physicians - before entering medical school, or both. The final results may aid decision-makers in developing health-promotion programmes for medical students. PMID:24996637

Health-promoting factors in medical students and students of science, technology, engineering, and mathematics: design and baseline results of a comparative longitudinal study.

PubMed

Kötter, Thomas; Tautphäus, Yannick; Scherer, Martin; Voltmer, Edgar

2014-07-04

The negative impact of medical school on students' general and mental health has often been reported. Compared to students of other subjects, or employed peers, medical students face an increased risk of developing depression, anxiety and burnout. While pathogenetic factors have been studied extensively, less is known about health-promoting factors for medical students' health. This longitudinal study aims to identify predictors for maintaining good general and mental health during medical education. We report here the design of the study and its baseline results. We initiated a prospective longitudinal cohort study at the University of Lübeck, Germany. Two consecutive classes of students, entering the university in 2011 and 2012, were recruited. Participants will be assessed annually for the duration of their course. We use validated psychometric instruments covering health outcomes (general and mental health) and personality traits, as well as self-developed, pre-tested items covering leisure activities and sociodemographic data. At baseline, compared to students of STEM (science, technology, engineering, and mathematics) subjects (n = 531; 60.8% response rate), a larger proportion of medical students (n = 350; 93.0% response rate) showed good general health (90.9% vs. 79.7%) and a similar proportion was in good mental health (88.3% vs. 86.3%). Medical students scored significantly higher in the personality traits of extraversion, conscientiousness, openness to experience and agreeableness. Neuroticism proved to be a statistically significant negative predictor for mental health in the logistic regression analyses. Satisfaction with life as a dimension of study-related behaviour and experience predicted general health at baseline. Physical activity was a statistically significant predictor for general health in medical students. Baseline data revealed that medical students reported better general and similar mental health compared to STEM students. The annual follow-up questionnaires, combined with qualitative approaches, should clarify wether these differences reflect a higher resilience, a tendency to neglect personal health problems - as has been described for physicians - before entering medical school, or both. The final results may aid decision-makers in developing health-promotion programmes for medical students.

A functional neuroimaging study of the clinical reasoning of medical students.

PubMed

Chang, Hyung-Joo; Kang, June; Ham, Byung-Joo; Lee, Young-Mee

2016-12-01

As clinical reasoning is a fundamental competence of physicians for good clinical practices, medical academics have endeavored to teach reasoning skills to undergraduate students. However, our current understanding of student-level clinical reasoning is limited, mainly because of the lack of evaluation tools for this internal cognitive process. This functional magnetic resonance imaging (fMRI) study aimed to examine the clinical reasoning processes of medical students in response to problem-solving questions. We recruited 24 2nd-year medical students who had completed their preclinical curriculum. They answered 40 clinical vignette-based multiple-choice questions during fMRI scanning. We compared the imaging data for 20 problem-solving questions (reasoning task) and 20 recall questions (recall task). Compared to the recall task, the reasoning task resulted in significantly greater activation in nine brain regions, including the dorsolateral prefrontal cortex and inferior parietal cortex, which are known to be associated with executive function and deductive reasoning. During the recall task, significant activation was observed in the brain regions that are related to memory and emotions, including the amygdala and ventromedial prefrontal cortex. Our results support that medical students mainly solve clinical questions with deductive reasoning involving prior knowledge structures and executive functions. The problem-solving questions induced the students to utilize higher cognitive functions compared with the recall questions. Interestingly, the results suggested that the students experienced some emotional distress while they were solving the recall questions. In addition, these results suggest that fMRI is a promising research tool for investigating students' cognitive processes.

A video-based learning activity is effective for preparing physiotherapy students for practical examinations.

PubMed

Weeks, Benjamin K; Horan, Sean A

2013-12-01

To examine a video-based learning activity for engaging physiotherapy students in preparation for practical examinations and determine student performance outcomes. Multi-method employing qualitative and quantitative data collection procedures. Tertiary education facility on the Gold Coast, Queensland, Australia. Physiotherapy students in their first year of a two-year graduate entry program. Questionnaire-based surveys and focus groups were used to examine student perceptions and satisfaction. Surveys were analysed based on the frequency of responses to closed questions made on a 5-pont Likert scale, while a thematic analysis was performed on focus group transcripts. t-Tests were used to compare student awarded marks and examiner awarded marks and evaluate student performance. Sixty-two physiotherapy students participated in the study. Mean response rate for questionnaires was 93% and eight students (13%) participated in the focus group. Participants found the video resources effective to support their learning (98% positive) and rating the video examples to be an effective learning activity (96% positive). Themes emergent from focus group responses were around improved understanding, reduced performance anxiety, and enjoyment. Students were, however, critical of the predictable nature of the example performances. Students in the current cohort supported by the video-based preparation activity exhibited greater practical examination marks than those from the previous year who were unsupported by the activity (mean 81.6 SD 8.7 vs. mean 78.1 SD 9.0, p=0.01). A video-based learning activity was effective for preparing physiotherapy students for practical examinations and conferred benefits of reduced anxiety and improved performance. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments

PubMed Central

Sellami, Nadia; Shaked, Shanna; Laski, Frank A.; Eagan, Kevin M.; Sanders, Erin R.

2017-01-01

Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with student performance in courses without LAs. Students in the LA-supported course did perform better on exam questions common to both HSF course modalities but not on the CT. In particular, LA-supported students’ scores were higher on common exam questions requiring higher-order cognitive skills, which LAs were trained to foster. Additionally, underrepresented minority (URM) students particularly benefited from LA implementation. These findings suggest that LAs may provide additional learning benefits to students beyond the use of active learning, especially for URM students. PMID:29167224

The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial.

PubMed

Secomb, Jacinta; McKenna, Lisa; Smith, Colleen

2012-12-01

To provide evidence on the effectiveness of simulation activities on the clinical decision-making abilities of undergraduate nursing students. Based on previous research, it was hypothesised that the higher the cognitive score, the greater the ability a nursing student would have to make informed valid decisions in their clinical practice. Globally, simulation is being espoused as an education method that increases the competence of health professionals. At present, there is very little evidence to support current investment in time and resources. Following ethical approval, fifty-eight third-year undergraduate nursing students were randomised in a pretest-post-test group-parallel controlled trial. The learning environment preferences (LEP) inventory was used to test cognitive abilities in order to refute the null hypothesis that activities in computer-based simulated learning environments have a negative effect on cognitive abilities when compared with activities in skills laboratory simulated learning environments. There was no significant difference in cognitive development following two cycles of simulation activities. Therefore, it is reasonable to assume that two simulation tasks, either computer-based or laboratory-based, have no effect on an undergraduate student's ability to make clinical decisions in practice. However, there was a significant finding for non-English first-language students, which requires further investigation. More longitudinal studies that quantify the education effects of simulation on the cognitive, affective and psychomotor attributes of health science students and professionals from both English-speaking and non-English-speaking backgrounds are urgently required. It is also recommended that to achieve increased participant numbers and prevent non-participation owing to absenteeism, further studies need to be imbedded directly into curricula. This investigation confirms the effect of simulation activities on real-life clinical practice, and the comparative learning benefits with traditional clinical practice and university education remain unknown. © 2012 Blackwell Publishing Ltd.

Fun, influence and competence-a mixed methods study of prerequisites for high school students' participation in physical education.

PubMed

Abildsnes, Eirik; Rohde, Gudrun; Berntsen, Sveinung; Stea, Tonje H

2017-03-10

Many adolescents do not reach the recommended levels of physical activity (PA), and students attending vocational studies are less committed to take part in physical education (PE) than other students. The purpose of the present study was twofold: 1) to examine differences in physical activity, diet, smoking habits, sleep and screen time among Norwegian vocational high school students who selected either a PE model focusing on PA skills, technique and improvement of physical performance ("Sports enjoyment") or more on health, play and having fun when participating in PE lessons ("Motion enjoyment"), and 2) to explore the students' experiences with PE programs. In this mixed methods study 181 out of 220 invited students (82%) comprising 141 (78%) girls and 40 (22%) boys attending vocational studies of Restaurant and Food Processing (24%), Design, Arts and Crafts (27%) or Healthcare, Childhood and Youth Development (49%) were recruited for participation in the new PE program. PA level, sedentary time and sleep were objectively recorded using the SenseWear Armband Mini. A self-report questionnaire was used to assess dietary habits, smoking and snuffing habits, use of alcohol, screen use and active transportation. Four focus group interviews with 23 students (12 boys) were conducted to explore how the students experienced the new PE program. Students attending "Motion enjoyment" accrued less steps/day compared to the "Sports enjoyment" group (6661 (5514, 7808) vs.9167 (7945, 10390) steps/day) and reported higher screen use (mean, 3.1; 95% CI, 2.8, 3.5) vs. 2.4 (2.0, 2.9) hours/day). Compared to those attending "Sports enjoyment", a higher number of students attending "Motion enjoyment" reported an irregular meal pattern (adjusted odds ratio, 5.40; 95% confidence interval (CI), 2.28, 12.78), and being a current smoker (12.22 (1.62, 107.95)). The students participating in the focus group interviews emphasized the importance of having competent and engaging teachers, being able to influence the content of the PE program themselves, and that PE classes should include a variety of fun activities. Students selecting "Motion enjoyment" accrued less steps/day and reported overall more unhealthy lifestyle habits, including higher screen time, a more irregular meal pattern and a higher number were current smokers, compared to those selecting "Sports enjoyment". Program evaluation revealed that both groups of students valued competent PE teachers and having influence on the content of the PE program.

Development of active learning modules in pharmacology for small group teaching.

PubMed

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P < 0.05). In students' feedback, 69/90 students had perceived the active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they preferred the tutorial mode of teaching. Further efforts are required to explore the effects on learning of introducing similar modules for other topics.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China

PubMed Central

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

Introduction This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. Methods In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. Results The mean age of sampled students was 13.3±1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥2 h/day, and 42.9% reported screen time for ≥2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09–1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. Conclusion The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students. PMID:26181052

Personal Motivation, Exercise, and Smoking Behaviors among Young Adults

ERIC Educational Resources Information Center

Scioli, Erica Rose; Biller, Henry; Rossi, Joseph; Riebe, Deborah

2009-01-01

This study explored the motivational factors that influence individuals across the stages of change for exercise. The authors compared physically active nonsmokers with physically active smokers in a college student population. Half of regular exercisers identified themselves as smokers. Compared with their nonsmoking peers, young smokers have…

Project- versus Lecture-Based Courses: Assessing the Role of Course Structure on Perceived Utility, Anxiety, Academic Performance, and Satisfaction in the Undergraduate Research Methods Course

ERIC Educational Resources Information Center

Rubenking, Bridget; Dodd, Melissa

2018-01-01

Previous research suggests that undergraduate research methods students doubt the utility of course content and experience math and research anxiety. Research also suggests involving students in hands-on, applied research activities, although empirical data on the scope and nature of these activities are lacking. This study compared academic…

Heart Rates of High School Physical Education Students during Team Sports, Individual Sports, and Fitness Activities

ERIC Educational Resources Information Center

Laurson, Kelly R.; Brown, Dale D.; Cullen, Robert W.; Dennis, Karen K.

2008-01-01

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 plus or minus 24 beats per minute [bpm]) compared to team (118 plus or minus 24 bpm) or individual (114 plus or…

Language Everywhere--Math. [Compiled from Columns in Four Issues of "Live Wire," October and December 1984, and February and April 1985.

ERIC Educational Resources Information Center

Live Wire, 1985

1985-01-01

The teaching activities presented in this document focus on teaching students the language of mathematics through reading and writing. The first activity teaches students about space, time, numbers, and languages by having them give directions to a robot, compare distances traveled, read a map, and write a story with illustrations about a robot.…

Active-learning instruction on emergency contraception counseling.

PubMed

Young, Shardae; Griffin, Brooke; Vest, Kathleen

2013-06-12

To increase pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Approximately 200 third-year pharmacy students participated in the Women's Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students' knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Participation in an active-learning exercise significantly increased pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation.

Comparison of two case-based learning conditions with real patients in teaching occupational medicine.

PubMed

Braeckman, Lutgart; 't Kint, Lode; Bekaert, Micheline; Cobbaut, Luc; Janssens, Heidi

2014-04-01

To investigate the impact of three different training formats in occupational medicine (OM) on perceptions and performance of undergraduate students. A comparative study which included all fourth-year medical students was conducted over a three-year period. The year group in 2010 (211 students) received paper case studies followed by one small group session. The format used in 2011 actively engaged 188 students in the learning process by adding collaborative work and group discussions to the written information. In 2012, the approach comprised no longer constructed text cases but 212 students encountered real patients. Students' perceptions were obtained by questionnaire. Their learning performance was assessed through review of written reports and score on oral presentations. Statistical differences in ratings were analyzed using Fisher's exact and Kruskal-Wallis tests. All three formats were found to equally achieve the stated learning objectives. The year groups with incorporation of active learning strategies and patient contacts had significant better test performance compared to those receiving only written case studies. Real patient students gave statistically significant higher rates for relevance, authenticity and appropriate difficulty level of the training than did students who discussed written case studies. Both approaches with augmented interaction in 2011 and 2012, improved performance and satisfaction among students. However, students valued the use of real patients higher than paper-form cases.

Student Perceptions of Independent versus Facilitated Small Group Learning Approaches to Compressed Medical Anatomy Education

ERIC Educational Resources Information Center

Whelan, Alexander; Leddy, John J.; Mindra, Sean; Matthew Hughes, J. D.; El-Bialy, Safaa; Ramnanan, Christopher J.

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and…

Comparing Apples and Oranges: Using the National Science Education Standards as a Tool When Assessing Scientific Understandings.

ERIC Educational Resources Information Center

Talsma, Valerie L.; Krajcik, Joseph S.

The National Science Education Standards (NRC 1996) present a vision where students are active learners who use inquiry and who create products to represent their emergent understandings. However, educators may find it challenging both to assess student achievement and to communicate students achievement effectively to educational stakeholders.…

Supporting African American Student Success through Prophetic Activism: New Possibilities for Public School-Church Partnerships

ERIC Educational Resources Information Center

Jordan, Diedria H.; Wilson, Camille M.

2017-01-01

This article describes how African American students' success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both…

Comparing the Effect of EDPA and FDPA on University Students' Examination Results

ERIC Educational Resources Information Center

Kamarulzaman, Mohammad Shah; Shaari, Ahmad Jelani

2015-01-01

It has been long accepted that students are themselves great resources when it comes to developing questions and activity guidelines. The present study utilizes a strategic understanding of how students can be encouraged to perform better in preparation for exams, by allowing them to frame their own subject wise questions. The application of drill…

Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

ERIC Educational Resources Information Center

Thomas, Jennifer D. E.; Morin, Danielle

2010-01-01

This paper compares students' perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The findings indicate that students perceived strong support for their acquisition…

Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives

ERIC Educational Resources Information Center

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-01-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms,…

Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Taber-Doughty, Teresa; Bouck, Emily C.; Tom, Kinsey; Jasper, Andrea D.; Flanagan, Sara M.; Bassette, Laura

2011-01-01

Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their classroom kitchen. An alternating treatment design with a follow-up and…

A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course

ERIC Educational Resources Information Center

Turner, Mathew J.; Webster, Rustin D.

2017-01-01

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a Cognitive versus a Metacognitive Evaluation Approach

ERIC Educational Resources Information Center

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities…

Effect of an environmental science curriculum on students' leisure time activities

NASA Astrophysics Data System (ADS)

Blum, Abraham

Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students.

PubMed

Marbach-Ad, Gili; Rietschel, Carly H; Saluja, Neeti; Carleton, Karen L; Haag, Eric S

2016-12-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III-Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section ( n = 198) employed three lectures per week. The other section ( n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Separation of the Components of a Commercial Analgesic Tablet: A Two-Week Sequence Comparing Purification by Two-Base Extraction and Column Chromatography

ERIC Educational Resources Information Center

Revell, Kevin D.

2011-01-01

A new laboratory experiment is described in which students compare two benchtop separation methods to isolate the three active components of the commercial analgesic Excedrin. In the two-week sequence, aspirin, acetaminophen, and caffeine are separated using either a two-base liquid-liquid extraction or silica column chromatography. Students then…

Brushing Up on Chemistry.

ERIC Educational Resources Information Center

Trantow, Ashley

2002-01-01

Presents an activity designed for use during National Chemistry Week 2002 with the theme "Chemistry Keeps Us Clean". Allows students to discover more about a cleaning product they use everyday. Students make their own toothpaste and compare its properties with those of commercial toothpaste. (MM)

Using Authentic Data to Facilitate Comparative Planetology & Student-led Classroom Investigations

NASA Technical Reports Server (NTRS)

Graff, Paige; Runco, Susan

2014-01-01

This session will engage participants in a hands-on activity that uses stunning NASA imagery from space to help participants gain an understanding of how scientists use Earth to gain a better understanding of other planetary bodies in the solar system. Participants will make observations, develop identification criteria, and use evidence to justify inferences made about processes sculpting the surface of different planetary worlds. Participants will also "build" a comparative planetology feature wall that will facilitate a comparative view of major geologic processes and features across the inner solar system. This session will highlight additional comparative planetology activities and demonstrate how the use of authentic data and imagery can help facilitate student-led research in the classroom, helping teachers address the Next Generation Science Standards.

Assessing Student Behaviors and Motivation for Actively Learning Biology

NASA Astrophysics Data System (ADS)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Service-Learning Enhances Physical Therapy Students' Ability to Examine Fall Risk in Older Adults.

PubMed

Nordon-Craft, Amy; Schwarz, Brandy; Kowalewski, Victoria; Hartos, Jessica; Jurado Severance, Jennifer; Bugnariu, Nicoleta

2017-01-01

Service-learning (SL) is one educational methodology that provides students opportunities to practice and refine affective, cognitive and psychomotor skills in a community-based setting. The aims of this study were: 1) to investigate the impact of SL on physical therapy (PT) students' attitudes and perceived clinical competence when working with older adults, and 2) to evaluate the difference between perceptions of students who developed and implemented the SL activity vs those who implemented only. Eighty PT students, (from two consecutive cohorts) enrolled in a first-year geriatrics course, participated in this study. The first cohort designed and implemented the SL activities, while the second cohort only implemented these activities. Student self-perceived anxiety, confidence, knowledge and skills were assessed by pre- and post-SL surveys using a 5- point Likert-like scale. Both cohorts reported similar anxiety and confidence levels pre-SL. For both cohorts, with the exception of one item, all responses to anxiety items significantly decreased from pre- to post-SL. All students' confidence levels for assessing and mitigating fall risk in older adults increased post-SL (p<0.01). Moreover, students in cohort 1, who designed and delivered SL activities, expressed self-perceived improvement in their ability to interpret results of evaluations, to determine type and severity of balance impairments, and to serve a geriatric population (p<0.05) compared to students in cohort 2 who only implemented the activities. Embedding SL into a geriatrics course decreased self-perceived anxiety and improved student confidence regarding working with older adults. Also, empowering students to be actively involved in the design and implementation of SL increased self-perceived ability in interpreting results from assessments.

The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

PubMed Central

McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

2015-01-01

Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

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

NASA Astrophysics Data System (ADS)

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 short-term intervention was not effective. Directions for future study are considered.

Attitudinal Effects of a Student-Centered Active Learning Environment

NASA Astrophysics Data System (ADS)

Oliver-Hoyo, Maria T.; Allen, Deedee

2005-06-01

The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in three areas, learning in chemistry, chemistry evaluation, and chemical handling. Qualitative student feedback was also collected and is summarized in this report on the attitudinal aspects of instruction.

A school-based, peer leadership physical activity intervention for 6th graders

PubMed Central

Barr-Anderson, Daheia J.; Laska, Melissa N.; Veblen-Mortenson, Sara; Dudovitz, Bonnie; Farbarksh, Kian; Story, Mary

2012-01-01

Background The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. Method A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n=61) or enhanced PALA+Peers program (2 intervention schools, n=87) during 2006–2007 academic year. Results Compared to the control condition, the intervention was successful in increasing moderate physical activity in all students (p=0.02) and moderate and hard physical activity among girls (p=0.03 and p=0.04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Conclusion Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity. PMID:21945980

The association between school-to-work programs and school performance.

PubMed

Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

2014-02-01

The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend <1 hour in school-sponsored activities. Holding multiple jobs also negatively affected a student's academic performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Welcome to the Wonderful World of Science and Agriculture: How to Read a Fertilizer Label.

