Attendance Policies, Student Attendance, and Instructor Verbal Aggressiveness

ERIC Educational Resources Information Center

Snyder, Jason; Forbus, Robert; Cistulli, Mark

2012-01-01

The authors utilized an experimental design across six sections of a managerial communications course (N = 173) to test the impact of instructor verbal aggressiveness and class attendance policies on student class attendance. The experimental group received a policy based on the principle of social proof (R. B. Cialdini, 2001), which indicated…

Creative Digital Worksheet Base on Mobile Learning

NASA Astrophysics Data System (ADS)

Wibawa, S. C.; Cholifah, R.; Utami, A. W.; Nurhidayat, A. I.

2018-01-01

The student is required to understand and act in the classroom and it is very important for selecting the media learning to determine the learning outcome. An instructional media is needed to help students achieve the best learning outcome. The objectives of this study are (1) to make Android-based student worksheet, (2) to know the students’ response on Android-based student worksheet in multimedia subject, (3) to determine the student result using Android-based student worksheet. The method used was Research and Development (R&D) using post-test-only in controlled quasi-experimental group design. The subjects of the study were 2 classes, a control class and an experimental class. The results showed (1) Android-based student worksheet was categorized very good as percentage of 85%; (2) the students’ responses was categorized very good as percentage of 86.42%; (3) the experimental class results were better than control class. The average result on cognitive tests on the experimental class was 89.97 and on control class was 78.31; whether the average result on psychomotor test on the experimental class was 89.90 and on the control class was 79.83. In conclusion, student result using Android-based student worksheet was better than those without it.

Group Investigation Teaching Technique in Turkish Primary Science Courses

ERIC Educational Resources Information Center

Aksoy, Gokhan; Gurbuz, Fatih

2013-01-01

This study examined the effectiveness of group investigation teaching technique in teaching "Light" unit 7th grade primary science education level. This study was carried out in two different classes in the Primary school during the 2011-2012 academic year in Erzurum, Turkey. One of the classes was the Experimental Group (group…

The Effect of Corpus-Based Activities on Verb-Noun Collocations in EFL Classes

ERIC Educational Resources Information Center

Ucar, Serpil; Yükselir, Ceyhun

2015-01-01

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups--experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of Foreign Languages, Osmaniye Korkut Ata University.…

Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

ERIC Educational Resources Information Center

Tremblay, Philippe

2013-01-01

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

The effect of homogeneous and heterogeneous review pairs on student achievement and attitude when utilizing computer-assisted instruction in middle-level Earth science classes

NASA Astrophysics Data System (ADS)

Lyon, Ellen Beth

1998-09-01

This research project investigated the influence of homogeneous (like-ability) review pairs coupled with heterogeneous (mixed-ability) cooperative learning groups using computer-assisted instruction (CAI) on academic achievement and attitude toward science in eighth grade Earth science students. Subjects were placed into academic quartiles (Hi, Med-Hi, Med-Lo, and Lo) based on achievement. Cooperative learning groups of four (one student from each academic quartile) were formed in all classes, within which students completed CAI through a software package entitled Geoscience Education Through Interactive Technology, or GETITspTM. Each day, when computer activities were completed, students in the experimental classes were divided into homogeneous review pairs to review their work. The students in the control classes were divided into heterogeneous review pairs to review their work. The effects of the experimental treatment were measured by pretest, posttest, and delayed posttest measures, by pre- and post-student attitude scales, and by evaluation of amendments students made to their work during the time spent in review pairs. Results showed that student achievement was not significantly influenced by placement in homogeneous or heterogeneous review pairs, regardless of academic quartile assignment. Student attitude toward science as a school subject did not change significantly due to experimental treatment. Achievement retention of students in experimental and control groups within each quartile showed no significant difference. Notebook amendment patterns showed some significant differences in a few categories. For the Hi quartile, there were significant differences in numbers of deletion amendments and substitution amendments between the experimental and the control group. In both cases, subjects in the experimental group (homogeneous review pairs) made greater number of amendments then those in the control group (heterogeneous review pairs). For the Lo quartile, there was a significant difference in the number of grammar/usage/mechanics (GUM) amendments between the experimental and control groups. The experimental group made far more GUM amendments than the control group. This research highlights the fact that many factors may influence a successful learning environment in which CAI is successfully implemented. Educational research projects should be designed and used to help teachers create learning environments in which CAI is maximized.

Improving Middle School Students’ Quantitative Literacy through Inquiry Lab and Group Investigation

NASA Astrophysics Data System (ADS)

Aisya, N. S. M.; Supriatno, B.; Saefudin; Anggraeni, S.

2017-02-01

The purpose of this study was to analyze the application of metacognitive strategies learning based Vee Diagram through Inquiry Lab and Group Investigation toward students’ quantitative literacy. This study compared two treatments on learning activity in middle school. The metacognitive strategies have applied to the content of environmental pollution at 7th grade. This study used a quantitative approach with quasi-experimental method. The research sample were the 7th grade students, involves 27 students in the experimental through Inquiry Lab and 27 students in the experimental through Group Investigation. The instruments that used in this research were pretest and posttest quantitative literacy skills, learning step observation sheets, and the questionnaire of teachers and students responses. As the result, N-gain average of pretest and posttest increased in both experimental groups. The average of posttest score was 61,11 for the Inquiry Lab and 54,01 to the Group Investigation. The average score of N-gain quantitative literacy skill of Inquiry Lab class was 0,492 and Group Investigation class was 0,426. Both classes of experiments showed an average N-gain in the medium category. The data has been analyzed statistically by using SPSS ver.23 and the results showed that although both the learning model can develop quantitative literacy, but there is not significantly different of improving students’ quantitative literacy between Inquiry Lab and Group Investigation in environmental pollution material.

Beating the numbers through strategic intervention materials (SIMs): Innovative science teaching for large classes

NASA Astrophysics Data System (ADS)

Alboruto, Venus M.

2017-05-01

The study aimed to find out the effectiveness of using Strategic Intervention Materials (SIMs) as an innovative teaching practice in managing large Grade Eight Science classes to raise the performance of the students in terms of science process skills development and mastery of science concepts. Utilizing experimental research design with two groups of participants, which were purposefully chosen, it was obtained that there existed a significant difference in the performance of the experimental and control groups based on actual class observation and written tests on science process skills with a p-value of 0.0360 in favor of the experimental class. Further, results of written pre-test and post-test on science concepts showed that the experimental group with the mean of 24.325 (SD =3.82) performed better than the control group with the mean of 20.58 (SD =4.94), with a registered p-value of 0.00039. Therefore, the use of SIMs significantly contributed to the mastery of science concepts and the development of science process skills. Based on the findings, the following recommendations are offered: 1. that grade eight science teachers should use or adopt the SIMs used in this study to improve their students' performance; 2. training-workshop on developing SIMs must be conducted to help teachers develop SIMs to be used in their classes; 3. school administrators must allocate funds for the development and reproduction of SIMs to be used by the students in their school; and 4. every division should have a repository of SIMs for easy access of the teachers in the entire division.

An Intervention Study on Mental Computation for Second Graders in Taiwan

ERIC Educational Resources Information Center

Yang, Der-Ching; Huang, Ke-Lun

2014-01-01

The authors compared the mental computation performance and mental strategies used by an experimental Grade 2 class and a control Grade 2 class before and after instructional intervention. Results indicate that students in the experimental group had better performance on mental computation. The use of mental strategies (counting, separation,…

A Game Plan for Teaching Logic.

ERIC Educational Resources Information Center

Woloshin, Phyllis Lerman

An experiment using game-theory to teach a unit on "fallacies" in logic was conducted at Oakton Community College. One experimental and two control group lecture-style classes were taught by three teachers using the same text and final test. The experimental class, after an introductory segment presented in lecture style, were involved in a…

Effects of Teaching a Library Usage Unit to Seventh Graders.

ERIC Educational Resources Information Center

Gifford, Vernon; Gifford, Jean

This document reports the results of a study undertaken to determine if teaching a 2-week unit on library usage to 7th graders would increase their use of the library. From three non-ability grouped 7th grade classes, two classes of 26 students each were randomly selected for the study. One class was randomly assigned as the experimental group and…

Research on same-gender grouping in eighth-grade science classrooms

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Influence of Problem Based Learning on Critical Thinking Skills and Competence Class VIII SMPN 1 Gunuang Omeh, 2016/2017

NASA Astrophysics Data System (ADS)

Aswan, D. M.; Lufri, L.; Sumarmin, R.

2018-04-01

This research intends to determine the effect of Problem Based Learning models on students' critical thinking skills and competences. This study was a quasi-experimental research. The population of the study was the students of class VIII SMPN 1 Subdistrict Gunuang Omeh. Random sample selection is done by randomizing the class. Sample class that was chosen VIII3 as an experimental class given that treatment study based on problems and class VIII1 as control class that treatment usually given study. Instrument that used to consist of critical thinking test, cognitive tests, observation sheet of affective and psychomotor. Independent t-test and Mann Whitney U test was used for the analysis. Results showed that there was significant difference (sig <0.05) between control and experimental group. The conclusion of this study was Problem Based Learning models affected the students’ critical thinking skills and competences.

Gasoline conservation: a procedure for measuring and reducing the driving of college students

PubMed Central

Foxx, R. M.; Hake, D. F.

1977-01-01

The study sought to motivate college students to reduce the number of miles they drove each day and thus save gasoline. Students in two psychology classes were divided by class into two groups. The experimental group was offered various combinations of prizes such as cash, a tour of a mental-health facility, car servicing, and a university parking sticker for reducing driving. The value of the prize received was scaled in terms of per cent reduction in driving. The contrast group received no inducements. The condition in which the experimental group's mileage reduction was reinforced was counterbalanced by two baseline conditions. Several special recording procedures were used to reduce and detect the possibility of subjects altering their odometers, the source of the driving data. Experimental subjects reduced their average daily mileage by 20% relative to the initial baseline; the contrast group did not change. During the one-month reinforcement condition, the 12 experimental subjects saved some 170 gallons (worth $102) of gasoline. PMID:16795548

Camouflage treatment of skeletal Class III malocclusion with multiloop edgewise arch wire and modified Class III elastics by maxillary mini-implant anchorage.

PubMed

He, Shushu; Gao, Jinhui; Wamalwa, Peter; Wang, Yunji; Zou, Shujuan; Chen, Song

2013-07-01

To evaluate the effect of the multiloop edgewise arch wire (MEAW) technique with maxillary mini-implants in the camouflage treatment of skeletal Class III malocclusion. Twenty patients were treated with the MEAW technique and modified Class III elastics from the maxillary mini-implants. Twenty-four patients were treated with MEAW and long Class III elastics from the upper second molars as control. Lateral cephalometric radiographs were obtained and analyzed before and after treatment, and 1 year after retention. Satisfactory occlusion was established in both groups. Through principal component analysis, it could be concluded the anterior-posterior dental position, skeletal sagittal and vertical position, and upper molar vertical position changed within groups and between groups; vertical lower teeth position and Wits distance changed in the experimental group and between groups. In the experimental group, the lower incisors tipped lingually 2.7 mm and extruded 2.4 mm. The lingual inclination of the lower incisors increased 3.5°. The mandibular first molars tipped distally 9.1° and intruded 0.4 mm. Their cusps moved 3.4 mm distally. In the control group, the upper incisors proclined 3°, and the upper first molar extruded 2 mm. SN-MP increased 1.6° and S-Go/N-ME decreased 1. The MEAW technique combined with modified Class III elastics by maxillary mini-implants can effectively tip the mandibular molars distally without any extrusion and tip the lower incisors lingually with extrusion to camouflage skeletal Class III malocclusions. Clockwise rotation of the mandible and further proclination of upper incisors can be avoided. The MEAW technique and modified Class III elastics provided an appropriate treatment strategy especially for patients with high angle and open bite tendency.