ERIC Educational Resources Information Center

Emery, Pamela

1994-01-01

Presents an activity that enables students to learn how to read a fertilizer label, to understand the components of fertilizers, and to compare natural and man-made fertilizers. Includes background information and student worksheets. (DDR)

Looking/Learning Drawing: Trees.

ERIC Educational Resources Information Center

Hurwitz, Al; Blume, Sharon

1985-01-01

Secondary students are asked to study and compare three reproductions--Van Gogh's "Grove of Cypresses," Da Vinci's "Study of a Tree," and Mondrian's "Tree II." The activity will help students develop their powers of observation and analysis, powers that can be applied to their own drawings. (RM)

Teaching Science. The Soup-Can Olympics.

ERIC Educational Resources Information Center

Leyden, Michael

1996-01-01

Presents classroom science activities to illustrate concepts of inertia, linear momentum, and friction. Students or teachers conduct races down a slope, using cans containing soups varying in mass, mass distribution, and viscosity. Students predict outcomes, compare speeds, and identify variables affecting the results. (KDFB)

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

PubMed

Lucas, Kristy H; Testman, Julie A; Hoyland, Marcella N; Kimble, Angel M; Euler, Mary L

2013-10-14

To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students' Critical Thinking Skills Using the Primary Literature.

PubMed

Stevens, Courtney

2015-01-01

This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience.

Practice of Physical Activity among Future Doctors: A Cross Sectional Analysis

PubMed Central

Rao, Chythra R; Darshan, BB; Das, Nairita; Rajan, Vinaya; Bhogun, Meemansha; Gupta, Aditya

2012-01-01

Background: Non communicable diseases (NCD) will account for 73% of deaths and 60% of the global disease burden by 2020. Physical activity plays a major role in the prevention of these non-communicable diseases. The stress involved in meeting responsibilities of becoming a physician may adversely affect the exercise habits of students. So, the current study aimed to study the practice of physical activity among undergraduate medical students. Methods: A cross sectional study was conducted among 240 undergraduate medical students. Quota sampling method was used to identify 60 students from each of the four even semesters. A pre-tested, semi-structured questionnaire was used to collect the data. Statistical Package for Social Sciences (SPSS) version 16 was used for data entry and analysis and results are expressed as percentages and proportions. Results: In our study, 55% were 20 to 22 years old. Over half of the students were utilizing the sports facilities provided by the university in the campus. Majority of students 165 (69%) had normal body mass index (BMI), (51) 21% were overweight, while 7 (3%) were obese. Of the 62% who were currently exercising, the practice of physical activity was more among boys as compared to girls (62% v/s 38%). Lack of time 46 (60.5%), laziness (61.8%), and exhaustion from academic activities (42%) were identified as important hindering factors among medical students who did not exercise. Conclusion: A longitudinal study to follow-up student behavior throughout their academic life is needed to identify the factors promoting the practice of physical activity among students. PMID:22708033

I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/Aryl Iodide Reagents

ERIC Educational Resources Information Center

Kiste, Alan L.

2009-01-01

I. Analyzing and comparing student-generated inscriptions in chemistry is crucial to gaining insight into students' understanding about chemistry concepts. Thus, we developed two methods of analyzing student-generated inscriptions: features analysis and thematic analysis. We have also demonstrated how these methods are able to discern differences…

Improving performance in thermodynamics: Integrating learning by teaching pedagogy

NASA Astrophysics Data System (ADS)

Campagni, Jamie Anthony

Historically, Thermo is perceived to be the most challenging course in the MET Curriculum at UNC Charlotte. The complexity and difficulties of this course have contributed to the some of the highest DFW rates compared to any other courses offered within the MET program. One hypothesis contributing to high DFW rates is the pedagogy in which Thermo is taught, which is the foundation of this study. Implementation of LBT in the spring 2014 offering of Thermo was deemed a success. The DFW rate in spring 2014 was reduced by 19 percentage points compared to the DFW rate in spring 2013, which exceeded the target of 10 percentage points. However, only cumulative GPA was a significant predictor of whether a student passed or failed the course. The semester in which students took Thermo was not a significant predictor. Students in the spring 2014 semester also exhibited statistically significant higher final exam averages compared to the 2012 and 2013 semesters. In general, students felt that LBT activities enhanced their learning and application of Thermodynamic concepts. Students had a very positive perception of LBT compared to traditional lecture in that 100% of students would recommend this teaching style to other students.

Applying the Socratic Method to Physics Education

NASA Astrophysics Data System (ADS)

Corcoran, Ed

2005-04-01

We have restructured University Physics I and II in accordance with methods that PER has shown to be effective, including a more interactive discussion- and activity-based curriculum based on the premise that developing understanding requires an interactive process in which students have the opportunity to talk through and think through ideas with both other students and the teacher. Studies have shown that in classes implementing this approach to teaching as compared to classes using a traditional approach, students have significantly higher gains on the Force Concept Inventory (FCI). This has been true in UPI. However, UPI FCI results seem to suggest that there is a significant conceptual hole in students' understanding of Newton's Second Law. Two labs in UPI which teach Newton's Second Law will be redesigned replacing more activity with students as a group talking through, thinking through, and answering conceptual questions asked by the TA. The results will be measured by comparing FCI results to those from previous semesters, coupled with interviews. The results will be analyzed, and we will attempt to understand why gains were or were not made.

The `What is a system' reflection interview as a knowledge integration activity for high school students' understanding of complex systems in human biology

NASA Astrophysics Data System (ADS)

Tripto, Jaklin; Ben-Zvi Assaraf, Orit; Snapir, Zohar; Amit, Miriam

2016-03-01

This study examined the reflection interview as a tool for assessing and facilitating the use of 'systems language' amongst 11th grade students who have recently completed their first year of high school biology. Eighty-three students composed two concept maps in the 10th grade-one at the beginning of the school year and one at its end. The first part of the interview is dedicated to guiding the students through comparing their two concept maps and by means of both explicit and non-explicit teaching. Our study showed that the explicit guidance in comparing the two concept maps was more effective than the non-explicit, eliciting a variety of different, more specific, types of interactions and patterns (e.g. 'hierarchy', 'dynamism', 'homeostasis') in the students' descriptions of the human body system. The reflection interview as a knowledge integration activity was found to be an effective tool for assessing the subjects' conceptual models of 'system complexity', and for identifying those aspects of a system that are most commonly misunderstood.

Monetary Valuations of University Course Delivery: The Case for Face-to-Face Learning Activities in Accounting Education

ERIC Educational Resources Information Center

Taplin, Ross; Kerr, Rosy; Brown, Alistair

2017-01-01

Student preferences for delivery options were obtained within a monetary framework by asking students to purchase their ideal course structure. Results show that accounting students prefer to spend more on tutorials but purchase less lecture time; the difference due to the higher cost of tutorials compared to lectures. Face-to-face classes were…

Who Needs to Do What Where?: Using Learning Management Systems on Residential vs. Commuter Campuses

ERIC Educational Resources Information Center

Lonn, Steven; Teasley, Stephanie D.; Krumm, Andrew E.

2011-01-01

Learning Management Systems (LMS) are web-based systems allowing instructors and/or students to share materials and interact online. This study compared differences in LMS use between instructors and students at a large residential campus with students at a smaller commuter campus. Responses to an online survey about LMS activities and tools were…

The Impact of International Students on the University Work Environment: A Comparative Study of a Canadian and a Danish University

ERIC Educational Resources Information Center

Vinther, Jane; Slethaug, Gordon

2015-01-01

Increasingly students want to go abroad to study--to further their knowledge of English, experience a new culture and cultivate skills. Universities have been actively courting these students, sometimes without regard to their impact on responsibilities of heads of department, secretaries and support staff. Much is written on the intercultural…

The Importance of a Laboratory Section on Student Learning Outcomes in a University Introductory Earth Science Course

ERIC Educational Resources Information Center

Forcino, Frank L.

2013-01-01

Laboratory sections of university Earth science courses provide hands-on, inquiry-based activities for students in support of lecture and discussion. Here, I compare student conceptual knowledge outcomes of laboratory sections by administering an independent concept inventory at the beginning and end of two courses: one that had a lecture and a…

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

ERIC Educational Resources Information Center

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-01-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison…

Standardized Patients versus Volunteer Patients for Physical Therapy Students' Interviewing Practice: A Pilot Study.

PubMed

Murphy, Sue; Imam, Bita; MacIntyre, Donna L

2015-01-01

To compare the use of standardized patients (SPs) and volunteer patients (VPs) for physical therapy students' interviewing practice in terms of students' perception and overall costs. Students in the Master of Physical Therapy programme (n=80) at a Canadian university were divided into 20 groups of 4 and were randomly assigned to interview either an SP (10 groups) or a VP (10 groups). Students completed a survey about their perception of the usefulness of the activity and the ease and depth of information extraction. Survey responses as well as costs of the interview exercise were compared between SP and VP groups. No statistically significant between-groups difference was found for the majority of survey items. The cost of using an SP was $148, versus $50 for a VP. Students' perceptions of the usefulness of the activity in helping them to develop their interview skills and of the ease and depth of extracting information were similar for both SPs and VPs. Because the cost of using an SP is about three times that of using a VP, using VPs seem to be a more cost-effective option.

[Stages of behavioral change regarding physical activity in students from a Brazilian town].

PubMed

Silva, Diego A S; Smith-Menezes, Aldemir; Almeida-Gomes, Marciusde; de Sousa, Thiago Ferreira

2010-08-01

Verifying the association between stages of behavioural change (SBC) for physical activity (PA) and socio-demographic factors, behavioural factors and PA barriers in students from a small town in Brazil. This cross-sectional study's representative sample was formed by 281 high school students from Simão Dias, Sergipe State, in Brazil, having 17.4 (± 1.98) mean age. Socio-demographic information was collected via a self-administered instrument (gender, age, school grade, economic level (EL) and family-head's EL), SBC for PA, behavioural factors (smoking, alcohol and stress) and PA barriers. A hierarchical model was used, involving Poisson regression with respective confidence intervals; significance level was set at 5 % for all analysis. 65.8 % of the participating students were classified in stages referring to inactive physical behaviour. Being female had the probability of presenting 1.37 times higher inactive behaviour (1.14-1.65 95 %CI) when compared to being male in the final regression model; having a low EL remained a risk factor, compared to medium EL students (PR=1.41; 1.15-1.72 95 %CI). These findings may prove useful for developing health promotion programmes in school environments, paying special attention to female and low-EL students.

Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

NASA Astrophysics Data System (ADS)

Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles

2014-02-01

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.

Validation of three short physical activity questionnaires with accelerometers among university students in Spain.

PubMed

Rodríguez-Muñoz, Sheila; Corella, Cristina; Abarca-Sos, Alberto; Zaragoza, Javier

2017-12-01

Physical activity (PA) in university students has not been analyzed with specific questionnaires tailored to this population. Therefore, the purpose of this study was to analyze the validity of three PA questionnaires developed on other populations comparing with accelerometer values: counts and moderate to vigorous PA (MVPA) calculated with uniaxial and triaxial cut points. One hundred and forty-five university students (of whom, 92 women) from Spain wore an accelerometer GT3X or GTX+ to collect PA data of 7 full days. Three questionnaires, Physical Activity Questionnaire for Adults (PAQ-AD), Assessment of Physical Activity Questionnaire (APALQ), and the International Physical Activity Questionnaire Short Form (IPAQ-SF) were administrated jointly with the collection of accelerometer values. Finally, after the application of inclusion criteria, data from 95 participants (62 women) with a mean age of 21.96±2.33 years were analyzed to compare the instruments measures. The correlational analysis showed that PAQ-AD (0.44-0.56) and IPAQ-SF (0.26-0.69) questionnaires were significantly related to accelerometers scores: counts, uniaxial MVPA and triaxial MVPA. Conversely, APALQ displayed no significant relations for males with accelerometers scores for MVPA created with both cut points. PAQ-AD and IPAQ-SF questionnaires have shown adequate validity to use with Spanish university students. The use of counts to validate self-report data in order to reduce the variability display by MVPA created with different cut points is discussed. Finally, validated instruments to measure PA in university students will allow implementation of strategies for PA promotion based on reliable data.

Relationship between sport and physical activity and alcohol consumption among adolescents students in Murcia (Spain).

PubMed

López Villalba, Francisco J; Rodríguez García, Pedro L; García Cantó, Eliseo; Pérez Soto, Juan J

2016-04-01

Sports and physical activity are major components of a healthy lifestyle. The objective of this study was to analyze the relationship between sport and physical activity and alcohol consumption among adolescent students based on gender. Descriptive, crosssectional, comparative study conducted in adolescent students (aged between 14 and 17 years old) from the Region of Murcia in 2014. Sport and physical activity was assessed using a validated, adapted survey that included both the International Physical Activity Questionnaire and the Monitoring the Future survey. Eleven school facilities from different districts of the Region of Murcia (Spain) participated. Five hundred and sixty-four adolescent students were included. Among boys, 51.8% reported to be regularly active, versus 21.8% of girls. Significant differences were observed in terms of alcohol consumption by gender (31.1% for boys versus 48.2% for girls, p = 0.000). A significant, reverse relationship between sport and physical activity and alcohol consumption was observed among both boys and girls. The level of sport and physical activity is higher among adolescent boys than girls. Sport and physical activity shows a positive association with a lower level of alcohol consumption among both genders. Sociedad Argentina de Pediatría.

Personal motivation, exercise, and smoking behaviors among young adults.

PubMed

Scioli, Erica Rose; Biller, Henry; Rossi, Joseph; Riebe, Deborah

2009-01-01

This study explored the motivational factors that influence individuals across the stages of change for exercise. The authors compared physically active nonsmokers with physically active smokers in a college student population. Half of regular exercisers identified themselves as smokers. Compared with their nonsmoking peers, young smokers have higher rates of physical and emotional distress. Those participants who exercise and do not smoke are more likely to exhibit intrinsic factors for exercise. Undergraduate psychology students (N = 614) completed an Internet survey on exercise and smoking behavior as well as motivational factors for exercise. Multivariate analyses of variance revealed that intrinsic motivational factors for exercise were significantly higher for the active nonsmokers than for the active smokers. Interventions promoting consistent exercise and smoking abstinence should continue to be directed toward young adults, focusing on fostering intrinsic motivational factors for exercise.

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results from both versions of the course also reveal improvements. In order to help educators improve teaching and assessment of geologic time in similar settings, we will offer some details about course modifications and activities. First, learning goals were adjusted to emphasize skills geologists use when interpreting the geological record, rather than focusing on specific knowledge such dates, time spans and rock or fossil names. Then, one third of the lectures were replaced with 50-minute guided group activities, higher level clicker-based questioning strategies were introduced, labs were restructured to include follow up in-class group activities, structured reading and homework exercises were added, and formative and evaluative assessments were diversified. In conclusion, we will show that introducing active learning strategies has helped meet the challenges of increasing the sophistication of students' thinking about geologic time, at the same time as increasing their satisfaction. The specific strategies should be transferrable to any course in which senior general science students learn to use the rock and fossil record to experience the ways in which geoscientists integrate geology and paleontology to interpret the Earth System's evolution.

A cross-national study to compare the knowledge, attitudes, perceptions of sexually transmitted diseases and the sexual risk behaviors of Latino adolescents.

PubMed

Brito, Maximo O; Davis, Melinda; Chakrabarti, Anindita

2014-01-01

Adolescents are at high risk of acquiring sexually transmitted diseases (STDs). However, little is known about differences in knowledge and risk behaviors across nationalities. The objective of this study was to assess and compare the knowledge and perceptions of STDs and the sexual risk behaviors in Latino adolescents in the United States (US) and the Dominican Republic (DR). A survey was administered to 364 high school students after obtaining parental consent. The questionnaire asked about demographics, sources of STD information, risk behaviors, and knowledge of syphilis, gonorrhea, and human immunodeficiency virus (HIV). Mean percentage scores were calculated to compare correct responses by nationality, gender, and sexual activity. Predictors of self-reported high risk sexual behavior were identified by multivariable logistic regression analysis. In all, 242 (66%) US and 122 (34%) DR students were interviewed. Of these, 52% were males. Median age was 15 years (range, 13-18). Sexual activity was reported by 40% of the participants and did not differ by gender (p=0.43) or national origin (p=0.53), although it was greater for adolescents older than 15 years of age (60% vs. 35%, p<0.001). US students identified abstinence as an effective STD prevention method more often than their counterparts (p=<0.001). Knowledge of specific STDs was higher in girls (p=0.002) and Dominicans (p=0.003). Predictors of high risk behavior were male gender (OR

Redesign of a large lecture course into a small-group learning course.

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

The impacts of mandatory service on students in service-learning classes.

PubMed

Dienhart, Carolyn; Maruyama, Geoffrey; Snyder, Mark; Furco, Andrew; McKay, Monica Siems; Hirt, Laurel; Huesman, Ronald

2016-01-01

This naturalistic study examined differences in students' motivations for elective versus required service-learning (SL) classes. Students in two successive academic years' cohorts were surveyed by the SL center at a large Midwestern university. Analyses compared classes differing in requirements for community-based service. Students required to participate in community service as part of a class within a program required for admission to a university were less likely to: want to be involved in future community work; enroll in another SL class; and recommend their class, compared to other groups of students, including others from classes in which SL was required as part of the program in which students were enrolled. These findings suggest that students' motivations to participate in community-engaged activities are not shaped simply by whether or not community engagement is required in SL classes, but also by other factors including how the engagement opportunity is contextualized.

Inquiry-Based Approach to Understanding Common Descent

ERIC Educational Resources Information Center

Parker, Monica

2010-01-01

In this inquiry-based activity, students catalog external and internal characteristics of four different classes of animals during dissection exercises. On the basis of their accumulated data, students compare and contrast the animals, devise a phylogenetic tree, and provide reasonable characteristics for extinct transitional organisms. (Contains…

How to Know What Students Know

ERIC Educational Resources Information Center

Himmele, William; Himmele, Persida

2012-01-01

"Total participation techniques" provide teachers with evidence of active participation and cognitive engagement from all students at the same time. These techniques function as formative assessments that help teachers accurately monitor progress, provide feedback, and modify instruction. Compared with the traditional question-and-answer scenario,…

Practical Business: Instructor/Student Guide.

ERIC Educational Resources Information Center

Napier, Deedee Stocker

Ten units on practical business are presented in this instructor and student guide. Each instructional unit contains objectives, suggested activities, information sheets, assignment sheets, transparency master, a test, and test answers. Unit topics are (1) before you buy (comparative shopping and wise purchasing techniques); (2) when things go…

Classroom as Reality: Demonstrating Campaign Effects through Live Simulation

ERIC Educational Resources Information Center

Coffey, Daniel J.; Miller, William J.; Feuerstein, Derek

2011-01-01

Scholastic research has demonstrated that when conducted properly, active learning exercises are successful at increasing student awareness, student interest, and knowledge retention. Face-to-face simulations, in particular, have been demonstrated to add positively to classrooms focusing on comparative politics, international relations, public…

The First Class: An Exercise for Introductory Sociology.

ERIC Educational Resources Information Center

Riffer, Roger L.

1983-01-01

The objectives of this learning activity, which compares students' estimates for selected death rates with government census figures, are to orient college students to sociology's methods and content and to increase their comprehension of their first reading assignment on Durkheim's study of suicide. (Author/RM)

Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses.

PubMed

Bevan, Samantha J; Chan, Cecilia W L; Tanner, Julian A

2014-01-01

Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology. © 2014 The International Union of Biochemistry and Molecular Biology.

Are physical activity, sedentary behaviors and sleep duration associated with body mass index-for-age and health-related quality of life among high school boys and girls?