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.

The Effect of Fermi Questions in the Development of Science Processes Skills in Physics among Jordanian Ninth Graders

ERIC Educational Resources Information Center

Barahmeh, Haytham Mousa; Hamad, Adwan Mohammad Bani; Barahmeh, Nabeel Mousa

2017-01-01

This study aimed at exploring the effect of Fermi question on the development of science process skills in the physics subject at ninth Grade students. The sample of the study consisted of (2) classes for males and (2) classes for females, which were randomly divided into (2) groups: An experimental group of (41) students divided into a class of…

Implementing Reading Strategies Based on Collaborative Learning Approach in an English Class

ERIC Educational Resources Information Center

Suwantharathip, Ornprapat

2015-01-01

The present study investigated the effects of reading strategies based on collaborative learning approach on students' reading comprehension and reading strategy use. The quasi-experimental research study was performed with two groups of students. While the control group was taught in the traditional way, the experimental group received reading…

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

NASA Astrophysics Data System (ADS)

Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

The influence of the guided constructivist instructional model on attitudes toward secondary-level physics

NASA Astrophysics Data System (ADS)

Dallal, Kamel Salim

The effect of guided constructivism (bridging analogies) and expository instructional methods on the attitudes of students toward physics was investigated. A nonrandomize nonequivalent pretest-posttest control group quasi- experimental design was employed. The sample consisted of 127 eleventh-grade and twelfth-grade students from five selected classes from two private high schools in Beirut, Lebanon. Two intact classes were assigned to the control group and three classes to the experimental group. The experimental group was exposed to the bridging analogies instructional method, and the control group was taught using the traditional expository method. A Likert-type instrument, the Physics Attitude Index, was used to measure attitudes on four dimensions. The 40-item Physics Attitude Index (PAI) is a questionnaire using a five response scale. Performance in the assigned topics in physics, cognitive developmental levels, and gender were used as covariants and to examine interaction effects. The experimental groups had significantly higher means than the control groups on all criterion variables. A significant interaction was found between groups and performance levels in the following cases: (a) criterion variable of attitude toward physics; (b) views toward physics learning; and (c) enjoyment of physics. This result indicated that the low performing students among the experimental group had greater gain in attitude toward physics than the high performing students in same group. On the other hand, no interaction occurred between treatment groups and gender, which shows that in this study gender has no significant effect on attitude toward physics. Significant interactions between the treatment groups and cognitive levels were found on the criterion variable of beliefs about physics as a process of learning and enjoyment of physics. In both cases, the difference between the group means were widely different among students at the concrete and transitional levels, but narrowly different among students at the formal level.

The Relationship between Sex-Role Stereotyping in TV Programming and Children's Autonomy.

ERIC Educational Resources Information Center

Olsen, Judith E.

Six classes with 20 students per class participated in a study to determine the effects of television programing's stereotyped images on children's autonomy (independence of thought and action). Classes of first and second grade students and two classes of fifth grade students were the experimental groups, while the third and sixth grade classes…

The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

ERIC Educational Resources Information Center

Ergin, Serap

2016-01-01

In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and…

Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study.

PubMed

Lee, Kyung Eun

2018-04-01

An important goal of nursing education is helping students achieve core competencies efficiently. One proposed way of improving nursing education is team-based learning (TBL). The aim of this study was to assess the comparative effectiveness of TBL and lecture-style classes in terms of teaching core competencies in nursing education, which include clinical competence skills, problem-solving ability, communication competencies, critical thinking ability, and self-leadership. This quasi-experimental study enrolled 183 students as participants, with 95 and 88 in the experimental and control groups, respectively. These two groups attended 6 hours (2 hours weekly for 3 weeks) of TBL and lecture-style classes, respectively. Differences in core competencies between the two groups were compared before and after the intervention. The experimental group achieved significantly higher scores for clinical competence skills, communication competence, critical thinking ability, and self-leadership at posttest than at pretest, whereas the control group achieved significantly higher scores for clinical competence skills and critical thinking ability at posttest than at pretest. After the intervention, the experimental group had significantly better clinical competence skills, communication competence, and self-leadership than the control group. TBL is an effective approach method to teaching core competencies in nursing education.

The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

NASA Astrophysics Data System (ADS)

Sukaesih, S.; Sutrisno

2017-04-01

The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

Effects of designed learning strategies to enhance biology students' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Reeves, Carolyn T.

This research attempted to test the effectiveness of strategies designed for teaching the nature of science to Biology I students and to examine the effects of frequency of use of the strategies. Some strategies were designed to identify misconceptions about the nature of science; others were designed to correct misconceptions or provide correct concepts about the nature of science. This research commenced during the 3rd week of the 2001--2002 school year after obtaining IRB approval and permissions from school officials. The study ended after the 15th week. All participating students were given a pretest and a posttest of the Nature of Scientific Knowledge Scale Enhanced (NSKSE) test. Part I, 48 items, consisted of the NSKS test by Rubba & Anderson (1978). Part II, 10 items, consisted of a test constructed by the researcher. Part I contained questions about 6 tenets of the nature of science. Part II contained questions about how science works. The strategies were tested in two Biology I experimental classes, n = 41, and compared with two Biology I control classes, n = 34, by means of an analysis of covariance with the pretest scores used as the covariate. The overall mean posttest scores of the experimental and the control group were not found to be significantly different on either Part I, F(1,72) = 1.059, p = .307, or Part II, F(1,72) = 3.136, p = .081, of the test instrument. The number of times a strategy was used in each experimental classroom was determined. It was found that strategies were used almost twice as often in one classroom than in the other. A second set of ANCOVA analyses compared mean scores between Experimental Class A, Experimental Class B, and the control group. There was no significant difference between the groups on Part I, F(2,71) = .921, p = .403, but the difference between groups on Part II, F(2,71) = 5.769, p = .005, was significant. A post hoc Scheffe analysis showed that the class using strategies most often differed significantly with the control group, p = .009, but the other class did not, p = .929. This study suggests that frequent use of the designed strategies was effective in helping Biology I students understand some aspects of the nature of science. It also suggests that minimal use of the strategies was not effective.

Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

NASA Astrophysics Data System (ADS)

Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

2017-05-01

The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

PubMed Central

Gutierrez, Arnel F.

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. PMID:24591506

Development and effectiveness of an educational card game as supplementary material in understanding selected topics in biology.

PubMed

Gutierrez, Arnel F

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest-posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University-Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.

Verbal and visual learning of science terminology by high school biology students

NASA Astrophysics Data System (ADS)

Grant, Andrew Morton

The purpose of this study is to determine whether scientific terms with multiple meanings are more easily learned when taught pictorially or when taught verbally. The question of interference from previously known colloquial meanings is addressed as well. In carrying out this study, an experimental group of 30 students was taught pictorially and a control group of 30 students was taught verbally. Each group was made up of male and female students from the dominant culture (Caucasian) and from alternate cultures (mainly African American and Asian). The age of the participants was between 14 and 17. Students were selected as class groups. There were four class groups in the study. Class groups were assigned to the experimental or control group by random selection. Results were compared by use of a pre-test and post-test procedure. Students were asked to verbally describe 41 terms having scientific and colloquial meanings; they were to give the scientific meaning, if known, the colloquial if not, or leave a question mark if the term was unknown. They were then asked to draw a picture of the meaning of the term, if known. The same instructions were given to both groups. A series of seven hypotheses were identified. These hypotheses considered learning outcomes related to instructional mode as well as outcomes related to gender and cultural differences. An attempt was made to determine the similarity of the experimental and control groups. Student profiles, a learning styles inventory, and an imbedded image test all showed an initial similarity of the two groups. Once the pretest and posttest were given, data were analyzed by the use of the Chi-square of Association, the McNemar Chi-square, and Z scores (at.05 significance level). Results indicated significant differences in outcomes between the experimental group and the control group. The experimental group showed more science vocabulary learning than the control group and experienced more interference from the colloquial meanings of the terms used. Gender and cultural relationships were tested both between groups and within groups. Significant gender differences were found between groups. The patterns of response described in the experimental group were attributed to the method of pictorial instruction given this group.

The Effectiveness of learning materials based on multiple intelligence on the understanding of global warming

NASA Astrophysics Data System (ADS)

Liliawati, W.; Purwanto; Zulfikar, A.; Kamal, R. N.

2018-05-01

This study aims to examine the effectiveness of the use of teaching materials based on multiple intelligences on the understanding of high school students’ material on the theme of global warming. The research method used is static-group pretest-posttest design. Participants of the study were 60 high school students of XI class in one of the high schools in Bandung. Participants were divided into two classes of 30 students each for the experimental class and control class. The experimental class uses compound-based teaching materials while the experimental class does not use a compound intelligence-based teaching material. The instrument used is a test of understanding of the concept of global warming with multiple choices form amounted to 15 questions and 5 essay items. The test is given before and after it is applied to both classes. Data analysis using N-gain and effect size. The results obtained that the N-gain for both classes is in the medium category and the effectiveness of the use of teaching materials based on the results of effect-size test results obtained in the high category.

The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student's cognitive load and learning performance in a research course.

PubMed

Hsieh, Suh-Ing; Hsu, Li-Ling; Huang, Tzu-Hsin

2016-07-01

Baccalaureate nursing students perceive research as unattractive, doubt the value of nursing research, and do not appreciate the link of research with practice. No studies have examined students' cognitive load during an evidence-based practice research course versus a traditional research course. To assess the effect of integrating constructivist theories and evidence-based practice on student cognitive load and learning performance in a research course. A true experimental study. A Registered Nurse-to-Bachelor of Science in Nursing program. Six classes of second-year students. Students were randomly allocated to the control group (two classes) or the experimental group (two classes) using cluster randomization. The control group underwent "traditional research"; the experimental group experienced "integrating evidence-based practice into research." Instruments for outcome assessment include the Cognitive Load Scale, cognitive test, team critique paper, and qualitative feedback on course satisfaction. The between-subjects effects were compared by Analysis of Covariance. The experimental group had significantly higher mental load (8.74 vs. 7.27, p<.001), mental effort (11.07 vs. 10.07, p=.009), mental efficiency (0.33 vs. -0.31, p<.001), and research knowledge (70.61 vs. 44.92, p<.001) than the control group. The experimental group had better critique paper scores in introduction (92.80%), literature review (91.70%), and assignment requirement and writing (89.40%). Some experimental learners expressed satisfaction with learning evidence-based practice (17.78%) and critiquing a research article (7.78%). Integrating evidence-based practice into a research course not only improved the research knowledge of baccalaureate nursing students, but also increased their mental load, mental effort, and mental efficiency. Additional studies may track learners' responses to different learning systems using the developed instrument to measure the three types of cognitive load. These findings may help educators design more effective and interesting curricula for integrating research and evidence-based practice into the studies of student nurses. Copyright © 2016. Published by Elsevier Ltd.

Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class

ERIC Educational Resources Information Center

Wichadee, Saovapa; Pattanapichet, Fasawang

2018-01-01

The study was conducted to find out what impact a digital game had on students' learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game "Kahoot" whereas the control group was taught with the conventional method. Pre-tests,…

Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges

ERIC Educational Resources Information Center

Ogbuanya, T. C.; Owodunni, A. S.

2015-01-01

This study was designed to determine the effect of reflective inquiry instructional technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design which involved groups of students in their intact class assigned to experimental group and control…

Simulating Society: An Experimental Approach to Teaching Race/Class Relations.

ERIC Educational Resources Information Center

Diver-Stamnes, Ann C.

In Los Angeles, racial demographics have changed radically in the past 30 years resulting in inevitable tensions in the school. This paper reports on a classroom simulation of ethnicity/race and class relations. Students adopted the roles of three polarized and rigid "color groupings": (1) Greens--ruling class, wealthy since birth; (2)…

Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

ERIC Educational Resources Information Center

Berger, Roland; Hanze, Martin

2009-01-01

Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

The Effects of Training and Other Factors on Problem Solving in Students

ERIC Educational Resources Information Center

Puran, Robabeh; Behzadi, Mohamad Hasan; Shahvarani, Ahmad; Lotfi, Farhad Hosseinzadeh

2017-01-01

The purpose of this article is to identify the factors which affect students' creative thinking in problem solving. The research which was performed was quasi-experimental. It used one experimental group and two control groups from three second-grade high school classes. They received either traditional, active or heuristic problem-solving…

Problem-Based Learning in the English Language Classroom

ERIC Educational Resources Information Center

Othman, Normala; Shah, Mohamed Ismail Ahamad

2013-01-01

The purpose of this study was to investigate the effects of the problem-based learning approach (PBL) on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook,…

Tech versus the Human Touch: Teacher Affect Is More Effective.

ERIC Educational Resources Information Center

Perry, Alan

2003-01-01

An experimental group studied Macbeth in an independent, constructivist setting using multimedia; the control group studied traditionally. Eleven of 23 experimental students and 2 of 21 in the traditional class failed. In an experiment with Hamlet, the results were reversed. Students were most successful when the teacher was actively involved,…

Expanding Geographic Understanding in Grade 8 Social Studies Classes through Integration of Geography, Music, and History: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Richardson, Ronald Craig

2009-01-01

This study took place in a high-achieving, suburban middle school and compared learning as a result of nine Grade 8 social studies workshops. Three classes (N=84) were the control group and four classes (N=131) were the treatment. As much as possible, classes were balanced in terms of gender, ethnicity, and proficiency in English. The key question…

[Cephalometric analysis in individuals with Class II/2 malocclusions].

PubMed

Rak, D

1990-06-01

Various orthodontic anomalies class II/2, classified into several experimental groups, and eugnathic occlusion serving as controls, were studied by roentgencephalometry. The objective of the study was to detect possible distinctions in the quantitative values of the chosen variables and to select those which discriminate the group of class II/2 orthodontic anomalies most significantly. Attempts were made to ascertain whether or not there were sex-related differences. The teleroentgenograma of 241 examines, aged 10 to 18 years, of both sexes, were analyzed. The experimental group consisted of 61 examinees class II/2 orthodontic anomalies. The control group consisted of 180 examinees with eugnathic occlusion. Latero-lateral skull roentgenograms were taken according to the rules of roentgencephalometry. Using acetate paper, the drawings of profile teleroentgenograms were elaborated and the reference points and lineas were entered. A total of 38 variables were analyzed, of which 10 were linear, 19 angular, 8 variables were obtained by mathematical calculations, and the age variable was also analyzed. For statistical analyses and electronic computer was used. The results are presented in tables and graphs. The results obtained have shown: that, when compared to the findings in the control group, the subjects in the experimental groups manifested significant changes in the following craniofacial characteristics: retroposition and retroinclination of the upper incisors; increased difference of the position of the apical basis of the jaw; marked convexity of the osseous profile; mandibular retrognathism and increased proportion of the maxillary compared to mandibular base; that, with regard to the sex of the examines, only linear variables of significantly discriminating character were selected. Thus it could be concluded that there were no significant sex differences among the morphological characteristics of the viscerocranium.

[Cephalometric analysis in cases with Class III malocclusions].

PubMed

Rak, D

1989-01-01

Various orthodontic class III anomalies, classified into several experimental groups, and eugnathic occlusions serving as controls were studied by roentgencephalometry. The objective of the study was to detect possible distinctions in the quantitative values of two variables chosen and to select the variables which most significantly discriminate the group of class III orthodontic anomalies. Attempts were made to ascertain whether or not there were sex-related differences. The teleroentgenograms of 269 examines, aged 10-18 years, of both sexes were analyzed. The experimental group consisted of 89 examinees class III orthodontic anomalies. The control group consisted of 180 examines with eugnathic occlusion. Latero-lateral skull roentgenograms were taken observing the rules of roentgenocephalometry. Using acetate paper, the drawings of profile teleroentgenograms were elaborated and the reference points and lines were entered. A total of 38 variables were analyzed, of which there were 10 linear, 19 angular, and 8 variables were obtained by mathematical calculation; the age variable was also analyzed. In statistical analyses an electronic computer was used. The results are presented in tables and graphs. The results obtained showed that: --compared to the findings in the control group, the subjects in the experimental group displayed significant changes in the following craniofacial characteristics a negative difference in the position of the apical base of the jaw, manifest concavity of the osseous profile and diminished convexity of the profile of soft parts, retroinclination of the lower incisors, mandibular prognathism, increased mandibular angle and increased mandibular proportion compared to maxillary and the anterior cranial base; --with regard to the sex of the examinees, only four linear variables of significantly discriminating character were selected, so that in can be concluded that there were no significant sex differences among the morphological characteristics of the viscerocranium.