PubMed

Jalali-Farahani, Sara; Amiri, Parisa; Chin, Yit Siew

2016-02-27

Previous studies reported lower health-related quality of life (HRQOL) scores in overweight and obese adolescents compared to their normal weight counterparts; however, few studies investigated the association between obesity-related behaviors including physical activity and sedentary behaviors and HRQOL in adolescents. This study aimed at investigating the relationship between physical activity, sedentary behaviors, sleep duration and body mass index-for-age (BMI-for-age) and HRQOL among high school Tehranian students. A total of 465 high school students (48.8 % girls) were recruited from three different socio-economic zones in Tehran. The BMI-for-age was determined and physical activity and HRQOL were assessed using validated questionnaires including Quantification de l'Activite Physique en Altitude Chez les Enfants (QAPACE) and Pediatric Quality of Life Inventory (PedsQL) respectively. Over one third of students (38.5 %) were either overweight or obese. The means of all self- and parent-reported HRQOL scores were significantly lower in girls, compared to boys, except for the parent-reported social functioning subscale. Mean hours of daily sleeping were significantly higher in girls, compared to boys (8.16 ± 1.27 vs. 7.73 ± 1.22 respectively; p < 0.05). Both girls and boys spent more time on sedentary activities than engaging in sport activities. During school and vacation periods, boys had significantly higher daily energy expenditure (DEE) compared to girls (p < 0.05). Only DEE during school period had a significant inverse correlation with BMI-for-age in boys but not girls (r = -0.14, p < 0.05). In addition, self-reported HRQOL scores were significantly associated with weekly hours adolescents spent on videogames/internet, listening to music and reading, watching TV, sports as well as DEE through sex-specific patterns. However according to parents' perspective only weekly hours spent on listening to music and readings and sport activities were significantly associated with their children HRQOL scores. In summary, time spent on physical and sedentary activities were not associated with BMI-for-age, although both of these were associated with the HRQOL of high school students. The potential role of sedentary activities and physical activity should be considered in future interventions aimed at improving HRQOL in adolescents.

Intensity and duration of physical efforts in Physical Education classes.

PubMed

Kremer, Marina Marques; Reichert, Felipe Fossati; Hallal, Pedro Curi

2012-04-01

To evaluate the intensity and duration of physical efforts in Physical Education classes in primary and secondary school. School-based cross-sectional study carried out by means of the observation of 218 Physical Education classes, including a total of 272 students (each one of the students was evaluated three times). The study was carried out in the city of Pelotas (Southern Brazil), between August and December 2009. In order to evaluate the intensity of the efforts, accelerometers were used and the following cut-off points were adopted (in counts per minute): sedentary activities (0-100), light activities (101-2,000), moderate (2,001-4,999), vigorous (5,000-7,999), and very vigorous activities (>8000). The mean duration of the classes was 35.6 minutes (SD 6.0). The mean proportion of time spent in moderate to vigorous physical activity was 32.7% (SD 25.2). Boys (44.1%) were involved significantly more in moderate to vigorous physical activity as compared to girls (21.0%; p<0.01). Students who practice physical activities outside the classes participated more in moderate to vigorous physical activity in the Physical Education classes. Besides the fact that Physical Education classes have a short duration, students practice moderate to vigorous physical activity during one third of the class, with a poor significant contribution to students' level of physical activity.

Using Fairy Tales for Critical Reading. Bonus Activity Book.

ERIC Educational Resources Information Center

Learning, 1991

1991-01-01

This activity book uses the whole language approach to encourage young readers and prereaders to become critical listeners and viewers by comparing different versions of familiar fairy tales ("The Three Little Pigs" and "Beauty and the Beast"). Class activities, educational games, posters, and student activity pages are…

Student Needs to Practicum Guidance in Physiology of Animals Based on Guided Inquiry

NASA Astrophysics Data System (ADS)

Widiana, R.; Susanti, S.; Susanti, D.

2017-09-01

The achievement of the subject of animal physiology requires that the students actively and creatively find their knowledge independently in understanding the concepts, theories, physiological processes, decompose, assemble, compare and modify physiological processes in relation to the fluctuation of environmental factors through practicum activities. The achievement of this lesson has not been fully realized because the learning resources used can’t guide, direct and make the independent students achieve their learning achievement and the practical handbook used has not been able to lead the students active and creative in finding their own knowledge. The practical handbook used so far consists only of the introduction of materials, work steps and questions. For that, we need to develop guided inquiry guide based on the needs of students. Objectives this study produces a practical handbook that fits the needs of the students. The research was done by using 4-D models and limited to define stage that is student requirement analysis. Data obtained from the questionnaire and analysed descriptively. The questionnaire obtained an average of 88.16%. So the needs of students will guide guided inquiry based inquiry both to be developed.

Landslides! Engaging students in natural hazards and STEM principles through the exploration of landslide analog models

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Lechner, H. N.; Brill, K. A.; Lerner, G.; Ramos, E.

2014-12-01

Graduate students at Michigan Technological University developed the "Landslides!" activity to engage middle & high school students participating in summer engineering programs in a hands-on exploration of geologic engineering and STEM (Science, Technology, Engineering and Math) principles. The inquiry-based lesson plan is aligned to Next Generation Science Standards and is appropriate for 6th-12th grade classrooms. During the activity students focus on the factors contributing to landslide development and engineering practices used to mitigate hazards of slope stability hazards. Students begin by comparing different soil types and by developing predictions of how sediment type may contribute to differences in slope stability. Working in groups, students then build tabletop hill-slope models from the various materials in order to engage in evidence-based reasoning and test their predictions by adding groundwater until each group's modeled slope fails. Lastly students elaborate on their understanding of landslides by designing 'engineering solutions' to mitigate the hazards observed in each model. Post-evaluations from students demonstrate that they enjoyed the hands-on nature of the activity and the application of engineering principles to mitigate a modeled natural hazard.

Activating multi-ethnic youth for smoking prevention: design, baseline findings, and implementation of project SPLASH.

PubMed

Glanz, Karen; Lunde, Kevin B; Leakey, Tricia; Maddock, Jay; Koga, Karin; Yamauchi, Jessica; Maskarinec, Gertraud; Shigaki, Dorothy

2007-01-01

Achieving significant reductions in tobacco use by youth is an important challenge. There is a pressing need to develop and evaluate innovative strategies that stimulate youth involvement and are effective in multi-ethnic populations. This article describes an innovative tobacco prevention trial, and reports baseline characteristics of participants and findings about implementation of the curriculum. The aim of Project SPLASH is to evaluate the impact of a school-based smoking prevention intervention that emphasizes active involvement of middle school students, on rates of smoking initiation and regular smoking in a multi-ethnic cohort of youth in Hawaii. Project SPLASH is a group randomized trial that compares a 2-year innovative intervention with a social influence prevention program, in 20 public schools in Hawaii. The main outcome is mean 30-day smoking prevalence rates. The response rate was 78.4%. Approximately 1 in 4 students had tried smoking and 30-day smoking prevalence at baseline was 8%. Intervention and control groups were comparable in terms of tobacco use, gender, ethnicity, behavioral, environmental, and psychosocial characteristics. Differences in ethnic identification, socio-economic status, acculturation, and involvement in prevention activities may be due to chance. The intervention was well implemented by teachers across both the intervention and control school classes. For this study, 20 schools in Hawaii with close to 4000 participating students were recruited. Student smoking behavior and curriculum implementation were comparable by group status. The intervention study has the potential to elucidate how youth respond to an intervention with student involvement that incorporates cognitive and social action components.

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students†

PubMed Central

Marbach-Ad, Gili; Rietschel, Carly H.; Saluja, Neeti; Carleton, Karen L.; Haag, Eric S.

2016-01-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies. PMID:28101262

Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

PubMed

LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

2018-03-01

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

Validity and Reliability of Three Self-Report Instruments for Assessing Attainment of Physical Activity Guidelines in University Students

ERIC Educational Resources Information Center

Murphy, Joseph J.; Murphy, Marie H.; MacDonncha, Ciaran; Murphy, Niamh; Nevill, Alan M.; Woods, Catherine B.

2017-01-01

The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a…

Developing nursing ethical competences online versus in the traditional classroom.

PubMed

Trobec, Irena; Starcic, Andreja Istenic

2015-05-01

The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students' attitudes towards the active learning methods in both settings. The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students' active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration and critical thinking. Active learning methods in the settings compared, online and the traditional classroom, enabled the development of a higher level of knowledge defined by the ability of critical thinking and reflective response, the core of ethical competences. Students develop ethical competence through active engagement in a group work, role play and discussion, and there is no difference between online or traditional learning settings. In the healthcare, it is crucial for providers to be capable of making autonomous decisions and managing various communication situations and contexts in which the moral attitudes and ethical sensibility are essential. © The Author(s) 2014.

Costs of success: Financial implications of implementation of active learning in introductory physics courses for students and administrators

NASA Astrophysics Data System (ADS)

Brewe, Eric; Dou, Remy; Shand, Robert

2018-02-01

Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key factor in not adopting active-learning instructional practices. Some cite that alternative methods to stadium-style, lecture-based education are not financially viable to an academic department. This paper examines that argument by presenting an ingredients approach to estimating costs of two instructional methods used in introductory university physics courses at a large public U.S. university. We use a metric common in educational economics, cost effectiveness (CE), which is the total cost per student passing the class. We then compare the CE of traditional, passive-learning lecture courses to those of a well-studied, active-learning curriculum (Modeling Instruction) as a way of evaluating the claim that active learning is cost prohibitive. Our findings are that the Modeling Instruction approach has a higher cost per passing student (MI = 1 ,030 /passing student vs Trad = 790 /passing student). These results are discussed from perspectives of university administrators, students, and taxpayers. We consider how MI would need to adapt in order to make the benefits of active learning (particularly higher pass rates and gains on multiple measured student outcomes) available in a cost-neutral setting. This approach aims to provide a methodology to better inform decision makers balancing financial, personnel, and curricular considerations.

Hands-on Herps.

ERIC Educational Resources Information Center

Science Activities, 1987

1987-01-01

Presents a hands-on activity to help primary, intermediate, and advanced students learn about and compare the general characteristics of reptiles and amphibians. Suggests "herp stations" to provide experiences. Details materials, background and procedures necessary for using this activity. (CW)

Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

PubMed

Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 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).

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers.

PubMed

Al-Halabi, Becher; Marwan, Yousef; Hasan, Mohammad; Alkhadhari, Sulaiman

2014-01-01

Research is the foundation of scientific advancement and improvement in quality of health care, which ensures the good health of the community. The aim of this study is to explore experiences, attitudes, and barriers of medical students in Kuwait University (KU) in regards to extracurricular research. A questionnaire about extracurricular research activities (ie, any research activity that is not part of the required undergraduate curriculum, such as publishing a paper, research elective, etc) was distributed to 175 senior medical students (years 6 and 7). Descriptive and chi-square analyses were used to analyze the responses, considering a P-value of <0.05 as the cut-off level for significance. The main outcome was defined as taking part in any of the extracurricular research activities. Of the 150 participants (response rate = 85.7%), 26 (17.3%), 68 (45.3%), 52 (34.7%), and 17 (11.3%) had published their required medical school research, presented abstracts in conferences, conducted extracurricular research, and completed a research elective/course, respectively; 99 (66.0%) took part in any of these activities. Participants who read medical journals regularly (81; 54%) reported higher participation in extracurricular research activities than those who did not read journals (P=0.003). Improving the availability of mentors for students' extracurricular research was ranked by the participants as the most important factor to improve their participation in extracurricular research (4.05/5.00). Despite the lack of adequate support, extracurricular research activities among medical students of KU were comparable to students from other countries. Barriers for these activities should be addressed by KU medical educators in order to enhance research activities among the students.

The Resource beneath Our Feet

ERIC Educational Resources Information Center

Clary, Renee

2015-01-01

This article describes activities in which students sample, investigate, classify, and compare characteristics (i.e., texture, color, density, porosity) of local soils, evaluating whether the soils are healthy or at risk. Students investigate correlations between geology and geography, predict which soil types may go extinct in their state, and…

Comparing the Impact of Two Internship Experiences on Student Learning.

ERIC Educational Resources Information Center

Eyler, Janet

1993-01-01

Of 71 students in business or social service internships, 54 participated in systematic activities to integrate core curriculum with field experience. Opportunities for guided analysis and reflection enabled them to recognize curriculum relevance and develop empathy, interpersonal skills, awareness of politics, understanding of organizations, and…

Over-the-Counter Chemistry: Bringing Aspirin, Antacids, and Detergent to Class.

ERIC Educational Resources Information Center

Tocci, Salvatore

1982-01-01

Describes a general chemistry course which encourages students to investigate the applications of chemical concepts to everyday situations. Commercially available products are analyzed and the accuracy of manufacturers' claims are evaluated. For example, students compare different aspirin brands, calculating percentage of active ingredients and…

Practicing Transcendental Meditation in High Schools: Relationship to Well-Being and Academic Achievement among Students

ERIC Educational Resources Information Center

Wendt, Staci; Hipps, Jerry; Abrams, Allan; Grant, Jamie; Valosek, Laurent; Nidich, Sanford

2015-01-01

The Quiet Time program provides a 15-min period at the beginning and end of the school day where students may practice Transcendental Meditation (TM) or another quiet activity such as reading silently to oneself. This study examined the impact of participating in Quiet Time on ninth-grade students (n?=?141) by comparing their outcomes to those of…

Performance of First-Year Health Sciences Students in a Large, Diverse, Multidisciplinary, First-Semester, Physiology Service Module

ERIC Educational Resources Information Center

Tufts, Mark; Higgins-Opitz, Susan B.

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a…

Oil Spill! Student Guide and Teacher Guide. OEAGLS Investigation 17.

ERIC Educational Resources Information Center

Fortner, Rosanne W.; Ihle, Stephanie

Presented in this unit are three activities concerning the causes and effects of oil spills and methods used to clean up these spills in the oceans and Great Lakes. Students construct and interpret a graph showing oil pollution sources. The students create and try to clean up a small-scale oil spill in a pan, and they compare the water quality of…

Effectiveness of Cooperative Learning (Jigsaw II) Method in Teaching English as a Foreign Language to Engineering Students (Case of Firat University, Turkey)

ERIC Educational Resources Information Center

Gomleksiz, M. N.

2007-01-01

The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active-passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves…

Factors across home, work, and school domains influence nutrition and physical activity behaviors of nontraditional college students.

PubMed

Quintiliani, Lisa M; Bishop, Hillary L; Greaney, Mary L; Whiteley, Jessica A

2012-10-01

Nontraditional college students (older, part-time, and/or working) have less healthful nutrition and physical activity behaviors compared to traditional students, yet few health promotion efforts focus on nontraditional students. The purpose of this study was to use qualitative methods to explore factors affecting nutrition and physical activity behaviors of nontraditional students. Fourteen semi-structured individual interviews were conducted with nontraditional undergraduate students attending a large university. The sample had a median age of 25 (range, 21-64), 57% were men, 43% were racial/ethnic minorities, and 57% were employed (mean 22 hours/week). Data were coded using a systematic team-based approach. Consistent themes (mentioned by 4+ students) were identified and categorized into three domains: home, work, and school. Home (themes: neighborhood characteristics, family, partners), work (theme: work environment), and school (themes: cafeteria, vending machines) factors consistently influenced positive nutrition behaviors. Similarly, home (themes: neighborhood including safety, friends from home, partner,), work (theme: work environment), and school (themes: not having a car, campus structure, campus gym, friends at school) factors consistently influenced positive physical activity. Financial resources and perceptions of autonomy had influence across domains. Results indicate consistent influences on nutrition and physical activity behaviors across home, work, and school domains for nontraditional college students. Study findings suggest possible, and sometimes unconventional, intervention strategies to promote healthful eating and physical activity. For example, when cafeteria meal plans are not offered and financial constraints limit eating at the cafeteria, encouraging healthful choices from vending machines could be preferable to not eating at all. Copyright © 2012 Elsevier Inc. All rights reserved.

Physical activity and gender differences: correlates of compliance with recommended levels of five forms of physical activity among students at nine universities in Libya.

PubMed

El Ansari, Walid; Khalil, Khalid; Crone, Diane; Stock, Christiane

2014-06-01

This cross-sectional survey assessed and compared by gender the levels and correlates of achieving the international guidelines recommendations on five forms of physical activity (PA) (walking, moderate PA, vigorous PA, moderate or vigorous PA- MVPA, and muscle-strengthening PA). We examined the associations between achieving the international guidelines recommendations on five forms of PA and a variety of sociodemographic, health and academic performance variables. Data was collected across nine Libyan universities (2008-2009, representative sample of 1,300 undergraduates). A self-administered questionnaire assessed frequency and duration of PA/week for each form of PA. Cut-offs for recommended guidelines were set according to the American Heart Association. About 43.7% of students achieved the guidelines for muscle strengthening PA, 20.7% for walking, 11.2% for vigorous PA, 28.5% for MVPA, and 4.8% for moderate PA (excluding walking). Binary logistic regression showed that except for walking, males were consistently associated with achieving the guidelines recommendations for all other forms of PA. Students with higher health awareness were more likely to achieve the guidelines for vigorous PA and muscle strengthening PA. Better academic performance was associated with higher levels of muscle strengthening PA. Students at institutions in the East of Libya were less likely to achieve the guidelines for walking, vigorous PA or muscle strengthening PA as compared to students from the North. Students from the West of Libya were also less likely to walk or to engage in moderate PA than their peers from the North. Overall, relatively low proportions of students achieved the recommended guidelines of PA. Female students were particularly at risk for low level of PA. Attention is required to national policies that promote active living, along with addressing the cultural, geographic and other barriers to engagement of young adult males and females in PA.

Flipped classroom instructional approach in undergraduate medical education

PubMed Central

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

Flipped classroom instructional approach in undergraduate medical education.

PubMed

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

A New Two-Step Approach for Hands-On Teaching of Gene Technology: Effects on Students' Activities During Experimentation in an Outreach Gene Technology Lab

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2011-08-01

Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students' activities during the experimental phases by continuously videotaping 20 work groups within each approach ( N = 131). Subsequent classification of students' activities yielded 10 categories (with well-fitting intra- and inter-observer scores with respect to reliability). Based on the students' individual time budgets, we evaluated students' roles during experimentation from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two common clusters emerged, which we labeled as `all-rounders' and as `passive students', and two clusters specific to each approach: `observers' as well as `high-experimenters' were identified only within the one-step approach whereas under the two-step conditions `managers' and `scribes' were identified. Potential changes in group-leadership style during experimentation are discussed, and conclusions for optimizing science teaching are drawn.

Risky business: Behaviors associated with indoor tanning in US high school students.

PubMed

Chapman, Stephanie; Ashack, Kurt; Bell, Eric; Sendelweck, Myra Ann; Dellavalle, Robert

2017-09-15

Understanding of associations between indoor tanning and risky health related behaviors such as sexual activity and substance abuse among high school students across the United States is incomplete. To identify risky health related behaviors among high school students utilizing indoor tanning and analyze differences between state specific data. Results from the Youth Risk Behavior Surveillance System (YRBSS) 2013 in 14 different states were analyzed. Participants were 90,414 high school students. Responses to questions assessing indoor tanning habits, sexual activity, and use of substances were analyzed. Sexual activity was associated with indoor tanning in 10 of 14 states, with Nebraska having the strongest association (adjusted odds ratio, 3.8; 95% CI, 2.4-6.2; p<0.001). Indoor tanning was also associated with use of alcohol, marijuana, ecstasy, cocaine, prescription medications, and cigarettes. Only 15 states asked students about their personal history of indoor tanning use, and Minnesota was excluded from our analysis as they administered a non-YRBS questionnaire. Additionally, our study only analyzed results from the 2013 YRBS. Lastly, our data was analyzed in 14 individual data sets, giving a high likelihood of Type 1 error. High school students utilizing indoor tanning are more likely to engage in sexual activity and substance abuse as compared to students who do not utilize indoor tanning.

An Empirical Investigation of Clicker Technology in Financial Accounting Principles

ERIC Educational Resources Information Center

Marshall, Leisa L.; Varnon, Anthony W.

2012-01-01

The effects of clicker-use and active learning classroom activities on student performance in financial accounting principles were examined. A repeated measure design was used to compare performance on four exams between a clicker group and a non-clicker group, after controlling for GPA and age. A matched-pairs t-test was used to compare the…

Informal Learning Activities for Learners of English and for Learners of Dutch

ERIC Educational Resources Information Center

Van Marsenille, Anne

2017-01-01

The purpose of this study is to investigate and compare the informal learning activities which French-speaking higher education students in Brussels engage in while learning English and Dutch. The informal learning of English was investigated in 2012, while the informal learning of Dutch was studied in 2015 and then compared to the informal…

Social media to supplement point-of-care ultrasound courses: the "sandwich e-learning" approach. A randomized trial.