Effects of online games on student performance in undergraduate physics

NASA Astrophysics Data System (ADS)

Sadiq, Irfan

The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods and tools was appropriate. The research posed the following question: To what extent do online games about kinematics and two-dimensional motion impact student performance in undergraduate general physics as measured by a unit posttest? Two intact classes of 20 students each were randomly assigned to either the experimental group or the control group. Only the experimental group received the treatment of using online games. The duration of topics covered in the game content was identical to the lecture on kinematics and two-dimensional motion. Instructors for the experimental group incorporated online games in their regular classroom teaching, whereas those in the control group continued with their previously used curriculum without games. This study was conducted in three weekly sessions. Although students were not selected using random sampling, existing classes were randomly assigned to either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The independent samples t test was conducted to compare the means of two independently sampled experimental and control groups. Analysis of covariance (ANCOVA) was used to determine if the two groups were significantly different with regard to their general physics performance on the posttest while controlling for the pretest scores. Analysis of posttest and pretest scores revealed that game-based learning did not significantly impact student performance.

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

Science motivation by discussion and controversy (SMDC) model

NASA Astrophysics Data System (ADS)

Izadi, Dina; Mora Ley, César Eduardo; Ramírez Díaz, Mario Humberto

2017-05-01

Succeeding theories and empirical investigations have often been built over conceptual understanding to develop talent education. Opportunities provided by society are crucial at every point in the talent-development process. Abilities differ and can vary among boys and girls. Although they have some responsibility for their own growth and development, the educational system and psychosocial variables influence on the successful development of high levels of education. This research explores students’ attitudes to science education to establish why many disengage with the subject in class and what can be done to reverse this trend to produce unimaginable scientific and practical benefits to society. The control group is students from several schools with traditional education in Iran and the experimental group is teams who have taken part in several activities such as national and international tournaments (2005-2013). This research has two parts: 1—how innovation in teaching and 2—discussion and controversy in class can improve science education and cause motivation. The average scores are divided into 5 ranges in both experimental and traditional groups. As shown by Spearman’s correlation rank (ρ) the difference between boys’ and girls’ average scores is about (2.71) in the control group but it has decreased to (0.29) in the experimental group. The main point of discussion is on problems in class which advance a set of interrelated scientific arguments for outstanding achievement.

NASA Lewis 1969 Apprentice Class Graduates

NASA Image and Video Library

1969-11-21

The 1969 class of graduating apprentices pose for a group photograph during a rehearsal ceremony at the National Aeronautics and Space Administration (NASA) Lewis Research Center. The 35 men completed four years of classroom and hands-on training in various aerospace research trades. Center Director Bruce Lundin and President of Cuyahoga Community College Dr. Bernard Silk addressed the graduates at the ceremony. The Ohio State Apprenticeship Council officially accredited them as journeymen. The journeymen specialized in one of the following fields: aerospace laboratory mechanic, aerospace service operator, experimental electronic equipment mechanic, experimental facilities electrician, experimental metal modelmaker, experimental metal worker, research equipment mechanic, research instrumentation mechanic, or utilities mechanic.

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

NASA Astrophysics Data System (ADS)

Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

Comparison of peer-tutoring learning model through problem-solving approach and traditional learning model on the cognitive ability of grade 10 students at SMKN 13 Bandung on the topic of Stoichiometry

NASA Astrophysics Data System (ADS)

Hayat, A. Z.; Wahyu, W.; Kurnia

2018-05-01

This study aims to find out the improvement of cognitive ability of students on the implementation of cooperative learning model of peer-tutoring by using problem-solving approach. The research method used is mix method of Sequential Explanatory strategy and pretest post-test non-equivalent control group design. The participants involved in this study were 68 grade 10 students of Vocational High School in Bandung that consisted of 34 samples of experimental class and 34 samples of control class. The instruments used include written test and questionnaires. The improvement of cognitive ability of students was calculated using the N- gain formula. Differences of two average scores were calculated using t-test at significant level of α = 0.05. The result of study shows that the improvement of cognitive ability in experimental class was significantly different compared to the improvement in the control class at significant level of α = 0.05. The improvement of cognitive ability in experimental class is higher than in control class.

Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program.

PubMed

Trip, Simona; Bora, Carmen; Sipos-Gug, Sebastian; Tocai, Ioana; Gradinger, Petra; Yanagida, Takuya; Strohmeier, Dagmar

2015-10-01

The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended. (c) 2015 APA, all rights reserved).

The Effect of Special Teaching Methods Class on the Level of Teachers' Self-Efficacy Perception of Pre-Service Teacher

ERIC Educational Resources Information Center

Gökdag Baltaoglu, Meltem

2015-01-01

The purpose of this study is to evaluate the change in the level of teachers' self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59…

Comparative evaluation of microleakage in Class II restorations using open vs. closed centripetal build-up techniques with different lining materials