PubMed

Hempel, Dorothea; Haunhorst, Stephanie; Sinnathurai, Sivajini; Seibel, Armin; Recker, Florian; Heringer, Frank; Michels, Guido; Breitkreutz, Raoul

2016-12-01

Point-of-care ultrasound (POC-US) is gaining importance in almost all specialties. E-learning has been used to teach theoretical knowledge and pattern recognition. As social media are universally available, they can be utilized for educational purposes. We wanted to evaluate the utility of the sandwich e-learning approach defined as a pre-course e-learning and a post-course learning activity using Facebook after a one-day point-of-care ultrasound (POC-US) course and its effect on the retention of knowledge. A total of 62 medial students were recruited for this study and randomly assigned to one of four groups. All groups received an identical hands-on training and performed several tests during the study period. The hands-on training was performed in groups of five students per instructor with the students scanning each other. Group 1 had access to pre-course e-learning, but not to post-course e-learning. Instead of a pre-course e-learning, group 2 listened to presentations at the day of the course (classroom teaching) and had access to the post-course learning activity using Facebook. Group 3 had access to both pre- and post-course e-learning (sandwich e-learning) activities, while group 4 listened classroom presentations only (classroom teaching only). Therefore only groups 2 and 3 had access to post-course learning via Facebook by joining a secured group. Posts containing ultrasound pictures and videos were published to this group. The students were asked to "like" the posts to monitor attendance. Knowledge retention was assessed 6 weeks after the course. After 6 weeks, group 3 achieved comparable results when compared to group 2 (82.2 % + -8.2 vs. 84.3 + -8.02) (p = 0.3). Students who participated in the post-course activity were more satisfied with the overall course than students without post-course learning (5.5 vs. 5.3 on a range from 1 to 6). In this study, the sandwich e-learning approach led to equal rates of knowledge retention compared to classroom lectures and post-course learning. Students appreciate new media for learning experiences and are more satisfied with their learning activity. The sandwich e-learning can be used to maximize hands-on training during courses.

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

NASA Astrophysics Data System (ADS)

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.

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

NASA Astrophysics Data System (ADS)

Owens, David C.; Sadler, Troy D.; Barlow, Angela T.; Smith-Walters, Cindi

2017-12-01

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants' unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.

Back to the future! Revisiting the physiological cost of negative work as a team-based activity for exercise physiology students.

PubMed

Kilgas, Matthew A; Elmer, Steven J

2017-03-01

We implemented a team-based activity in our exercise physiology teaching laboratory that was inspired from Abbott et al.'s classic 1952 Journal of Physiology paper titled "The physiological cost of negative work." Abbott et al. connected two bicycles via one chain. One person cycled forward (muscle shortening contractions, positive work) while the other resisted the reverse moving pedals (muscle lengthening contractions, negative work), and the cost of work was compared. This study was the first to link human whole body energetics with isolated muscle force-velocity characteristics. The laboratory activity for our students ( n = 35) was designed to reenact Abbott et al.'s experiment, integrate previously learned techniques, and illustrate differences in physiological responses to muscle shortening and lengthening contractions. Students (11-12 students/laboratory section) were split into two teams (positive work vs. negative work). One student from each team volunteered to cycle against the other for ~10 min. The remaining students in each team were tasked with measuring: 1 ) O 2 consumption, 2 ) heart rate, 3 ) blood lactate, and 4 ) perceived exertion. Students discovered that O 2 consumption during negative work was about one-half that of positive work and all other physiological parameters were also substantially lower. Muscle lengthening contractions were discussed and applied to rehabilitation and sport training. The majority of students (>90%) agreed or strongly agreed that they stayed engaged during the activity and it improved their understanding of exercise physiology. All students recommended the activity be performed again. This activity was engaging, emphasized teamwork, yielded clear results, was well received, and preserved the history of classic physiological experiments. Copyright © 2017 the American Physiological Society.

Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism

NASA Astrophysics Data System (ADS)

Karahan, Engin; Roehrig, Gillian

2015-02-01

Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues" (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students' environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students' environmental awareness and perceived need for activism. The findings of the study indicated that students' environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.

Using Active Learning to Teach Concepts and Methods in Quantitative Biology.

PubMed

Waldrop, Lindsay D; Adolph, Stephen C; Diniz Behn, Cecilia G; Braley, Emily; Drew, Joshua A; Full, Robert J; Gross, Louis J; Jungck, John A; Kohler, Brynja; Prairie, Jennifer C; Shtylla, Blerta; Miller, Laura A

2015-11-01

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students’ Critical Thinking Skills Using the Primary Literature

PubMed Central

Stevens, Courtney

2015-01-01

This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience. PMID:26557797

A meta-analysis of outcomes from the use of computer-simulated experiments in science education

NASA Astrophysics Data System (ADS)

Lejeune, John Van

The purpose of this study was to synthesize the findings from existing research on the effects of computer simulated experiments on students in science education. Results from 40 reports were integrated by the process of meta-analysis to examine the effect of computer-simulated experiments and interactive videodisc simulations on student achievement and attitudes. Findings indicated significant positive differences in both low-level and high-level achievement of students who use computer-simulated experiments and interactive videodisc simulations as compared to students who used more traditional learning activities. No significant differences in retention, student attitudes toward the subject, or toward the educational method were found. Based on the findings of this study, computer-simulated experiments and interactive videodisc simulations should be used to enhance students' learning in science, especially in cases where the use of traditional laboratory activities are expensive, dangerous, or impractical.

Giving students the run of sprinting models

NASA Astrophysics Data System (ADS)

Heck, André; Ellermeijer, Ton

2009-11-01

A biomechanical study of sprinting is an interesting task for students who have a background in mechanics and calculus. These students can work with real data and do practical investigations similar to the way sports scientists do research. Student research activities are viable when the students are familiar with tools to collect and work with data from sensors and video recordings and with modeling tools for comparing simulation and experimental results. This article describes a multipurpose system, named COACH, that offers a versatile integrated set of tools for learning, doing, and teaching mathematics and science in a computer-based inquiry approach. Automated tracking of reference points and correction of perspective distortion in videos, state-of-the-art algorithms for data smoothing and numerical differentiation, and graphical system dynamics based modeling are some of the built-in techniques that are suitable for motion analysis. Their implementation and their application in student activities involving models of running are discussed.

The artist emerges: visual art learning alters neural structure and function.

PubMed

Schlegel, Alexander; Alexander, Prescott; Fogelson, Sergey V; Li, Xueting; Lu, Zhengang; Kohler, Peter J; Riley, Enrico; Tse, Peter U; Meng, Ming

2015-01-15

How does the brain mediate visual artistic creativity? Here we studied behavioral and neural changes in drawing and painting students compared to students who did not study art. We investigated three aspects of cognition vital to many visual artists: creative cognition, perception, and perception-to-action. We found that the art students became more creative via the reorganization of prefrontal white matter but did not find any significant changes in perceptual ability or related neural activity in the art students relative to the control group. Moreover, the art students improved in their ability to sketch human figures from observation, and multivariate patterns of cortical and cerebellar activity evoked by this drawing task became increasingly separable between art and non-art students. Our findings suggest that the emergence of visual artistic skills is supported by plasticity in neural pathways that enable creative cognition and mediate perceptuomotor integration. Copyright © 2014 Elsevier Inc. All rights reserved.

Community-based participatory research to decrease smoking prevalence in a high-risk young adult population: an evaluation of the Students Against Nicotine and Tobacco Addiction (SANTA) project.

PubMed

Mendenhall, Tai J; Harper, Peter G; Henn, Lisa; Rudser, Kyle D; Schoeller, Bill P

2014-03-01

Students Against Nicotine and Tobacco Addiction is a community-based participatory research project that engages local medical and mental health providers in partnership with students, teachers, and administrators at the Minnesota-based Job Corps. This intervention contains multiple and synchronous elements designed to allay the stress that students attribute to smoking, including physical activities, nonphysical activities, purposeful modifications to the campus's environment and rules/policies, and on-site smoking cessation education and peer support. The intent of the present investigation was to evaluate (a) the types of stress most predictive of smoking behavior and/or nicotine dependence, (b) which activities students are participating in, and (c) which activities are most predictive of behavior change (or readiness to change). Quantitative data were collected through 5 campus-wide surveys. Response rates for each survey exceeded 85%. Stressors most commonly cited included struggles to find a job, financial problems, family conflict, lack of privacy or freedom, missing family or being homesick, dealing with Job Corps rules, and other-unspecified. The most popular activities in which students took part were physically active ones. However, activities most predictive of beneficent change were nonphysical. Approximately one third of respondents were nicotine dependent at baseline. Nearly half intended to quit within 1 month and 74% intended to quit within 6 months. Interventions perceived as most helpful toward reducing smoking were nonphysical in nature. Future efforts with this and comparable populations should engage youth in advancing such activities within a broader range of activity choices, alongside conventional education and support.

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

PubMed Central

Pitterle, Michael E.; Hayney, Mary S.

2014-01-01

Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (p<0.01). Student performance was compared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization. PMID:24954936

Student Preferences Regarding Teaching Methods in a Drug-Induced Diseases and Clinical Toxicology Course

PubMed Central

Gim, Suzanna

2013-01-01

Objectives. To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. Design. Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students’ perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students’ perceptions of various teaching methods. Assessment. The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students’ survey responses and examination performance. Conclusions. Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method. PMID:23966726

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Influence of Deviant Behaviours in Workgroups in Relation with Group Composition

ERIC Educational Resources Information Center

Desbiens, Nadia; Levasseur, Caroline; Roy, Normand

2016-01-01

The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant…

Increasing Prosocial Behavior and Academic Achievement among Adolescent African American Males

ERIC Educational Resources Information Center

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding…

Selecting Lower Priced Items.

ERIC Educational Resources Information Center

Kleinert, Harold L.; And Others

1988-01-01

A program used to teach moderately to severely mentally handicapped students to select the lower priced items in actual shopping activities is described. Through a five-phase process, students are taught to compare prices themselves as well as take into consideration variations in the sizes of containers and varying product weights. (VW)

"No Taxation without Representation:" A Simulation Activity.

ERIC Educational Resources Information Center

Schur, Joan Brodsky

1992-01-01

Describes a simulation exercise designed to help students understand the objections of U.S. colonists to the Stamp Act and other taxes. Includes a sample handout, instructions for the teacher in carrying out the simulation, and questions to compare students' and colonists' about feelings being assessed fees unfairly. (DK)

Integrating Place and Time with Tasks: Supporting the Student Commuter

ERIC Educational Resources Information Center

Lackey, Stephen

2014-01-01

Though the role of traveler information in transportation has been widely recognized in Activity Analysis research, the needs of specific populations receive limited attention. The commuting burden on community college students received comparatively little attention, despite first semester attrition rates and sharp declines in observed parking…

Investigations in Marine Chemistry: Salinity II.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Presented is a science activity in which the student investigates methods of calibration of a simple conductivity meter via a hands-on inquiry technique. Conductivity is mathematically compared to salinity using a point slope formula and graphical techniques. Sample solutions of unknown salinity are provided so that the students can sharpen their…

Comparing Volumes of Prisms and Pyramids

ERIC Educational Resources Information Center

Vinogradova, Natalya

2012-01-01

Students' experience in using formulas for volumes is often limited to substituting numbers into given formulas. An activity presented in this article may help students make connections between the formulas for volumes of prisms and volumes of pyramids. In addition, some interesting facts from number theory arise, demonstrating strong connections…

77 FR 69812 - Agency Information Collection Activities; Comment Request; DC Choice Evaluation

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-21

... oversubscribed. The study will include the administration of annual academic assessments and surveys of students... randomized control trial comparing outcomes of eligible applicants (students and their parents) assigned by lottery to receive or not receive a scholarship. This design is consistent with the requirement for a...

Using Scientific Inquiry to Teach Students about Water Quality

ERIC Educational Resources Information Center

Puche, Helena; Holt, Jame

2012-01-01

This semi-guided inquiry activity explores the macroinvertebrate fauna in water sources affected by different levels of pollution. Students develop their ability to identify macroinvertebrates, compare aquatic fauna from different sources of water samples, evaluate water quality using an index, document and analyze data, raise questions and…

Evaluating the Effectiveness of the Lecture versus Independent Study.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1991-01-01

The impacts of independent study and the lecture approach on student test scores and study time were compared for 205 medical students studying surgery. Learning objective, multiple-choice, and essay questions were developed for selected topics related to surgery. Findings support increased individual active learning strategies and decreased…

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

ERIC Educational Resources Information Center

Huggins, Christopher M.; Stamatel, Janet P.

2015-01-01

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

NASA Astrophysics Data System (ADS)

Schreck Reis, Catarina; Marchante, Hélia; Freitas, Helena; Marchante, Elizabete

2013-03-01

Invasive species are one of the main threats to biodiversity worldwide. Even though they are identified and recognized as such by the Portuguese law, the majority of the population is not yet aware of this problem. Aiming to increase awareness about biological invasions among young students, a workshop on Invasive Plant Species was organized at the Botanical Museum of the University of Coimbra. A total of 170 teenager students from five schools participated in the workshop. Three activities were prepared, focusing on: (1) identification of invasive plants, (2) competition between native and invasive plants and (3) control of invasive plants. One year later, questionnaires were sent to the participants, aiming to appraise workshop effectiveness, and this questionnaire revealed that these students know more about invasive plant species than a comparable group of students that did not participate in the workshop. The results clearly showed that practical informal education activities may be effective in raising public awareness. Questionnaires were essential to evaluate the knowledge acquired and retained by the students during the workshop.

Students’ Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises

PubMed Central

Roche, Victoria F.; Qi, Yongyue

2016-01-01

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students’ self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students’ responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them. PMID:27402979

Gender differences in delayed-type hypersensitivity response: effects of stress and coping in first-year law students.

PubMed

Flynn, Sarah McQueary; Schipper, Lindsey J; Roach, Abbey R; Segerstrom, Suzanne C

2009-07-01

Law students show significant deficits in emotional and physical well-being compared with groups of students in other areas of higher education. Furthermore, evidence suggests that these effects may be worse for women than for men. The use of active coping can positively affect immunity under stress, but this may be most true for men in the context of law school. The current study examined the delayed-type hypersensitivity (DTH) skin responses of first-year law students (n=121) and a comparison group (n=30). Students' health behaviors, self-evaluative emotions, and coping strategies were also reported. Male law students had larger DTH responses than females, but this gender effect was not present in the comparison group. Endorsement of perseverance under stress (n=19), an active coping strategy, moderated the gender effect on immunity. Perseverance associated with larger DTH responses and more positive self-evaluative emotion, but only among men. These results indicate that active coping may be less efficacious for women than for men in law school, which in turn may limit women's opportunities to attenuate negative effects of law school.

The Effects of Bag Style on Muscle Activity of the Trapezius, Erector Spinae and Latissimus Dorsi During Walking in Female University Students

PubMed Central

Hardie, Rebecca; Haskew, Rachel; Harris, Joel; Hughes, Gerwyn

2015-01-01

Back pain is common in adolescents which has been associated with carrying a bag. However, there is little research examining the effects of bag style in female adolescents. The aim of the study was to investigate the effects of different bag conditions on muscle activity of the trapezius, erector spinae and latissimus dorsi muscles in female university students during walking. Twelve female university students walked on a treadmill for 5 minutes at 1.1 m/s during five conditions; control, 1 strapped rucksack, 2 strapped rucksack, ipsilateral shoulder strap and contralateral shoulder strap, each containing 10% bodyweight. Electromyography for the trapezius, erector spinae and latissimus dorsi was recorded for the last 30 s of each condition. Two-way ANOVA and paired t-tests were used to identify differences between right and left muscles and between bag conditions. Results showed that muscle activity of the left trapezius was significantly higher than the right trapezius during the 1 strap rucksack condition. For the left trapezius, the 2 strapped rucksack and the control condition had significantly lower muscle activity compared to the 1 strapped rucksack and the ipsilateral shoulder strap. For the left erector spinae muscle, there was significantly greater muscle activity when wearing the contralateral shoulder strap compared to the control. For the right erector spinae, significantly lower muscle activity was observed when wearing the 2 strapped rucksack compared to the ipsilateral shoulder strap and contralateral shoulder strap. There were no significant differences in muscle activity of the latissimus dorsi muscles between any of the bag conditions. These findings suggest that a two strapped rucksack should be used when carrying loads to reduce spinal muscle activity which may, in turn, reduce reports of back pain in female adolescents. PMID:25964808

Using Recent Planetary Science Data to Develop Advanced Undergraduate Physics and Astronomy Activities

NASA Astrophysics Data System (ADS)

Steckloff, Jordan; Lindell, Rebecca

2016-10-01

Teaching science by having students manipulate real data is a popular trend in astronomy and planetary science education. However, many existing activities simply couple this data with traditional "cookbook" style verification labs. As with most topics within science, this instructional technique does not enhance the average students' understanding of the phenomena being studied. Here we present a methodology for developing "science by doing" activities that incorporate the latest discoveries in planetary science with up-to-date constructivist pedagogy to teach advanced concepts in Physics and Astronomy. In our methodology, students are first guided to understand, analyze, and plot real raw scientific data; develop and test physical and computational models to understand and interpret the data; finally use their models to make predictions about the topic being studied and test it with real data.To date, two activities have been developed according to this methodology: Understanding Asteroids through their Light Curves (hereafter "Asteroid Activity"), and Understanding Exoplanetary Systems through Simple Harmonic Motion (hereafter "Exoplanet Activity"). The Asteroid Activity allows students to explore light curves available on the Asteroid Light Curve Database (ALCDB) to discover general properties of asteroids, including their internal structure, strength, and mechanism of asteroid moon formation. The Exoplanet Activity allows students to investigate the masses and semi-major axes of exoplanets in a system by comparing the radial velocity motion of their host star to that of a coupled simple harmonic oscillator. Students then explore how noncircular orbits lead to deviations from simple harmonic motion. These activities will be field tested during the Fall 2016 semester in an advanced undergraduate mechanics and astronomy courses at a large Midwestern STEM-focused university. We will present the development methodologies for these activities, description of the activities, and results from the pre-tests.

The effect of activity-based instruction on conceptual development of seventh grade students in probability

NASA Astrophysics Data System (ADS)

Gürbüz, Ramazan

2010-09-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed 'Conceptual Development Test' comprising 12 open-ended questions was administered on both groups of students before and after the intervention. The data were analysed using analysis of covariance, with the pretest as covariate. The results revealed that activity-based instruction (ABI) outperformed the traditional counterpart in the development of probability concepts. Furthermore, ABI was found to contribute students' conceptual development of the concept of 'Probability of an Event' the most, whereas to the concept of 'Sample Space' the least. As a consequence, it can be deduced that the designed instructional process was effective in the instruction of probability concepts.

Health status, physical activity, and orthorexia nervosa: A comparison between exercise science students and business students.

PubMed

Malmborg, Julia; Bremander, Ann; Olsson, M Charlotte; Bergman, Stefan

2017-02-01

Orthorexia nervosa is described as an exaggerated fixation on healthy food. It is unclear whether students in health-oriented academic programs, highly focused on physical exercise, are more prone to develop orthorexia nervosa than students in other educational areas. The aim was to compare health status, physical activity, and frequency of orthorexia nervosa between university students enrolled in an exercise science program (n = 118) or a business program (n = 89). The students completed the Short Form-36 Health Survey (SF-36), the International Physical Activity Questionnaire (IPAQ), and ORTO-15, which defines orthorexia nervosa as a sensitive and obsessive behavior towards healthy nutrition. The SF-36 showed that exercise science students scored worse than business students regarding bodily pain (72.8 vs. 82.5; p = 0.001), but better regarding general health (83.1 vs. 77.1; p = 0.006). Of 188 students, 144 (76.6%) had an ORTO-15 score indicating orthorexia nervosa, with a higher proportion in exercise science students than in business students (84.5% vs. 65.4%; p = 0.002). Orthorexia nervosa in combination with a high level of physical activity was most often seen in men in exercise science studies and less often in women in business studies (45.1% vs. 8.3%; p < 0.000). A high degree of self-reporting of pain and orthorexia nervosa in exercise science students may cause problems in the future, since they are expected to coach others in healthy living. Our findings may be valuable in the development of health-oriented academic programs and within student healthcare services. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparison of Effectiveness of Computer Graded vs Instructor Graded Homework Assignments in an Elementary Spanish Course: A Comparative Study at Two Undergraduate Institutions

DTIC Science & Technology

2012-03-07

technology, that being the instructor-graded versus computer-graded activities. In essence, the study came to be about how diverse student bodies reacted...terms of student body and academic offerings, Metropolitan State College of Denver (Metro State) is a unique institution in Colorado and the United...slate of baccalaureate degree offerings. Metro State’s student body of over 24,000 is an exemplar of diversity. The institution admits students via a

Extracurricular activities in young applicants' résumés: what are the motives behind their involvement?

PubMed

Roulin, Nicolas; Bangerter, Adrian

2013-01-01

Applicants use résumés to demonstrate their knowledge, skills, abilities, and other personal characteristics (KSAOs) to recruiters, through education and job-related or non-job-related experiences. But research suggests that the situation for young applicants is especially competitive, since they increasingly enter the labour market with similar educational credentials and limited job-related experience. They may thus use non-job-related experiences, such as participation in extracurricular activities (ECAs) during their studies, to demonstrate KSAOs to recruiters, but also to add distinction and value to their credentials. ECAs may therefore become more important in the selection of young applicants. Yet few studies have undertaken a comprehensive and systematic analysis of the relationships students have with these activities. The purpose of this study was to investigate to what extent students' involvement in ECAs is due to internal (e.g., passion) or external (e.g., résumé-building) motives, and what factors influence these motives. Results from a study with 197 students suggest that students engage in ECAs mainly out of internal motives. But external motives are stronger for activities started closer to entering the labour market, for students active in associative or volunteering activities (as compared to sports or artistic activities), and for students holding leadership positions in their activities. Our results suggest that labour market pressure may be a key component of applicants' involvement in ECAs. Also, organizations and recruiters may want to consider that students tend not to engage in ECAs purely out of internal motives, but also to add value to their credentials and match employers' expectations. The authors thank Anna Ambrosetti for her help with the data collection.

The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Chaemsai, Rungruedee; Rattanavich, Saowalak

2016-01-01

This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…

Perceptions of STEM-Based Outreach Learning Activities in Secondary Education

ERIC Educational Resources Information Center

Vennix, J.; den Brok, P.; Taconis, R.

2017-01-01

We investigated and compared the learning environment perceptions of students, teachers and guides who participated in Science, Technology, Engineering and Mathematics (STEM)-based outreach activities in secondary education. In outreach activities, schools and teachers work together with companies and other external institutions in learning…

Short Project-Based Learning with MATLAB Applications to Support the Learning of Video-Image Processing

NASA Astrophysics Data System (ADS)

Gil, Pablo

2017-10-01

University courses concerning Computer Vision and Image Processing are generally taught using a traditional methodology that is focused on the teacher rather than on the students. This approach is consequently not effective when teachers seek to attain cognitive objectives involving their students' critical thinking. This manuscript covers the development, implementation and assessment of a short project-based engineering course with MATLAB applications Multimedia Engineering being taken by Bachelor's degree students. The principal goal of all course lectures and hands-on laboratory activities was for the students to not only acquire image-specific technical skills but also a general knowledge of data analysis so as to locate phenomena in pixel regions of images and video frames. This would hopefully enable the students to develop skills regarding the implementation of the filters, operators, methods and techniques used for image processing and computer vision software libraries. Our teaching-learning process thus permits the accomplishment of knowledge assimilation, student motivation and skill development through the use of a continuous evaluation strategy to solve practical and real problems by means of short projects designed using MATLAB applications. Project-based learning is not new. This approach has been used in STEM learning in recent decades. But there are many types of projects. The aim of the current study is to analyse the efficacy of short projects as a learning tool when compared to long projects during which the students work with more independence. This work additionally presents the impact of different types of activities, and not only short projects, on students' overall results in this subject. Moreover, a statistical study has allowed the author to suggest a link between the students' success ratio and the type of content covered and activities completed on the course. The results described in this paper show that those students who took part in short projects made a significant improvement when compared to those who participated in long projects.

Sedentary behaviours among Australian adolescents.

PubMed

Hardy, Louise L; Dobbins, Timothy; Booth, Michael L; Denney-Wilson, Elizabeth; Okely, Anthony D

2006-12-01

To describe the prevalence and distribution (by demographic characteristics and body mass index [BMI] category) of sedentary behaviour among Australian adolescents aged 11-15 years. Cross-sectional representative population survey of school students (n = 2,750) in New South Wales, conducted in 2004. Students' self-reported time spent during a usual week in five categories of sedentary behaviour (small screen recreation [SSR], education, cultural, social and non-active travel). Height and weight were measured. Grade 6, 8 and 10 students spent approximately 34 hours, 41 hours and 45 hours/week of their discretionary time, respectively, engaged in sedentary behaviour. Urban students and students from Asian-speaking backgrounds spent significantly more time sedentary than students from rural areas or other cultural backgrounds. SSR accounted for 60% and 54% of sedentary behaviour among primary and high school students, respectively. Overweight and obese students spent more time in SSR than healthy weight students. Out-of-school hours educational activities accounted for approximately 20% of sedentary behaviour and increased with age. Girls spent twice the time in social activities compared with boys. Time spent in cultural activities declined with age. Sedentary behaviours among young people differ according to sex, age and cultural background. At least half of all time spent in sedentary behaviours was spent engaged in SSR. BMI was significantly associated with sedentary behaviour among some children, but not consistently across age groups. A clear understanding of young people's patterns of sedentary behaviour is required to develop effective and sustainable intervention programs to promote healthy living.

Healthy active living: a residence community-based intervention to increase physical activity and healthy eating during the transition to first-year university.

PubMed

Brown, Denver M Y; Bray, Steve R; Beatty, Kevin R; Kwan, Matthew Y W

2014-01-01

To examine the effects of a Healthy Active Living (HAL) community intervention on moderate-to-vigorous physical activity (MVPA), fruit and vegetable consumption (FVC), and psychosocial mediators of physical activity among students transitioning into university. Sixty undergraduate students were assigned to reside in either the HAL community or no-treatment control residence and completed questionnaire measures at the beginning and end of the academic year. Students living in the HAL community reported significantly more MVPA (F[1, 58]=19.93, p<.001, ηp2=.26) and greater FVC (F[1, 56]=3.12, p=.08, ηp2=.05) compared with controls. Participants in the HAL condition also scored significantly higher in action planning (F[1, 58]=4.79, p<.05, ηp2=.08), partially mediating the effect of the intervention on MVPA. A peer-delivered healthy lifestyles intervention targeting first-year university students appears to be effective in preserving or enhancing health behaviors and cognitions during their transition into university life.

A Comparative Study of the Effects of a Concept Mapping Enhanced Laboratory Experience on Turkish High School Students' Understanding of Acid-Base Chemistry

ERIC Educational Resources Information Center

Ozmen, Haluk; Demircioglu, Gokhan; Coll, Richard K.

2009-01-01

The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students' from two classes in a Turkish high school. An additional aim was to enhance…

A faculty-led mock residency interview exercise for fourth-year doctor of pharmacy students.

PubMed

Koenigsfeld, Carrie F; Wall, Geoffrey C; Miesner, Andrew R; Schmidt, Ginelle; Haack, Sally L; Eastman, Darla K; Grady, Sarah; Fornoff, Anisa

2012-02-01

To determine whether a faculty-led mock-interview activity enhanced pharmacy student preparation for the residency interview process and increased match rates. Twenty-eight doctor of pharmacy students volunteered for a 40-minute mock-interview session with 2-person faculty teams. A standard roster of 12 interview questions was derived from published literature and the faculty members' experience. Feedback on the student's interview performance was provided verbally during the session. Following the interview, students were given a 2-part survey instrument. The first part of the survey was administered immediately following the mock-interview session and the second part was administered after the standard date for residency program results (known as "Match Day"). Participant match rates were compared to American Society of Health-System Pharmacists (ASHP) national rates. 82.5% (23 of 27) of students in the mock-interview group matched a postgraduate year 1 (PGY1) program. Compared to national rates (61.9%), more students in our surveyed mock-interview group matched a PGY1 residency (P = .015; odds ratio [OR] 3.546, 95% CI 1.161-12.116). Higher match rates were seen in the students completing the mock residency interview compared to ASHP national rates. In general, students completing the mock interview found the process helpful and felt better prepared for their residency interviews.

Active learning increases student performance in science, engineering, and mathematics.

PubMed

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Active learning increases student performance in science, engineering, and mathematics

PubMed Central

Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-01-01

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools

NASA Astrophysics Data System (ADS)

Scott, Catherine Elizabeth

This study examined the characteristics of 10 science, technology, engineering, and mathematics (STEM) focused high schools. A comparative case designed was used to identify key components of STEM school designs. Schools were selected from various regions across the United States. Data collected included websites, national statistics database, standardized test scores, interviews and published articles. Results from this study indicate that there is a variety of STEM high school programs designed to increase students' ability to pursue college degrees in STEM fields. The school mission statements influence the overall school design. Students at STEM schools must submit an application to be admitted to STEM high schools. Half of the STEM high schools used a lottery system to select students. STEM high schools have a higher population of black students and a lower population of white and Hispanic students than most schools in the United States. They serve about the same number of economically disadvantaged students. The academic programs at STEM high schools are more rigorous with electives focused on STEM content. In addition to coursework requirements, students must also complete internships and/or a capstone project. Teachers who teach in STEM schools are provided regularly scheduled professional development activities that focus on STEM content and pedagogy. Teachers provide leadership in the development and delivery of the professional development activities.

More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

NASA Astrophysics Data System (ADS)

Patchen, Terri; Smithenry, Dennis W.

2015-02-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students' perceptions of what constitutes "science." We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform.

49 CFR 25.410 - Comparable facilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 1 2011-10-01 2011-10-01 false Comparable facilities. 25.410 Section 25.410... Education Programs or Activities Prohibited § 25.410 Comparable facilities. A recipient may provide separate toilet, locker room, and shower facilities on the basis of sex, but such facilities provided for students...

Development, Implementation, and Evaluation of Active Lions: A Campaign to Promote Active Travel to a University Campus.

PubMed

Bopp, Melissa; Sims, Dangaia; Matthews, Stephen A; Rovniak, Liza S; Poole, Erika; Colgan, Joanna

2018-03-01

To outline the development, implementation, and evaluation of a multistrategy intervention to promote active transportation, on a large university campus. Single group pilot study. A large university in the Northeastern United States. University students (n = 563), faculty and staff (employees, n = 999) were included in the study. The Active Lions campaign aimed to increase active transportation to campus for all students and employees. The campaign targeted active transport participation through the development of a smartphone application and the implementation of supporting social marketing and social media components. Component-specific measures included app user statistics, social media engagement, and reach of social marketing strategies. Overall evaluation included cross-sectional online surveys preintervention and postintervention of student and employee travel patterns and campaign awareness. Number of active trips to campus were summed, and the percentage of trips as active was calculated. T tests compared the differences in outcomes from preintervention to postintervention. Students had a higher percentage of active trips postintervention (64.2%) than preintervention (49.2%; t = 3.32, P = .001), although there were no differences for employees (7.9% and 8.91%). Greater awareness of Active Lions was associated with greater active travel. This multistrategy approach to increase active transportation on a college campus provided insight on the process of developing and implementing a campaign with the potential for impacting health behaviors among campus members.

The flipped classroom for medical students.

PubMed

Morgan, Helen; McLean, Karen; Chapman, Chris; Fitzgerald, James; Yousuf, Aisha; Hammoud, Maya

2015-06-01

The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship. © 2015 John Wiley & Sons Ltd.

Comparison of effect of regular unstructured physical training and athletic level training on body composition and cardio respiratory fitness in adolescents.

PubMed

Subramanian, Senthil Kumar; Sharma, Vivek Kumar; A, Vinayathan

2013-09-01

Childhood obesity and hypertension are global problems that are on the rise in India. Improving physical activity is an accepted main line of strategy for overcoming poor body composition, hypertension and reduced cardio respiratory fitness (CRF) all of which are considered as independent risk factors for the development of future cardiovascular complications. Present study was conducted to evaluate the effect of regular unstructured physical training and athletic level training on anthropometric measures, body composition, blood pressure and cardio respiratory fitness in adolescents. This is a collaborative study between the Department of physiology, Jawaharlal Institute of Postgraduate Medical Education and Research and Residential school, Jawahar Navodhya Vidyalaya, Puducherry, India. Student volunteers in the age group of 12-17 years were classified into athletes (group 1) and physically active non-athletes (group 2). Parameters measured and calculated were weight, height, body mass index, waist and hip circumference, body fat percentage (BF%), fat free mass (FFM), Systolic (SBP) & Diastolic blood pressure (DBP), Mean arterial pressure (MAP), Rate pressure product (RPP) and Predicted VO2 max. Mean difference between the groups was analysed using unpaired Student's t-test. All statistical analysis was carried out for two-tailed significance at the 5 % level using SPSS version 19 (SPSSInc, USA). Anthropometric measures, body composition measures and blood pressure values of both the group students were within the normal limits. There was no significant difference in anthropometric and body composition parameters between the group 1 and group 2 students. DBP, MAP and RPP were significantly lower in group 1 students when compared to group 2 students. VO2 max values were more in group 1 girls as compared to group 2 girls while the values of boys were comparable between the two groups. Regular unstructured physical activity for 60 minutes daily for the duration of one year can help the students to maintain their anthropometric parameters, body composition measures and CRF at par with the athletes of the same age and gender. However, athletic level training further reduces the cardiovascular load of the adolescent students.

Development of a WebQuest as instructional material in teaching biodiversity for grade 8 learners

NASA Astrophysics Data System (ADS)

Genovia, Jerson A.; Eslit, April Rose C.; Tamse, Agnes Lera G.; Barquilla, Manuel B.

2018-01-01

WebQuest is an inquiry-based learning activity that allows students to learn the lesson using the information provided in the internet resources. The study aimed to develop and implement the WebQuest on Biodiversity. Primarily, this research determines the students' performances in the achievement test after WebQuest was implemented to them. Secondly, it is also to investigate on their attitudes towards Biology before and after the activity as well as the level of development of their 21st Century Skills. This research utilized Quasi-experimental Non-randomized One Group Pretest/Posttest Design. The developed WebQuest that is based from the K-12 curriculum competencies were evaluated by selected experts in the Content (2), Pedagogy (2) and ICT (2) to assess the said activity in terms of content, pedagogy and ICT effects. It was then implemented in an intact group of grade 8 students. Findings revealed that the developed WebQuest was rated "Excellent" for Content, Pedagogy and TCT effects. After utilizing the WebQuest activity on Biodiversity, students acquired more knowledge on the topic shows by the mean difference of 2.42, which is highly significant based on t-test result. The overall students' attitude towards Biology as a subject changed positively after they did the activity due to novelty effects and the WebQuest itself with the mean difference of 0.46. Moreover, results shows that the students can developed 21st century skills considering that the Likert scale survey was given only to the students after the activity. Based on the result, 97% of total responses favored to have developed Critical Thinking skills, 98% on Collaboration skills, 97% on Creativity and Innovative skills, 94% on Communication skills, 97% on Self-Decision skills, and 97% on ICT skills. The concentration of percentage of responses differed in two classes because Class A was composed of highlyselected students who underwent an entrance examination upon admission in school and Class B, a highly-generalized students whom have not taken an entrance examination. Respondents in Class A developed those skills mostly in ModerateHigh compared to Class B which developed those skills in Moderate -Slightly High level. In addition, students perceived the said activity as favorable based on the result in the self-assessment procedure. The WebQuest activity also helped them develop their creativity in coming up with the expected learning outputs. Despite the limited supply of personal computer, most of the respondents performed well in the written report, slides and video presentations which majority of the groups' outputs were rated as "Very good". This study recommends that each learner should be provided with personal computer while learning through WebQuest. The administration of pretest in the evaluation for 21st Century skills development so that a higher attitude difference towards Biology will be manifested and to compare the changes of skills development among learners before and after the activity.

Undergraduate medical research: the student perspective

PubMed Central

Burgoyne, Louise N.; O'Flynn, Siun; Boylan, Geraldine B.

2010-01-01

Background Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students' awareness of research activities, (b) compare students' perceptions of their transferable and research-specific skills competencies, (c) determine students' motivation for research and (d) obtain students' personal views on doing research. Methods Undergraduate medical students (N=317) completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETL-AURS) at Reading University. The questionnaire assessed students' transferable skills, research-specific skills (e.g., study design, data collection and data analysis), research experience and attitude and motivation towards doing research. Results The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. Discussion Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students' lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives. PMID:20844608

Effect of a sport education program on motivation for physical education and leisure-time physical activity.

PubMed

Wallhead, Tristan L; Garn, Alex C; Vidoni, Carla

2014-12-01

The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and the 2nd using a multiactivity model of instruction. A motivational profile survey, which included student psychological need satisfaction, autonomous motives, perceived effort and enjoyment in physical education, and physical activity intention and behavior, was completed by all participants prior to and at the end of the 2-year physical education program. Mixed-model analysis of variance tests revealed that the students in the sport education program reported greater increases in perceived effort and enjoyment of the program compared with the students taught within the multiactivity model. Hierarchical multiple regression analyses showed that these positive affective outcomes were facilitated by the development of more autonomous forms of motivation. RESULTS revealed limited support for the direct transfer of motivation from a sport education program to increases in leisure-time physical activity behavior. Sport education facilitates more internalized forms of student motivation in required physical education programs, but without the provision of an appropriately designed extracurricular outlet, the potential of transfer to leisure-time physical activity may not be achieved.

Sexting and sexual behavior among middle school students.

PubMed

Rice, Eric; Gibbs, Jeremy; Winetrobe, Hailey; Rhoades, Harmony; Plant, Aaron; Montoya, Jorge; Kordic, Timothy

2014-07-01

It is unknown if "sexting" (i.e., sending/receiving sexually explicit cell phone text or picture messages) is associated with sexual activity and sexual risk behavior among early adolescents, as has been found for high school students. To date, no published data have examined these relationships exclusively among a probability sample of middle school students. A probability sample of 1285 students was collected alongside the 2012 Youth Risk Behavior Survey in Los Angeles middle schools. Logistic regressions assessed the correlates of sexting behavior and associations between sexting and sexual activity and risk behavior (ie, unprotected sex). Twenty percent of students with text-capable cell phone access reported receiving a sext and 5% reported sending a sext. Students who text at least 100 times per day were more likely to report both receiving (odds ratio [OR]: 2.4) and sending (OR: 4.5) sexts and to be sexually active (OR: 4.1). Students who sent sexts (OR: 3.2) and students who received sexts (OR: 7.0) were more likely to report sexual activity. Compared with not being sexually active, excessive texting and receiving sexts were associated with both unprotected sex (ORs: 4.7 and 12.1, respectively) and with condom use (ORs: 3.7 and 5.5, respectively). Because early sexual debut is correlated with higher rates of sexually transmitted infections and teen pregnancies, pediatricians should discuss sexting with young adolescents because this may facilitate conversations about sexually transmitted infection and pregnancy prevention. Sexting and associated risks should be considered for inclusion in middle school sex education curricula. Copyright © 2014 by the American Academy of Pediatrics.

Neural Networks: Making Connections about the Brain and about College while Monitoring Student Engagement in Second Graders

PubMed Central

Mead, Kristina S.

2010-01-01

This article describes a neuroscience outreach program developed by college undergraduates and aimed at second graders. Over a period of four weeks, twenty-five Denison students enrolled in a non-majors course on gender and the brain visited twenty-four second grade classrooms to engage a total of 464 students. We had a mission to both promote college awareness and to specifically bring some brain science into the classroom. The desire to engage students with the brain was in part a wish to celebrate brain awareness week and in part a wish to follow a feminist tenet of bridging theory and practice via activism. The college students chose six activities: a brain puzzle, a sock content guessing game, a jelly bean olfaction and taste test, mystery noises, a message transmission game, and a version of tag. During our outreach with the second graders, my students monitored student engagement and compared engagement between male and female second graders. Engagement was high for nearly all activities but girls were more engaged than boys during the brain puzzle and jelly bean activities. Effect sizes measured as Cohen’s “d” statistics were small to large (0.2 to 0.93). The other four activities (mystery socks, mystery noises, message transmission and neuron chain tag) showed no difference in engagement between male and female second graders. Our program benefited the Denison students as well, introducing many to community involvement and awakening in them an interest in teaching or working with kids. PMID:23494920

Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.

Using traditional or flipped classrooms to teach "Geriatrics and Gerontology"? Investigating the impact of active learning on medical students' competences.