PubMed Central

Sawani, Shefali; Arora, Vipin; Jaiswal, Shikha; Nikhil, Vineeta

2014-01-01

Background: Evaluation of microleakage is important for assessing the success of new restorative materials and methods. Aim and Objectives: Comparative evaluation of microleakage in Class II restorations using open vs. closed centripetal build-up techniques with different lining materials. Materials and Methods: Standardized mesi-occlusal (MO) and distoocclusal (DO) Class II tooth preparations were preparedon 53 molars and samples were randomly divided into six experimental groups and one control group for restorations. Group 1: Open-Sandwich technique (OST) with flowable composite at the gingival seat. Group 2: OST with resin-modified glass ionomer cement (RMGIC) at the gingival seat. Group 3: Closed-Sandwich technique (CST) with flowable composite at the pulpal floor and axial wall. Group 4: CST with RMGIC at the pulpal floor and axial wall. Group 5: OST with flowable composite at the pulpal floor, axial wall, and gingival seat. Group 6: OST with RMGIC at the pulpal floor, axial wall, and gingival seat. Group 7: Control — no lining material, centripetal technique only. After restorations and thermocycling, apices were sealed and samples were immersed in 0.5% basic fuchsin dye. Sectioning was followed by stereomicroscopic evaluation. Results: Results were analyzed using Post Hoc Bonferroni test (statistics is not a form of tabulation). Cervical scores of control were more than the exprimental groups (P < 0.05). Less microleakage was observed in CST than OST in all experimental groups (P < 0.05). However, insignificant differences were observed among occlusal scores of different groups (P > 0.05). Conclusion: Class II composite restorations with centripetal build-up alone or when placed with CST reduces the cervical microleakage when compared to OST. PMID:25125847

Effects of Virtual Reality on the Cognitive Memory and Handgun Accuracy Development of Law Enforcement Neophytes

ERIC Educational Resources Information Center

Wright, Richard A.

2013-01-01

The purpose of this research was to investigate the effects of virtual reality training on the development of cognitive memory and handgun accuracy by law enforcement neophytes. One hundred and six academy students from 6 different academy classes were divided into two groups, experimental and control. The experimental group was exposed to virtual…

A Comparison of Traditional and Holistic Instructional Methods in Developing Positive Attitudes Toward Mathematics Instruction in Students at Malcolm X College.

ERIC Educational Resources Information Center

Williams, Richard W.

The purpose of this study was to explore whether "holistic" instruction is an effective way to improve student attitudes toward instruction. Study participants were students in two Mathematics 111 classes at Malcolm X College (Illinois), 27 in the experimental and 27 in the control group. The experimental group received holistic…

Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

ERIC Educational Resources Information Center

Kuznekoff, Jeffrey H.; Munz, Stevie; Titsworth, Scott

2015-01-01

This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and…

Effects of Peer Instruction on State College Student Achievement in an Introductory Biology Unit in Genetics

NASA Astrophysics Data System (ADS)

McKnight, Holly Nicole

The purpose of this study was to examine the effects of Peer Instruction (PI) in a state college biology classroom. Students discussed biological concepts in the area of genetics among their peers during class time. Conceptual questions were delivered to the student in the form of ConcepTests, conceptual questions designed to uncover students' misconceptions in the material. Students first answered a question projected from the computer to an overhead screen on their own. Depending on the percentage of students that answered correctly, students then discussed their answers with their peers (PI). These discussions allowed students to uncover their misunderstandings in the material by asking them to think about what they know and what they don't know. Students' initial and secondary responses to the related questions gave the instructor a real time instant view of the collective class' conceptual understanding of concepts being covered. This study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 134 students enrolled in General Biology (BSCC 1010) a Eastern Florida State College (EFSC) in Palm Bay, Florida. Both control N = 62 and experimental groups N = 72 were comprised of whole intact classes during the Fall 2014 semester. The control groups received traditional lecture content during the course of the study. They had access to conceptual questions but they were not used in a Peer Instruction format during class time. A statistical analysis was conducted after the completion of pre-tests and posttests during the Fall 2014 semester. Although there was an increase in test scores in the experimental group compared to the control, the results were not significant with p = 0.0687 at an alpha level of .05. No significant difference was found in retention p= 0.5954, gender p = 0.4487 or past science coursework p = 0.6695 between classes that engaged in PI and classes that were taught in traditional lecture-based classes. There were, however, significant differences in correct answers on the individual ConcepTests between the first and second time they answered questions after participating in Peer Instruction, p = .0008.

Integrating Study Skills and Problem Solving into Remedial Mathematics

ERIC Educational Resources Information Center

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

Changes in psychosocial adjustment of adolescent girls in the lessons of physical education.

PubMed

Klizas, Šarūnas; Malinauskas, Romualdas; Karanauskienė, Diana; Senikienė, Žibuoklė; Klizienė, Irina

2012-01-01

The aim of the present study was to establish the changes in psychosocial adjustment of adolescent girls in the modified lessons of physical education. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents' psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students' satisfaction with life. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81±8.34 vs. 59.41±7.66, P<0.05). After the experiment, high life satisfaction was reported by 42.19% of the girls (P<0.05). After the educational experiment, the index of the psychosocial adjustment scale in the experimental group improved statistically significantly.

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course.

PubMed

Shin, Jaekyu; Tabatabai, Daryush; Boscardin, Christy; Ferrone, Marcus; Brock, Tina

2018-02-01

Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre- and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre- to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.

The Effects of a Concept Map-Based Information Display in an Electronic Portfolio System on Information Processing and Retention in a Fifth-Grade Science Class Covering the Earth's Atmosphere

ERIC Educational Resources Information Center

Kim, Paul; Olaciregui, Claudia

2008-01-01

An electronic portfolio system, designed to serve as a resource-based learning space, was tested in a fifth-grade science class. The control-group students accessed a traditional folder-based information display in the system and the experimental-group students accessed a concept map-based information display to review a science portfolio. The…

Understanding Mathematic Concept in Relation and Function Method through Active Learning Type Group to Group Distributed LKS

NASA Astrophysics Data System (ADS)

Kudri, F.; Rahmi, R.; Haryono, Y.