PubMed

Granero Lucchetti, Alessandra Lamas; Ezequiel, Oscarina da Silva; Oliveira, Isabella Noceli de; Moreira-Almeida, Alexander; Lucchetti, Giancarlo

2018-01-21

The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group. Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.

Psychobiology and behavioral strategies. Physical activity, sport participation, and suicidal behavior: U.S. high school students.

PubMed

Brown, David R; Galuska, Deborah A; Zhang, Jian; Eaton, Danice K; Fulton, Janet E; Lowry, Richard; Maynard, L Michele

2007-12-01

To evaluate the associations of physical activity and sports team participation with suicidal behavior among U.S. high school students. Data were from the 2003 Youth Risk Behavior Survey (N = 10,530 respondents). Exposure variables included physical activity (inactive, insufficient, moderately intensive, regular vigorously intensive, and frequent vigorously intensive) and sports team participation. Outcome variables were suicide ideation (seriously considering and/or planning suicide) and suicide attempts. Hierarchical logistic regressions were run, controlling for age, race, smoking, alcohol use, drug use, geographic region, unhealthy weight-control practices, and body mass index/weight perceptions. Compared with inactive students or sports team nonparticipants, the odds of suicide ideation were lower among boys reporting frequent vigorous-intensity physical activity (adjusted odds ratio (AOR) = 0.48; 95% confidence interval (CI) = 0.29, 0.79) and sports team participation, respectively (AOR = 0.65; 95% CI = 0.48, 0.86). The odds of suicide attempts were also lower among frequently vigorously active boys (AOR = 0.44; 95% CI = 0.21, 0.96) and sports team participants (AOR = 0.61; 95% CI = 0.40, 0.93). The odds of suicide attempts were lower for regular vigorously active girls compared with inactive girls (AOR = 0.67; 95% CI = 0.45, 0.99) and sports team participants compared with nonparticipants (AOR = 0.73; 95% CI = 0.57, 0.94). Associations with one exposure variable generally weakened when adjustment was made for the other exposure variable, or for feeling sad and hopeless. The association of physical activity and sports team participation with suicide ideation and suicide attempts varied by sex. Further research is needed to clarify these different associations.

Effect of a puzzle on the process of students' learning about cardiac physiology.

PubMed

Cardozo, Lais Tono; Miranda, Aline Soares; Moura, Maria José Costa Sampaio; Marcondes, Fernanda Klein

2016-09-01

The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate medium-term learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle. Copyright © 2016 The American Physiological Society.

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

The differential prevalence of obesity and related behaviors in two vs. four-year colleges.

PubMed Central

Laska, Melissa Nelson; Pasch, Keryn E.; Lust, Katherine; Story, Mary; Ehlinger, Ed

2012-01-01

The objective of this study was to determine whether obesity prevalence and weight-related behaviors (e.g., diet, physical activity) differ among students enrolled in two-year community/technical colleges and those attending four-year colleges/universities. This information could inform the development of intervention strategies. Through an existing surveillance system of Minnesota post-secondary education institutions, survey data were collected from 16,539 students from 27 campuses (14 two-year college campuses, 13 four-year college/university campuses; 2007-2008), including self-reported physical activity, media use, dietary patterns, weight control behaviors, height and weight. Unadjusted analyses indicated that students enrolled in two-year colleges, particularly females, had a higher prevalence of overweight/obesity, lower levels of physical activity, more television viewing, higher intakes of soda, fast food, and diet pills compared to students attending four-year colleges (p<0.05). Females attending four-year colleges were more likely to engage in certain unhealthy weight control behaviors (taking diet pills, binge eating, self-induced vomiting) compared to females attending two-year institutions. Among male students there were fewer differences between two-year and four-year colleges. Controlling for sociodemographic factors (e.g., race/ethnicity, age), most disparities in prevalence estimates remained, though many were attenuated. Overall, few young adults engage in weight-related behaviors consistent with national recommendations. Two-year college students may represent a particularly at-risk group. Disparities between two- and four-year college students exist beyond the sociodemographic differences in these populations. Effective weight-related interventions are needed for young adults, particularly females attending two-year colleges and all males attending post-secondary institutions. PMID:20966910

The differential prevalence of obesity and related behaviors in two- vs. four-year colleges.

PubMed

N Laska, Melissa; Pasch, Keryn E; Lust, Katherine; Story, Mary; Ehlinger, Ed

2011-02-01

The objective of this study was to determine whether obesity prevalence and weight-related behaviors (e.g., diet, physical activity) differ among students enrolled in 2-year community/technical colleges and those attending 4-year colleges/universities. This information could inform the development of intervention strategies. Through an existing surveillance system of Minnesota postsecondary education institutions, survey data were collected from 16,539 students from 27 campuses (14 two-year college campuses, 13 four-year college/university campuses; 2007-2008), including self-reported physical activity, media use, dietary patterns, weight control behaviors, height, and weight. Unadjusted analyses indicated that students enrolled in 2-year colleges, particularly females, had a higher prevalence of overweight/obesity, lower levels of physical activity, more television viewing, higher intakes of soda, fast food, and diet pills compared to students attending 4-year colleges (P < 0.05). Females attending 4-year colleges were more likely to engage in certain unhealthy weight control behaviors (taking diet pills, binge eating, self-induced vomiting) compared to females attending 2-year institutions. Among male students there were fewer differences between 2-year and 4-year colleges. Controlling for sociodemographic factors (e.g., race/ethnicity, age), most disparities in prevalence estimates remained, though many were attenuated. Overall, few young adults engage in weight-related behaviors consistent with national recommendations. Two-year college students may represent a particularly at-risk group. Disparities between 2- and 4-year college students exist beyond the sociodemographic differences in these populations. Effective weight-related interventions are needed for young adults, particularly females attending 2-year colleges and all males attending postsecondary institutions.

Individual and environmental factors related to stage of change in exercise behavior: a cross-sectional study of female Japanese undergraduate students.

PubMed

Yasunaga, Akitomo; Kawano, Yukari; Kamahori, Yumiko; Noguchi, Kyoko

2014-01-01

The purpose of the current study was to examine the association between the level of exercise behavior and individual and environmental factors related to exercise behavior among female Japanese undergraduate students. The participants were 2482 female Japanese undergraduate students. Participants' level of exercise behavior was measured by the stage of change to exercise in the transtheoretical model. Individual and environmental factors related to exercise behavior were assessed using body mass index, self-efficacy, social support, perceived positive and negative aspects of exercise, perceived neighborhood environment, attitude toward physical education lessons in childhood and puberty, and depression. Scores for self-efficacy, social support, positive aspects of exercise, and perceived neighborhood environment were significantly higher among women who were more active compared with those who were inactive. On the other hand, scores for negative aspects of exercise and depression were greater among inactive women compared with those who were insufficiently active and/or active. In addition, past attitude toward exercise in primary school, junior high school, and high school was associated with current level of exercise behavior. This cross-sectional study confirmed that psychosocial and environmental factors were closely associated with level of exercise behavior among female Japanese undergraduate students.

Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy

ERIC Educational Resources Information Center

Kukolja Taradi, S.; Taradi, M.

2016-01-01

The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…

Improving Critical Thinking "via" Authenticity: The CASPiE Research Experience in a Military Academy Chemistry Course

ERIC Educational Resources Information Center

Chase, A. M.; Clancy, H. A.; Lachance, R. P.; Mathison, B. M.; Chiu, M. M.; Weaver, G. C.

2017-01-01

Course-based undergraduate research experiences (CUREs) can introduce many students to authentic research activities in a cost-effective manner. Past studies have shown that students who participated in CUREs report greater interest in chemistry, better data collection and analysis skills, and enhanced scientific reasoning compared to traditional…

Obesity, Diet, and Physical Activity Behaviors of Students in Health- Related Professions

ERIC Educational Resources Information Center

Ferrara, Cynthia M.; Nobrega, Cheryl; Dulfan, Faina

2013-01-01

Few studies have examined incidence of obesity and healthy lifestyle behaviors in college students in health-related (HM) compared to other majors (NH). Since individuals are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle, this information may be important in determining compliance of…

Reclaiming the Body: Teaching Modern Poetry.

ERIC Educational Resources Information Center

Hansen, Tom

1992-01-01

Compares poetry to a dead body that teachers, like mad scientists, are trying to revive. Suggests that teachers stop trying to teach students to find the meaning in a poem but to simply accept the experience in a nonjudgmental, open way. Offers three activities designed to help students to explore poetry in their own way. (PRA)

Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning

ERIC Educational Resources Information Center

Golden, Paullett

2018-01-01

Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audience-centered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades…

Process and Learning Outcomes from Remotely-Operated, Simulated, and Hands-on Student Laboratories

ERIC Educational Resources Information Center

Corter, James E.; Esche, Sven K.; Chassapis, Constantin; Ma, Jing; Nickerson, Jeffrey V.

2011-01-01

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the…

Probability & Perception: The Representativeness Heuristic in Action

ERIC Educational Resources Information Center

Lu, Yun; Vasko, Francis J.; Drummond, Trevor J.; Vasko, Lisa E.

2014-01-01

If the prospective students of probability lack a background in mathematical proofs, hands-on classroom activities may work well to help them to learn to analyze problems correctly. For example, students may physically roll a die twice to count and compare the frequency of the sequences. Tools such as graphing calculators or Microsoft Excel®…

Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword

ERIC Educational Resources Information Center

Begolli, Kreshnik Nasi; Richland, Lindsey Engle

2016-01-01

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or…

Students' Learning Activities within and between the Contexts of Education and Work

ERIC Educational Resources Information Center

Endedijk, Maaike D.; Bronkhorst, Larike H.

2014-01-01

Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students' learning in both contexts, and even fewer that compare that…

Comparing Cars--Environmental and Cost Concerns

ERIC Educational Resources Information Center

Lazaros, Edward J.

2012-01-01

Most high school students are at an age when they are learning to drive. They often want to offer input when their parents decide on what vehicle to purchase, so the activity described in this article should have direct personal interest for them. It allows students to use technology and mathematics to determine the environmental impacts of…

The Arabs: Perception/Misperception. A Comparative View, Experimental Version.

ERIC Educational Resources Information Center

Otero, George G.

In this unit, high-school students identify and evaluate their own images of the Arabs and begin to develop more accurate perceptions of the Arabs through data analysis. Activities emphasize social studies skills, such as mapmaking and reading, use of time lines and the concept of chronology, and data collection and analysis. Students compare…

What Is the Impact of Exercise on Brain Function for Academic Learning.

ERIC Educational Resources Information Center

Summerford, Cathie

2001-01-01

Discusses the role of movement in brain function for academic learning, examining problems related to children's sedentary lifestyle and highlighting related literature, which includes a study that compared the mental performance of students who were involved in regular continuous activity to that of a group of inactive students and found that…

Increasing Learning: Classroom Assessment Techniques in the Online Classroom

ERIC Educational Resources Information Center

Cross, Ted; Palese, Kelly

2015-01-01

Five full-time online mathematics instructors participated in a study to test the impact of using discussion forums as a space for formative assessments. Mean student posting activity and student quiz scores for sections in which the instructors used formative assessments were compared with previous sections in which formative assessments were not…

Academic Achievement and Extracurricular School Activities of At-Risk High School Students

ERIC Educational Resources Information Center

Marchetti, Ryan; Wilson, Randal H.; Dunham, Mardis

2016-01-01

This study compared the employment, extracurricular participation, and family structure status of students from low socioeconomic families that achieved state-approved benchmarks on ACT reading and mathematics tests to those that did not achieve the benchmarks. Free and reduced lunch eligibility was used to determine SES. Participants included 211…

Students' Attention When Using Touchscreens and Pen Tablets in a Mathematics Classroom

ERIC Educational Resources Information Center

Chen, Cheng-Huan; Chiu, Chiung-Hui; Lin, Chia-Ping; Chou, Ying-Chun

2017-01-01

Aim/Purpose: The present study investigated and compared students' attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little…

Motivation Levels among Traditional and Open Learning Undergraduate Students in India

ERIC Educational Resources Information Center

Singh, Shashi; Singh, Ajay; Singh, Kiran

2012-01-01

Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the…

Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

2013-01-01

We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with the…

Showercap Mindmap: A Spatial Activity for Learning Physiology Terminology and Location

ERIC Educational Resources Information Center

Vanags, Thea; Budimlic, Mira; Herbert, Elissa; Montgomery, Melena M.; Vickers, Tracy

2012-01-01

Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students' learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to…

If the Sun Were a Light Bulb.

ERIC Educational Resources Information Center

Adney, Kenneth J.

1991-01-01

An activity in which students compare the sun's brightness with that of a light bulb of known luminosity (in watts) to determine the luminosity of the sun is presented. As an extension, the luminosity value that the student obtains for the sun can also be used to estimate the sun's surface temperature. (KR)

A Quantitative Study: Enhancing the Productivity of the Emotionally Challenged High School Students

ERIC Educational Resources Information Center

Mammen, John

2013-01-01

This quantitative, causal-comparative study examined the degree of influence the parent teacher relationship can make on the grade point averages and graduation rates of students in an alternative school setting. Findings of this study revealed that the active parent teacher communication had direct relationship with the success rate of…

Little Shrimp, Big Results: A Model of an Integrative, Cross-Curricular Activity

ERIC Educational Resources Information Center

Ackerson, Nicole; Piser, Carol; Walka, Keith

2010-01-01

This integrative, cross-curricular lab engages middle school biology students in an exercise involving ecology, arthropod biology, and mathematics. Students research the anatomy and behavioral patterns of a species of brine shrimp, compare the anatomy of adult and juvenile brine shrimp, and graph and interpret results. In this article, the authors…

Student Perceptions of Chemistry Experiments with Different Technological Interfaces: A Comparative Study

ERIC Educational Resources Information Center

Priest, Samuel J.; Pyke, Simon M.; Williamson, Natalie M.

2014-01-01

Microcomputer based laboratory activities have been suggested to have a number of benefits in science education. However, their implementation produces mixed results, and student perception data have in the past yielded responses that are negative regarding the technology. This work presents a case study of three first year undergraduate chemistry…

An Investigative Alternative to Single-Species Dissection in the Introductory Biology Laboratory

ERIC Educational Resources Information Center

Carlin, Joel L.

2010-01-01

Dissections of single species (e.g., fetal pig) are a common student learning activity in introductory biology courses. Such dissections demonstrate location of anatomical parts and provide dissection practice but provide less opportunity for student critical thinking, numeracy and demonstration of the scientific method. A comparative anatomy lab…

Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.

PubMed

Sevenhuysen, Samantha; Farlie, Melanie K; Keating, Jennifer L; Haines, Terry P; Molloy, Elizabeth

2015-04-01

What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? Qualitative study utilising focus groups. Twenty-four physiotherapy students and 12 clinical educators. Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Journal of Physiotherapy61: 87-92]. Crown Copyright © 2015. Published by Elsevier B.V. All rights reserved.

Undergraduate Women's Participation in Professional Organizations

NASA Astrophysics Data System (ADS)

Hartman, Moshe; Hartman, Harriet

This article focuses on the differences among female undergraduate engineering students who choose to affiliate with student chapters of discipline-specific, mixed-gender professional organizations, the student chapter of the Society of Women Engineers (SWE), or not to affiliate at all. Participants in the different kinds of organizations are compared to nonparticipants to explore how participation is related to professionalization and the development of engineering social capital. Compared with nonparticipants, participants were more involved in extracurricular enrichment and "help" activities; they were more satisfied with most aspects of the engineering program; they had higher grades; they were more self-confident about themselves as engineers, and by the end of the academic year, about their engineering competencies; and they were more strongly committed to a future in engineering. Participation in SWE was associated with greater involvement in study activities, higher satisfaction with the coursework load, and a different perception of the problems women face in the field. Data were taken from a survey of engineering students at Rowan University during the 2000-2001 academic year, which was funded by the National Science Foundation.

Back pain in physically inactive students compared to physical education students with a high and average level of physical activity studying in Poland.

PubMed

Kędra, Agnieszka; Kolwicz-Gańko, Aleksandra; Kędra, Przemysław; Bochenek, Anna; Czaprowski, Dariusz

2017-11-28

The aim of the study was (1) to characterise back pain in physically inactive students as well as in trained (with a high level of physical activity) and untrained (with an average level of physical activity) physical education (PE) students and (2) to find out whether there exist differences regarding the declared incidence of back pain (within the last 12 months) between physically inactive students and PE students as well as between trained (with a high level of physical activity) and untrained (with an average level of physical activity) PE students. The study included 1321 1st-, 2nd- and 3rd-year students (full-time bachelor degree course) of Physical Education, Physiotherapy, Pedagogy as well as Tourism and Recreation from 4 universities in Poland. A questionnaire prepared by the authors was applied as a research tool. The 10-point Visual Analogue Scale (VAS) was used to assess pain intensity. Prior to the study, the reliability of the questionnaire was assessed by conducting it on the group of 20 participants twice with a shorter interval. No significant differences between the results obtained in the two surveys were revealed (p < 0.05). In the group of 1311 study participants, 927 (70.7%) respondents declared having experienced back pain within the last 12 months. Physically inactive students declared back pain frequency similar to the frequency declared by their counterparts studying physical education (p > 0.05). Back pain was more common in the group of trained students than among untrained individuals (p < 0.05). Back pain was mainly located in the lumbar spine. A frequent occurrence of back pain (70.7%) was noted in the examined groups of students. The percentage of students declaring back pain increased in the course of studies (p < 0.05) and, according to the students' declarations, it was located mainly in the lumbar spine. No significant differences regarding the incidence of back pain were found between physically inactive students and physical education students (p > 0.05). The trained students declared back pain more often than their untrained counterparts (p < 0.05).

44 CFR 19.410 - Comparable facilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 44 Emergency Management and Assistance 1 2011-10-01 2011-10-01 false Comparable facilities. 19.410... Activities Prohibited § 19.410 Comparable facilities. A recipient may provide separate toilet, locker room, and shower facilities on the basis of sex, but such facilities provided for students of one sex shall...

10 CFR 1042.410 - Comparable facilities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Comparable facilities. 1042.410 Section 1042.410 Energy... Activities Prohibited § 1042.410 Comparable facilities. A recipient may provide separate toilet, locker room, and shower facilities on the basis of sex, but such facilities provided for students of one sex shall...

44 CFR 19.410 - Comparable facilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Comparable facilities. 19.410... Activities Prohibited § 19.410 Comparable facilities. A recipient may provide separate toilet, locker room, and shower facilities on the basis of sex, but such facilities provided for students of one sex shall...

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

PubMed Central

Al-Halabi, Becher; Marwan, Yousef; Hasan, Mohammad; Alkhadhari, Sulaiman

2014-01-01

Background Research is the foundation of scientific advancement and improvement in quality of health care, which ensures the good health of the community. The aim of this study is to explore experiences, attitudes, and barriers of medical students in Kuwait University (KU) in regards to extracurricular research. Methods A questionnaire about extracurricular research activities (ie, any research activity that is not part of the required undergraduate curriculum, such as publishing a paper, research elective, etc) was distributed to 175 senior medical students (years 6 and 7). Descriptive and chi-square analyses were used to analyze the responses, considering a P-value of <0.05 as the cut-off level for significance. The main outcome was defined as taking part in any of the extracurricular research activities. Results Of the 150 participants (response rate = 85.7%), 26 (17.3%), 68 (45.3%), 52 (34.7%), and 17 (11.3%) had published their required medical school research, presented abstracts in conferences, conducted extracurricular research, and completed a research elective/course, respectively; 99 (66.0%) took part in any of these activities. Participants who read medical journals regularly (81; 54%) reported higher participation in extracurricular research activities than those who did not read journals (P=0.003). Improving the availability of mentors for students’ extracurricular research was ranked by the participants as the most important factor to improve their participation in extracurricular research (4.05/5.00). Conclusion Despite the lack of adequate support, extracurricular research activities among medical students of KU were comparable to students from other countries. Barriers for these activities should be addressed by KU medical educators in order to enhance research activities among the students. PMID:24812535

Profile of Cognitive Ability and Multiple Intelligence of Vocational Students in Application of Electric Energy Conservation

NASA Astrophysics Data System (ADS)

Kurniawan, A.; Rustaman, N. Y.; Kaniawati, I.; Hasanah, L.

2017-09-01

The purpose of this study is to obtain a profile picture of cognitive ability and multiple intelligence of students on physics learning activities in relation to the discourse of conservation of electrical energy. Research activities are conducted in the even semester of the 2015/2016 school year. The subjects of the study were the students of class XI (36 students) in one of the state vocational schools in Bandung consisting of one class chosen at random (cluster random sampling). Research data in the form of cognitive ability test results and multiple intelligences are analyzed descriptively and qualitatively. Research data is then analyzed and compared with predetermined success indicators. The results showed that the cognitive abilities profile of students in vocational schools in Bandung is still low. This can be seen from the average score of cognitive ability of students in remember (C1) of 57.75, understanding (C2) of 53.50, applying (C3) of 43.75, and analyzing (C4) of 37.75. The multiple intelligence profiles indicate frequency of linguistic intelligence number 9 students, musical intelligence 3 students, logical mathematical intelligence 13 students, spatial intelligence 7 students, kinesthetic intelligence 5 students, intrapersonal intelligence 7 students, interpersonal intelligence 6 students, and naturalistic intelligence 5 students.

Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

PubMed

Steinberg, Michael; Morin, Anna K

2011-10-10

To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

PubMed Central

Fox, Jeremy

2012-01-01

Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes. Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Assessment. Students’ performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students’ opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students’ improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities. PMID:23275661

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

Graduating Students' and Surgery Program Directors' Views of the Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency: Where are the Gaps?

PubMed

Lindeman, Brenessa M; Sacks, Bethany C; Lipsett, Pamela A

2015-01-01

Residency program directors have increasingly expressed concern about the preparedness of some medical school graduates for residency training. The Association of American Medical Colleges recently defined 13 core entrustable professional activities (EPAs) for entering residency that residents should be able to perform without direct supervision on the first day of training. It is not known how students' perception of their competency with these activities compares with that of surgery program directors'. Cross-sectional survey. All surgery training programs in the United States. All program directors (PDs) in the Association of Program Directors in Surgery (APDS) database (n = 222) were invited to participate in an electronic survey, and 119 complete responses were received (53.6%). Among the respondents, 83% were men and 35.2% represented community hospital programs. PDs' responses were compared with questions asking students to rate their confidence in performance of each EPA from the Association of American Medical Colleges Graduation Questionnaire (95% response). PDs rated their confidence in residents' performance without direct supervision for every EPA significantly lower when compared with the rating by graduating students. Although PDs' ratings continued to be lower than students' ratings, PDs from academic programs (those associated with a medical school) gave higher ratings than those from community programs. PDs generally ranked all 13 EPAs as important to being a trustworthy physician. PDs from programs without preliminary residents gave higher ratings for confidence with EPA performance as compared with PDs with preliminary residents. Among PDs with preliminary residents, there were equal numbers of those who agreed and those who disagreed that there are no identifiable differences between categorical and preliminary residents (42.7% and 41.8%, respectively). A large gap exists between confidence in performance of the 13 core EPAs for entering residency without direct supervision for graduating medical students and surgery program directors. Both the groups identified several key areas for improvement that may be addressed by medical school curricular interventions or expanding surgical boot camps in hopes to improve resident performance and patient safety. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Students' performance in phonological awareness, rapid naming, reading, and writing.

PubMed

Capellini, Simone Aparecida; Lanza, Simone Cristina

2010-01-01

phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.

Improving large class performance and engagement through student-generated question banks.

PubMed

Hancock, Dale; Hare, Nicole; Denny, Paul; Denyer, Gareth

2018-03-12

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

[Association between cardiometabolic risk factors, physical activity and sedentariness in Chilean university students].

PubMed

Morales Illanes, Gladys Ruth; Balboa-Castillo, Teresa; Muñoz, Sergio; Belmar, Carlos; Soto, Álvaro; Schifferli, Ingrid; Guillen-Grima, Francisco

2017-11-16

There is a huge evidence in adults, that a high level of physical activity and a low level of sedentariness are associated independently with a reduction of cardiometabolic risk factors (CMRF). This association has been poor evaluated in young people and the results are not conclusive. To estimate the association between CMRF, physical activity and sedentariness in Chilean university students. Cross-sectional study. Sample of 326 students who enrolled at University of La Frontera, Temuco, Chile, in 2014. They were selected randomly and stratified according to faculty, career and gender. We measured anthropometry, blood pressure, lipidic profile, glycemia, insulin resistance, tobacco and alcohol consumption. These variables were associated with physical activity level (PAL) and sedentariness using the IPAQ questionnaire. The students with a low PAL had a higher probability of abdominal obesity (OR: 4.68; IC 95% 1.86-11.73), metabolic syndrome (OR: 3.80; IC 95% 1.23-11.73) and triglycerides elevated (OR: 2.61 IC 95%; 1.18-5.75), compared with students with moderate and vigorous PAL (p < 0.05). There were no association between CMRF and sedentariness, even after fit by physical activity. We found an association between CMRF and PAL which was independent of sedentatiness. We believe it is very important to implement effective physical activity programs at universities. It is necesary to encourage students in order to increase the physical activity level to a moderate and vigorous range with the purpose of decreasing their cardiovascular risk. We consider it is recommendable to keep studying the association between sedentariness and CMRF.

Impact of a volunteer companion program on nursing students' knowledge and concerns related to palliative care.

PubMed

Kwekkeboom, Kristine L; Vahl, Cheryl; Eland, Joann

2006-02-01

Deficiencies in end-of-life education may explain nursing students' reports of feeling anxious and unqualified to care for dying patients. A volunteer Palliative Care Companion program was developed to provide undergraduate nursing students with an experiential learning opportunity by spending time with dying patients and their families. To evaluate the impact of the Palliative Care Companion program on nursing students' knowledge, attitudes, and concerns about providing palliative care, and to describe companion students' volunteer activities. Quasiexperimental controlled pretest-posttest design. Fifty-two undergraduate nursing students (32 companion students, 20 controls) at a midwestern U.S. university with an affiliated hospital-based palliative care service. All participants completed the Palliative Care Quiz for Nurses, Attitudes Toward Palliative Care, and Concern About Caring for Dying Patients questionnaires at the beginning and end of the semester. Companion subjects also kept a journal describing their palliative care experiences. Attitude scores were not analyzed because of poor internal consistency of the questionnaire. Changes in scores on knowledge items did not reach significance. Concern scores decreased significantly from pretest to posttest in the companion group. After adjusting for pretest concern score, there was a trend toward lower concern score in the companion group compared to controls (p=0.07). Companion students' journals described activities including visiting patients, viewing end-of-life videos, attending educational and public lectures, independent reading, and making bereavement phone calls to family members. The Palliative Care Companion program did not produce significant improvements in knowledge and concerns compared to controls, but companion students described their participation as a meaningful learning experience.

AIDS risk reduction strategies among United States and Swedish heterosexual university students.

PubMed

Weinberg, M S; Lottes, I L; Aveline, D

1998-08-01

Attitudes toward sex and condoms in the U.S. are more negative and less monolithic than in Sweden. We investigated the possible effect of this on AIDS prevention strategies by comparing women and men who were heterosexual university students in the two countries (Sweden: n = 570; U.S.: n = 407). Using self-administered questionnaires, subjects were asked about their sexual activities, safer sex practices, numbers of partners, and condom use. American students took a more multifaceted approach to safer sex--combining changes in sexual activities, reductions in casual sex, and increased condom use with both steady and nonsteady partners. Swedish students took a more singular approach--consistently using condoms with nonsteady partners. It is suggested that the difference in Swedish practices results from fundamental differences in sexual attitudes between the countries.

Pretest online discussion groups to augment teaching and learning.

PubMed

Kuhn, Jonathan; Hasbargen, Barbara; Miziniak, Halina

2010-01-01

Tests and final examination scores of three semesters of control students in a nursing foundation course were compared with tests and final examination scores of three semesters of participating students. Participating students were offered access to an asynchronous pretest online discussion activity with a faculty e-moderator. While the simplified Bloom's revised taxonomy assisted in creating appropriate preparatory test and final examination questions for pretest online discussion, Salmon's five-stage online method provided direction to the e-moderator on how to encourage students to achieve Bloom's higher-order thinking skills during the pretest online discussions. Statistical analysis showed the pretest online discussion activity had a generally positive impact on tests and final examination scores, when controlling for a number of possible confounding variables, including instructor, cumulative grade point average, age, and credit hours.

Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds.

PubMed

Ma, Jasmin K; Le Mare, Lucy; Gurd, Brendon J

2015-03-01

The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.

Competency and an active learning program in undergraduate nursing education.

PubMed

Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

2015-03-01

To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

An Advanced Pharmacy Practice Experience in Sports Pharmacy

PubMed Central

2008-01-01

Objective To establish and evaluate an advanced pharmacy practice experience (APPE) in sports pharmacy. Design Students actively participated in a variety of activities for this new 6-week elective APPE, including drug-testing collections, delivering presentations, and providing drug information. Students also learned about assays, compounding, and dispensing medications specifically for athletes, and visited various athletic medical facilities. Student were given written and practical certification examinations for drug-testing collections, and their specimen measurements were compared to those obtained by the testing laboratory for validation; satisfaction surveys were obtained from testing sites; and presentation evaluations were obtained from audience participants. Assessment Students were able to accurately measure pH and specific gravity of urine samples and all students passed the certification examination. Students rated the APPE very high. Also, students received high satisfaction ratings on surveys administered to the officials of the schools where they tested and members of the groups to whom they gave presentations. Conclusion Students gained experience and insight into the various roles of pharmacists in sports pharmacy and developed confidence in their ability to conduct drug-testing collections. PMID:18322580

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

Determinants of physical activity in primary school students using the health belief model.

PubMed

Ar-Yuwat, Sireewat; Clark, Mary Jo; Hunter, Anita; James, Kathy S

2013-01-01

Thailand is a middle-income country in which two-thirds of children demonstrate an insufficient level of physical activity. Physical inactivity is a major risk factor for obesity and many other health-related consequences in children. Thus, it is important to understand how primary school children perceive things in their daily life as determinants of physical activity. The purpose of this study was to investigate the impact of cues, perceived benefits, and perceived barriers on the level of physical activity among primary school students. A cross-sectional study was conducted in Phitsanulok Province, Thailand, in 2011. Multistage sampling selected a total of 123 primary school students. The Physical Activity Questionnaire for Older Children and the Cues, Perceived Benefits, and Barriers to Physical Activity Questionnaire were used to assess the student levels of physical activity, as well as the perceived benefits, barriers, and cues to action. The association between these factors and the level of physical activity was determined by correlation statistics and confirmed by robust regression. Multivariate analysis of variance compared health belief model determinants: perceived benefits, perceived barriers, and cues to action on physical activity between male and female students. Self-administered questionnaires were validated and tested in a pilot study. The level of activity among primary school children was significantly influenced by perceived barriers, such as fear of strangers when playing outdoors, bad weather, and too much homework. However, activity was not influenced by cues to action or perceived benefits. Perceived benefits, barriers, and cues to physical activity did not differ by gender. A safe environment and fewer barriers, such as amount of homework, could enhance physical activity in primary school children.

Association between state physical education (PE) requirements and PE participation, physical activity, and body mass index change.

PubMed

Taber, Daniel R; Chriqui, Jamie F; Perna, Frank M; Powell, Lisa M; Slater, Sandy J; Chaloupka, Frank J

2013-11-01

To determine if state physical education (PE) laws are associated with student physical education attendance and physical activity (PA), and whether physical education and competitive food laws, in conjunction, are associated with lower BMI change. State laws regarding physical education time requirements and competitive foods in 2003 and 2006 were classified as strong, weak, or none, based on codified law ratings obtained from the Classification of Laws Associated with School Students. Laws were linked to student data on PE attendance and physical activity (8th grade, Spring 2007) and BMI change (5th-8th grade, 2004-2007), obtained from the Early Childhood Longitudinal Study (n=5510 students in 40 states). Girls reported 0.31 more days of activity (95% CI: 0.02, 0.61) and were more likely to attend physical education ≥ 3 days/week (74.1% versus 52.1%, difference=22.0, 95% CI: 2.1, 42.0) if they resided in states with strong physical education laws compared to no physical education laws. Weak physical education laws had modest associations with PE and activity, and there was no evidence that weak laws reduce BMI gain regardless of competitive food laws. Strong physical education laws with specific time requirements may increase physical education attendance and activity in girls. There is insufficient evidence that physical education laws reduce student weight gain. © 2013.

A randomised trial of the influence of racial stereotype bias on examiners' scores, feedback and recollections in undergraduate clinical exams.

PubMed

Yeates, Peter; Woolf, Katherine; Benbow, Emyr; Davies, Ben; Boohan, Mairhead; Eva, Kevin

2017-10-25

Asian medical students and doctors receive lower scores on average than their white counterparts in examinations in the UK and internationally (a phenomenon known as "differential attainment"). This could be due to examiner bias or to social, psychological or cultural influences on learning or performance. We investigated whether students' scores or feedback show influence of ethnicity-related bias; whether examiners unconsciously bring to mind (activate) stereotypes when judging Asian students' performance; whether activation depends on the stereotypicality of students' performances; and whether stereotypes influence examiner memories of performances. This is a randomised, double-blinded, controlled, Internet-based trial. We created near-identical videos of medical student performances on a simulated Objective Structured Clinical Exam using British Asian and white British actors. Examiners were randomly assigned to watch performances from white and Asian students that were either consistent or inconsistent with a previously described stereotype of Asian students' performance. We compared the two examiner groups in terms of the following: the scores and feedback they gave white and Asian students; how much the Asian stereotype was activated in their minds (response times to Asian-stereotypical vs neutral words in a lexical decision task); and whether the stereotype influenced memories of student performances (recognition rates for real vs invented stereotype-consistent vs stereotype-inconsistent phrases from one of the videos). Examiners responded to Asian-stereotypical words (716 ms, 95% confidence interval (CI) 702-731 ms) faster than neutral words (769 ms, 95% CI 753-786 ms, p < 0.001), suggesting Asian stereotypes were activated (or at least active) in examiners' minds. This occurred regardless of whether examiners observed stereotype-consistent or stereotype-inconsistent performances. Despite this stereotype activation, student ethnicity had no influence on examiners' scores; on the feedback examiners gave; or on examiners' memories for one performance. Examiner bias does not appear to explain the differential attainment of Asian students in UK medical schools. Efforts to ensure equality should focus on social, psychological and cultural factors that may disadvantage learning or performance in Asian and other minority ethnic students.

Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program.

PubMed

Shahiwala, Aliasgar

2017-07-01

To provide pharmacy students with an opportunity to develop entrepreneurial thinking and skills. A business proposal building project-based activity was integrated into a two-credit hour pharmacy management course during the eighth semester of the bachelor of pharmacy degree program. The student groups submitted their proposals, mimicking the process of submitting business proposals and obtaining approval in the real world. Essential management tasks including operation procedures, location and layout design, inventory management, personnel management, marketing management, and finance management were taught step-by-step so that students could work on a similar scenario with their proposal building. Students' career preferences were also measured at the beginning and end of the course. Course was assessed by written exffigam and rubric based project evaluation. Student feedbacks of the project were collected using a five-point Likert scale. The project-based activity was well integrated in the course. The project helped the students (n=72) to understand management concepts more clearly, which was reflected by their significantly higher (p<0.01) grades compared to previous year. Students' feedback was overwhelmingly positive (mean score of 4.53 on the scale of 5). Students developed both interest and confidence to start a pharmacy as a result of this activity. The project was successfully designed and executed in a pharmacy management course within a bachelor of pharmacy curriculum. Based on the response received in this project, efforts will be made to provide guidance and support to the students by calling field experts such as pharmacy owners and financiers. Copyright © 2017 Elsevier Inc. All rights reserved.

Personal, social and environmental correlates of active transport to school among adolescents in Otago, New Zealand.

PubMed

Mandic, Sandra; Leon de la Barra, Sophia; García Bengoechea, Enrique; Stevens, Emily; Flaherty, Charlotte; Moore, Antoni; Middlemiss, Melanie; Williams, John; Skidmore, Paula

2015-07-01

With increasingly sedentary lifestyles, opportunities for physical activity such as active transport to school need to be promoted in adolescents. This study examines personal, social and environmental correlates of active transport to school among adolescents including sociodemographics, behavioural patterns, motivational factors, perceived barriers, peer support, family resources, school characteristics, urban/rural setting, distance to school and neighbourhood safety perceptions. Cross-sectional study. In 2009 and 2011, 2018 secondary school students (age: 14.8±1.3 years; 73% urban; 53% boys) from 22 out of 24 schools from Otago, New Zealand completed the Otago School Students Lifestyle Survey. Multivariate binary logistic regression models were used to compare active transport to school correlates in students using active transport to school versus bus and car users (motorised transport). Overall, 37% of students used active transport to school, 24% bus, and 39% car. Compared to motorised transport users, active transport to school users were more likely to live closer to school (1.4±1.4 active transport to school vs. 8.3±8.4km motorised transport; p<0.001). In a multivariate analysis, shorter distance to school (OR (95%CI) (0.03 (0.01-0.05)), younger age (0.85 (0.78-0.92)), fewer vehicles (0.66 (0.49-0.89)) and fewer screens (0.53 (0.35-0.82)) per household, meeting screen time guidelines (1.74 (1.22-2.50)), opportunity to chat with friends (2.26 (1.58-3.23)), nice scenery (1.69 (1.14-2.50)), and parental perceptions of active transport to school safety (2.32 (1.25-4.30)) were positively associated with active transport to school, while perceived time constraints (0.46 (0.29-0.72)) and attending girls-only school (0.51 (0.35-0.75)) had a negative association with active transport to school. Future active transport to school interventions in adolescents should focus on encouraging active transport to school, reiterating its social benefits, and addressing parental safety concerns around active transport to school. Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Elite Dental Students: a Cross-Sectional Study on Different Aspects of Their Life-Style.

PubMed

Zafarmand, Abdolhamid; Asvar, Maryam

2017-12-01

Lifestyle has a key role in having a life with quality. This is much more critical in academic community. Elite students are the scientific capital of each community; therefore, improvement of their life-style is a very crucial issue and is a way of esteeming them. This study was aimed to scrutinize the life-style of elite dental students to provide a guideline for healthy life-style for their own and for other students, as well. This descriptive and cross-sectional study was carried out on 115 Elite dental students, from a list 175 students, based upon their interest. The HPLP-II questionnaire was used which focuses on 6 behavioral fields: Spiritual Growth, Interpersonal Relations, Nutrition, Physical Activity, Health Responsibility, and Stress Management. The results also compared genders and marital status within the study group. The elite dental students were categorized in 3 age groups as 19≥ yrs (Group I), 20-22 yrs (Group II), and 23≤ yrs. (Group III) for comparison. Data were analyzed using SPSS version 19, independent t-test, one-way ANOVA, and Tukey's test. The mean score of the HPLP-II questionnaire was 2.51±0.27 (out of score 4). Spiritual growth (2.85±0.42) and physical activity (2.16±0.58) were the highest and the lowest scores, respectively. Physical activity was the only subscale different between genders ( p = 0.000). Marital status had not effect on life-style of students. Between the age groups, the physical activity was significantly different between group I and II (0.002). Elite dental students' life-style is most prominent in spiritual growth and interpersonal relationships dimensions, but is the weakest in physical activity and health responsibility behavioral attitudes. To improve the talent of all students, interventional workshops/courses aiming at modification and promotion of students' lifestyle is recommendable in the curriculum.

Athletics, Clubs, or Music? The Influence of College Extracurricular Activities on Job Prestige and Satisfaction

ERIC Educational Resources Information Center

Kim, Jeongeun; Bastedo, Michael N.

2017-01-01

In this study, we investigate how college extracurricular activities influence students' early occupational outcomes. In particular, we examine how the type and number of extracurricular activities, as well as level of participation, influence occupational prestige and job satisfaction. Employing the three national databases, we compare the…

Cost-Effectiveness of Ready for Recess to Promote Physical Activity in Children

ERIC Educational Resources Information Center

Wang, Hongmei; Li, Tao; Siahpush, Mohammad; Chen, Li-Wu; Huberty, Jennifer

2017-01-01

Background: Many school-based recess interventions have been shown to be effective in increasing physical activity but their relative efficiency compared to other school-based programs are unknown. This study examined the cost-effectiveness of Ready for Recess, a program designed to increase students' physical activity in 2 elementary schools.…

Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

PubMed

Russell, Michael; O'Dwyer, Laura M; Miranda, Helena

2009-05-01

Computer-based diagnostic assessment systems hold potential to help teachers identify sources of poor performance and to connect teachers and students to learning activities designed to help advance students' conceptual understandings. The present article presents findings from a study that examined how students' performance in algebra and their overcoming of common algebraic misconceptions were affected by the use of a diagnostic assessment system that focused on important algebra concepts. This study used a four-group randomized cluster trial design in which teachers were assigned randomly to one of four groups: a "business as usual" control group, a partial intervention group that was provided with access to diagnostic tests results, a partial intervention group that was provided with access to the learning activities, and a full intervention group that was given access to the test results and learning activities. Data were collected from 905 students (6th-12th grade) nested within 44 teachers. We used hierarchical linear modeling techniques to compare the effects of full, partial, and no (control) intervention on students' algebraic ability and misconceptions. The analyses indicate that full intervention had a net positive effect on ability and misconception measures.

Students' Research-Informed Socio-scientific Activism: Re/Visions for a Sustainable Future

NASA Astrophysics Data System (ADS)

Bencze, Larry; Sperling, Erin; Carter, Lyn

2012-01-01

In many educational contexts throughout the world, increasing focus has been placed on socio-scientific issues; that is, disagreements about potential personal, social and/or environmental problems associated with fields of science and technology. Some suggest (as do we) that many of these potential problems, such as those associated with climate change, are so serious that education needs to be oriented towards encouraging and enabling students to become citizen activists, ready and willing to take personal and social actions to reduce risks associated with the issues. Towards this outcome, teachers we studied encouraged and enabled students to direct open-ended primary (e.g., correlational studies), as well as secondary (e.g., internet searches), research as sources of motivation and direction for their activist projects. In this paper, we concluded, based on constant comparative analyses of qualitative data, that school students' tendencies towards socio-political activism appeared to depend on myriad, possibly interacting, factors. We focused, though, on curriculum policy statements, school culture, teacher characteristics and student-generated research findings. Our conclusions may be useful to those promoting education for sustainability, generally, and, more specifically, to those encouraging activism on such issues informed by student-led research.

Gender Differences in Delayed-Type Hypersensitivity Response: Effects of Stress and Coping in First Year Law Students

PubMed Central

Flynn, Sarah McQueary; Schipper, Lindsey J.; Roach, Abbey R.; Segerstrom, Suzanne C.

2009-01-01

Law students show significant deficits in emotional and physical well-being compared with groups of students in other areas of higher education. Furthermore, evidence suggests that these effects may be worse for women than for men. The use of active coping can positively affect immunity under stress, but this may be most true for men in the context of law school. The current study examined the delayed-type hypersensitivity (DTH) skin responses of first year law students (n=121) and a comparison group (n=30). Students' health behaviors, self-evaluative emotions, and coping strategies were also reported. Male law students had larger DTH responses than females, but this gender effect was not present in the comparison group. Endorsement of perseverance under stress (n = 19), an active coping strategy, moderated the gender effect on immunity. Perseverance associated with larger DTH responses and more positive self-evaluative emotion, but only among men. These results indicate that active coping may be less efficacious for women than for men in law school, which in turn may limit women's opportunities to attenuate negative effects of law school. PMID:19162169

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology.

PubMed

Richardson, D

1997-12-01

This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Preparing university students to lead K-12 engineering outreach programmes: a design experiment

NASA Astrophysics Data System (ADS)

Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

2016-11-01

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes.

Discover the pythagorean theorem using interactive multimedia learning

NASA Astrophysics Data System (ADS)

Adhitama, I.; Sujadi, I.; Pramudya, I.

2018-04-01

In learning process students are required to play an active role in learning. They do not just accept the concept directly from teachers, but also build their own knowledge so that the learning process becomes more meaningful. Based on the observation, when learning Pythagorean theorem, students got difficulty on determining hypotenuse. One of the solution to solve this problem is using an interactive multimedia learning. This article aims to discuss the interactive multimedia as learning media for students. This was a Research and Development (R&D) by using ADDIE model of development. The results obtained was multimedia which was developed proper for students as learning media. Besides, on Phytagorian theorem learning activity we also compare Discovery Learning (DL) model with interactive multimedia and DL without interactive multimedia, and obtained that DL with interactive gave positive effect better than DL without interactive multimedia. It was also obtainde that interactive multimedia can attract and increase the interest ot the students on learning math. Therefore, the use of interactive multimedia on DL procees can improve student learning achievement.

Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

PubMed Central

Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain. PMID:28389428

Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

PubMed Central

Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

2013-01-01

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212

Selecting university undergraduate student activities via compromised-analytical hierarchy process and 0-1 integer programming to maximize SETARA points

NASA Astrophysics Data System (ADS)

Nazri, Engku Muhammad; Yusof, Nur Ai'Syah; Ahmad, Norazura; Shariffuddin, Mohd Dino Khairri; Khan, Shazida Jan Mohd

2017-11-01

Prioritizing and making decisions on what student activities to be selected and conducted to fulfill the aspiration of a university as translated in its strategic plan must be executed with transparency and accountability. It is becoming even more crucial, particularly for universities in Malaysia with the recent budget cut imposed by the Malaysian government. In this paper, we illustrated how 0-1 integer programming (0-1 IP) model was implemented to select which activities among the forty activities proposed by the student body of Universiti Utara Malaysia (UUM) to be implemented for the 2017/2018 academic year. Two different models were constructed. The first model was developed to determine the minimum total budget that should be given to the student body by the UUM management to conduct all the activities that can fulfill the minimum targeted number of activities as stated in its strategic plan. On the other hand, the second model was developed to determine which activities to be selected based on the total budget already allocated beforehand by the UUM management towards fulfilling the requirements as set in its strategic plan. The selection of activities for the second model, was also based on the preference of the members of the student body whereby the preference value for each activity was determined using Compromised-Analytical Hierarchy Process. The outputs from both models were compared and discussed. The technique used in this study will be useful and suitable to be implemented by organizations with key performance indicator-oriented programs and having limited budget allocation issues.

"Womanhood does not reside in documentation": Queer and feminist student activism for transgender women's inclusion at women's colleges.

PubMed

Weber, Shannon

2016-01-01

This article considers queer-driven student activism at Smith College, as well as admissions policy shifts at a number of prominent U.S. women's colleges for transgender women's inclusion. The author illustrates how student attempts to dismantle the transmisogyny at Smith as a purportedly feminist "women's" space, as well as some women's colleges' shifts in admissions policy, challenge divisions between transgender and cisgender women. This paradigmatic shift reflects the campuses as comparative havens for gender and sexual exploration, the influence of postmodern gender theory in understanding identity, and the growth of "queer" as an all-encompassing signifier for sexual and gender transgression.

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning opportunities based on problem-solving activities and offer timely feedback/guidance to students. Yet in our study, this teaching style had its fair share of challenges, which were largely dependent on the use and management of technology. Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.

Exploring Hurdles to Transfer: Student Experiences of Applying Knowledge across Disciplines

ERIC Educational Resources Information Center

Lappalainen, Jouni; Rosqvist, Juho

2015-01-01

This paper explores the ways students perceive the transfer of learned knowledge to new situations -- often a surprisingly difficult prospect. The novel aspect compared to the traditional transfer studies is that the learning phase is not a part of the experiment itself. The intention was only to activate acquired knowledge relevant to the…

Group Project Work and Student-centered Active Learning: Two Different Experiences.

ERIC Educational Resources Information Center

Livingstone, David; Lynch, Kenneth

2000-01-01

Compared experiences with group-based student projects in a Geographical Information Systems degree taught by one faculty member and in geography degree modules taught by another. Concludes that care must be taken in the design and execution of these projects to avoid problems that might reinforce myths about negative effects of team-based…

Which Extreme Variant of the Problem-Solving Method of Teaching Should Be More Characteristic of the Many Teacher Variations of Problem-Solving Teaching?

ERIC Educational Resources Information Center

Mahan, Luther A.

1970-01-01

Compares the effects of two problem-solving teaching approaches. Lower ability students in an activity group demonstrated superior growth in basic science understanding, &roblem-solving skills, science interests, personal adjustment, and school attitudes. Neither method favored cognitive learning by higher ability students. (PR)

Bullying Victimization among Music Ensemble and Theatre Students in the United States

ERIC Educational Resources Information Center

Elpus, Kenneth; Carter, Bruce Allen

2016-01-01

The purpose of this study was to analyze the prevalence of reported school victimization through physical, verbal, social/relational, and cyberbullying aggression among music ensemble and theatre students in the middle and high schools of the United States as compared to their peers involved in other school-based activities. We analyzed nationally…

Integration of Simulation into Pre-Laboratory Chemical Course: Computer Cluster versus WebCT

ERIC Educational Resources Information Center

Limniou, Maria; Papadopoulos, Nikos; Whitehead, Christopher

2009-01-01

Pre-laboratory activities have been known to improve students' preparation before their practical work as they assist students to make available more working memory capacity for actual learning during the laboratory. The aim of this investigation was to compare two different teaching approaches which supported a pre-laboratory session by using the…

Source-Code Plagiarism in Universities: A Comparative Study of Student Perspectives in China and the UK

ERIC Educational Resources Information Center

Zhang, Dongyang; Joy, Mike; Cosma, Georgina; Boyatt, Russell; Sinclair, Jane; Yau, Jane

2014-01-01

There has been much research and discussion relating to variations in plagiaristic activity observed in students from different demographic backgrounds. Differences in behaviour have been noted in many studies, although the underlying reasons are still a matter of debate. Existing work focuses mainly on textual plagiarism, and most often derives…

Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course

ERIC Educational Resources Information Center

Yong, Darryl; Levy, Rachel; Lape, Nancy

2015-01-01

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory…

The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing Abilities

ERIC Educational Resources Information Center

Suwantarathip, Ornprapat; Wichadee, Saovapa

2014-01-01

Google Docs, a free web-based version of Microsoft Word, offers collaborative features which can be used to facilitate collaborative writing in a foreign language classroom. The current study compared writing abilities of students who collaborated on writing assignments using Google Docs with those working in groups in a face-to-face classroom.…

Users' Attitudes towards Web 2.0 Communication Tools in Collaborative Settings: A Case Study with Early Childhood Education Students

ERIC Educational Resources Information Center

Bratitsis, Tharrenos

2012-01-01

This paper examines the utilization of Computer Mediated Communication tools within collaborative learning activities. By examining the participants' attitudes and behavior, issues related to performance improvement are being discussed. Through a comparative study using a Blog, a Wiki and a Discussion Forum, students' perception of collaboration…

Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom

ERIC Educational Resources Information Center

Logan, Jennifer; Plumlee, Gerald L.

2012-01-01

The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…

Comparing Field-Teaching Experiences: A Longitudinal Examination of Preservice and First-Year Teacher Perspectives

ERIC Educational Resources Information Center

Bartolome, Sarah J.

2017-01-01

The purpose of this longitudinal study was to examine preservice and first-year music educators' perspectives on fieldwork activities embedded within a music teacher preparation program. One cohort of students was tracked for 2.5 years as they participated in an elementary teaching practicum, fulfilled the student teaching internship, and…

The Adoption of Tablet and E-Textbooks: First Grade Core Curriculum and School Administration Attitude

ERIC Educational Resources Information Center

Al-Mashaqbeh, Ibtesam; Al Shurman, Muneera

2015-01-01

This study aimed to investigate the effect of using e-textbooks, activities, games, and worksheets that loaded onto students tablets on first grade students' achievement on their core curriculum (science, math, English, Arabic) compared to the use of the traditional teaching method. It also, investigated the school administration reflection toward…

The Effectiveness of Three Experiential Teaching Approaches on Student Science Learning in Fifth-Grade Public School Classrooms.

ERIC Educational Resources Information Center

Powell, Kristin; Wells, Marcella

2002-01-01

Compares the effects of three experiential science lessons in meeting the objectives of the Colorado model content science standards. Uses Kolb's (1984) experiential learning model as a framework for understanding the process by which students engage in learning when participating in experiential learning activities. Uses classroom exams and…

Evaluating "Baby Think It Over" Infant Simulators: A Comparison Group Study

ERIC Educational Resources Information Center

Barnett, Jerrold E.

2006-01-01

To test the efficacy of Baby-Think-It-Over (BTIO) infant simulators, two versions of a sexuality education program were compared. While the program was designed to include BTIO as an important teaching technique, two schools (49 students) opted not to use them. These students completed all elements of the program except the BTIO activities. Their…

Associations of Racial/Ethnic Identities and Religious Affiliation with Suicidal Ideation among Lesbian, Gay, Bisexual, and Questioning Individuals

PubMed Central

Lytle, Megan C.; De Luca, Susan M.; Blosnich, John R.; Brownson, Christopher

2015-01-01

Background Our aim was to examine the associations of racial/ethnic identity and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning (LGBQ) and heterosexual college students. An additional aim was to determine the prevalence of passive suicidal ideation (i.e., death ideation) and active suicidal ideation among culturally diverse LGBQ individuals. Methods Data from the National Research Consortium probability-based sample of college students from 70 postsecondary institutions (n=24,626) were used to examine active and passive suicidal ideation in the past 12-months and lifetime active suicidal ideation among students by sexual orientation, racial/ethnic identity, and religious affiliation. Results Across most racial/ethnic groups and religious affiliations, LGBQ students were more likely to report active suicidal ideation than non-LGBQ individuals. Among LGBQ students, Latino individuals had lower odds of reporting both past 12-month passive and active suicidal ideation than their non-Hispanic white LGBQ counterparts. Compared to Christian LGBQ students, Agnostic/Atheist LGBQ individuals had greater odds of reporting past 12-month passive suicidal ideation, and Jewish LGBQ students were less likely to endorse past 12-month passive and active suicidal ideation. Limitations Cross-sectional design and self-reported data. Conclusions Results corroborate previous research showing elevated prevalence of suicidal ideation among LGBQ individuals in comparison to their heterosexual counterparts. These findings are among the first to document prevalence differences within the LGBQ population based on intersectional identities (race/ethnicity and religious affiliation). Providers should recognize that LGBQ individuals might need support in negotiating the complex relationship between multiple identities, especially due to their elevated prevalence of suicidal ideation. PMID:25795534

Associations of racial/ethnic identities and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning individuals.

PubMed

Lytle, Megan C; De Luca, Susan M; Blosnich, John R; Brownson, Chris

2015-06-01

Our aim was to examine the associations of racial/ethnic identity and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning (LGBQ) and heterosexual college students. An additional aim was to determine the prevalence of passive suicidal ideation (i.e., death ideation) and active suicidal ideation among culturally diverse LGBQ individuals. Data from the National Research Consortium probability-based sample of college students from 70 postsecondary institutions (n=24,626) were used to examine active and passive suicidal ideation in the past 12-months and lifetime active suicidal ideation among students by sexual orientation, racial/ethnic identity, and religious affiliation. Across most racial/ethnic groups and religious affiliations, LGBQ students were more likely to report active suicidal ideation than non-LGBQ individuals. Among LGBQ students, Latino individuals had lower odds of reporting both past 12-month passive and active suicidal ideation than their non-Hispanic white LGBQ counterparts. Compared to Christian LGBQ students, Agnostic/Atheist LGBQ individuals had greater odds of reporting past 12-month passive suicidal ideation, and Jewish LGBQ students were less likely to endorse past 12-month passive and active suicidal ideation. Cross-sectional design and self-reported data. Results corroborate previous research showing elevated prevalence of suicidal ideation among LGBQ individuals in comparison to their heterosexual counterparts. These findings are among the first to document prevalence differences within the LGBQ population based on intersectional identities (race/ethnicity and religious affiliation). Providers should recognize that LGBQ individuals might need support in negotiating the complex relationship between multiple identities, especially due to their elevated prevalence of suicidal ideation. Copyright © 2015 Elsevier B.V. All rights reserved.

Using a Web-based simulation as a problem-based learning experience: perceived and actual performance of undergraduate public health students.

PubMed

Spinello, Elio F; Fischbach, Ronald

2008-01-01

This study investigated the use of a Web-based community health simulation as a problem-based learning (PBL) experience for undergraduate students majoring in public health. The study sought to determine whether students who participated in the online simulation achieved differences in academic and attitudinal outcomes compared with students who participated in a traditional PBL exercise. Using a nonexperimental comparative design, 21 undergraduate students enrolled in a health-behavior course were each randomly assigned to one of four workgroups. Each workgroup was randomly assigned the semester-long simulation project or the traditional PBL exercise. Survey instruments were used to measure students' attitudes toward the course, their perceptions of the learning community, and perceptions of their own cognitive learning. Content analysis of final essay exams and group reports was used to identify differences in academic outcomes and students' level of conceptual understanding of health-behavior theory. Findings indicated that students participating in the simulation produced higher mean final exam scores compared with students participating in the traditional PBL (p=0.03). Students in the simulation group also outperformed students in the traditional group with respect to their understanding of health-behavior theory (p=0.04). Students in the simulation group, however, rated their own level of cognitive learning lower than did students in the traditional group (p=0.03). By bridging time and distance constraints of the traditional classroom setting, an online simulation may be an effective PBL approach for public health students. Recommendations include further research using a larger sample to explore students' perceptions of learning when participating in simulated real-world activities. Additional research focusing on possible differences between actual and perceived learning relative to PBL methods and student workgroup dynamics is also recommended.

Implementing the Flipped Classroom in a Veterinary Pre-clinical Science Course: Student Engagement, Performance, and Satisfaction.

PubMed

Dooley, Laura M; Frankland, Sarah; Boller, Elise; Tudor, Elizabeth

2018-01-01

There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years. Online learning resources included short video segments and a variety of short problems and activities. Online materials were complemented with weekly small-group case-based learning classes facilitated by academic staff. A mixed methods evaluation strategy was applied using student grades, surveys, and focus groups to compare student academic performance, satisfaction, and engagement between the two cohorts. The flipped classroom cohort achieved significantly higher grades in the written answer section of the final examination. Student satisfaction with learning resources was also higher in this cohort. However, satisfaction with other aspects of the course was largely the same for both cohorts. This study revealed some of the challenges associated with achieving adequate student preparation for class using online resources. The outcomes of this study have implications for veterinary educators considering the design and development of new online learning resources.

Adopting reform-based pedagogy in post-secondary microbiology education

NASA Astrophysics Data System (ADS)

Bonner, Jeffery W.

Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies. The research presented here was conducted in two parts under the same context during one semester of a post-secondary microbiology course. First, a quantitative study was conducted to compare collaborative and individual completion of a reform-based instructional strategy that utilized a student-centered, active-learning component. Students were evaluated on learning, critical thinking, and epistemological beliefs about biology. Results indicated no significant differences between treatment groups. Interestingly, the impact of active-learning implementations had positive effects on students' epistemological beliefs. This was a finding contradicting previous research in which epistemological beliefs became more novice-like in science majors enrolled in courses without an active-learning component. Study two represents one case in which a professor with a traditional instructional model became motivated to pursue instructional change in his introductory microbiology course. A single-case qualitative study was conducted to document the professor's initial effort at instructional reform. Results indicated that his utilization and understanding of reform-based instructional strategies improved over the course of one semester. Furthermore, this sustained effort of reform resulted in positive opinions developed by the professor regarding the use of reform-based instructional strategies in the future.

JROTC as a Substitute for PE: Really?

PubMed Central

Lounsbery, Monica A. F.; Holt, Kathryn A.; Monnat, Shannon A.; McKenzie, Thomas L.; Funk, Brian

2014-01-01

Purpose Even though physical education (PE) is an evidence-based strategy for providing and promoting physical activity, alternative programs such as Junior Reserve Officer Training Corps (JROTC) are commonly substituted for PE in many states. The purpose of this study was to compare student physical activity and lesson contexts during high school PE and JROTC sessions. Method SOFIT (System for Observing Fitness Instruction Time) was used to assess PE and JROTC sessions (N=38 each) in 4 high schools that provided both programs. Data were analyzed using t-tests, negative binomial regression, and logistic regression. Results Students engaged in significantly more moderate to vigorous physical activity during PE than JROTC sessions and they were significantly less sedentary. Significant differences between the two program types were also found among lesson contexts. Conclusions PE and JROTC provide substantially different content and contexts and students in them engage in substantially different amounts of moderate to vigorous physical activity. Students in JROTC, and perhaps other alternative programs, are less likely to accrue health-supporting physical activity and engage in fewer opportunities to be physically fit and motorically skilled. Policies and practices for providing substitutions for PE should be carefully examined. PMID:25141093