2018-04-01

This research is motivated by the lack of understanding of mathematical concepts students and teachers have not familiarize students discussed in groups. This researchaims to determine whether an understanding of mathematical concepts junior class VIII SMPN 2 in Ranah Batahan Kabupaten Pasaman Barat by applying active learning strategy group to group types with LKS better than conventional learning. The type of research is experimental the design of randomized trials on the subject. The population in the study were all students VIII SMPN 2 Ranah Batahan Kabupaten Pasaman Barat in year 2012/2013 which consists of our class room experiment to determine the grade and control class with do nerandomly, so that classes VIII1 elected as a experiment class and class VIII4 as a control class. The instruments used in the test empirically understanding mathematical concepts are shaped by the essay with rt=0,82 greater than rt=0,468 means reliable tests used. The data analysis technique used is the test with the help of MINITAB. Based on the results of the data analisis known that both of the sample are normal and homogenity in real rate α = 0,05, so the hypothesis of this research is received. So, it can be concluded students’ understanding mathematical concept applied the active Group to Group learning strategy with LKS is better than the students’ understanding mathematical concept with Conventional Learning.

The Effectiveness of a Computer-Assisted Instruction Package in Supplementing Teaching of Selected Concepts in High School Chemistry: Writing Formulas and Balancing Chemical Equations.

ERIC Educational Resources Information Center

Wainwright, Camille L.

Four classes of high school chemistry students (N=108) were randomly assigned to experimental and control groups to investigate the effectiveness of a computer assisted instruction (CAI) package during a unit on writing/naming of chemical formulas and balancing equations. Students in the experimental group received drill, review, and reinforcement…

Outcomes of an Acceptance and Commitment Therapy-Based Skills Training Group for Students with High-Functioning Autism Spectrum Disorder: A Quasi-Experimental Pilot Study

ERIC Educational Resources Information Center

Pahnke, Johan; Lundgren, Tobias; Hursti, Timo; Hirvikoski, Tatja

2014-01-01

Autism spectrum disorder is characterized by social impairments and behavioural inflexibility. In this pilot study, the feasibility and outcomes of a 6-week acceptance and commitment therapy-based skills training group were evaluated in a special school setting using a quasi-experimental design (acceptance and commitment therapy/school classes as…

The Use of Concrete Learning Objects Taken from the History of Mathematics in Mathematics Education

ERIC Educational Resources Information Center

Bütüner, Suphi Önder

2016-01-01

This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25.…

Dental and skeletal components of Class II open bite treatment with a modified Thurow appliance

PubMed Central

Jacob, Helder Baldi; dos Santos-Pinto, Ary; Buschang, Peter H.

2014-01-01

Introduction Due to the lack of studies that distinguish between dentoalveolar and basal changes caused by the Thurow appliance, this clinical study, carried out by the School of Dentistry - State University of São Paulo/Araraquara, aimed at assessing the dental and skeletal changes induced by modified Thurow appliance. Methods The sample included an experimental group comprising 13 subjects aged between 7 and 10 years old, with Class II malocclusion and anterior open bite, and a control group comprising 22 subjects similar in age, sex and mandibular plane angle. Maxillary/mandibular, horizontal/vertical, dental/skeletal movements (ANS, PNS, U1, U6, Co, Go, Pog, L1, L6) were assessed, based on 14 landmarks, 8 angles (S-N-ANS, SNA, PPA, S-N-Pog, SNB, MPA, PP/MPA, ANB) and 3 linear measures (N-Me, ANS-Me, S-Go). Results Treatment caused significantly greater angle decrease between the palatal and the mandibular plane of the experimental group, primarily due to an increase in the palatal plane angle. ANB, SNA and S-N-ANS angles significantly decreased more in patients from the experimental group. PNS was superiorly remodeled. Lower face height (ANS-Me) decreased in the experimental group and increased in the control group. Conclusions The modified Thurow appliance controlled vertical and horizontal displacements of the maxilla, rotated the maxilla and improved open bite malocclusion, decreasing lower facial height. PMID:24713556

The Effects of Cardio-Syntactic Analysis Instruction on Writing Scores in a 11th Grade High School Classroom

ERIC Educational Resources Information Center

Kariuki, Patrick N.; Blair, Paul W.

2015-01-01

The purpose of this research was to determine the effects of Cardio-Syntactic Analysis instruction on writing scores in an 11th grade English class. The sample consisted of 35 students enrolled in an Honor's English 11 class at Volunteer high School, in Church Hill, TN. The class was randomly assigned into an experimental group of 17 students and…

Changes in blood glucose among trained normoglycemic adults during a mini-trampoline exercise session.

PubMed

Martins Cunha, Raphael; Raiana Bentes, Mariana; Araújo, Victor H; DA Costa Souza, Mayara C; Vasconcelos Noleto, Marcelo; Azevedo Soares, Ademar; Machado Lehnen, Alexandre

2016-12-01

Blood glucose changes response during and after exercise are modulated by the postabsorptive state, intensity and duration of exercise, and the level of physical fitness as well. This study focused on the idea that high-intensity interval exercise, as mini-trampoline class, can reduce blood glucose. Thus, we examined acute changes in blood glucose among trained normoglycemic adults during a mini-trampoline exercise session. Twenty-four normoglycemic adult subjects were enrolled in the study. After physical assessment they were randomly assigned to either the experimental (N.=12) or the control group (N.=12). The experimental group performed a 50-minute session of moderate-to-high intensity (70 to 85% HRmax) exercise on a mini-trampoline commonly used in fitness classes. The control group did not perform any exercise, and all procedures were otherwise similar to the experimental group. Capillary blood glucose was measured before and every 15 minutes during the exercise session. The effects of exercise on blood glucose levels (group; time; and group interaction) were estimated using a generalized estimating equation (GEE) followed by Bonferroni's post-hoc Test (P<0.05). The experimental group showed a decrease in blood glucose levels from baseline (108.7 mg/dL): 26.1% reduction (15 min; P<0.001), 24.2% (30 min; P<0.001), and 15.7% (45 min; P<0.001). Compared to the control group, blood glucose levels in the experimental group were reduced by 18.8% (15 min; P<0.001), 14.3% (30 min; P<0.001) and 6.9% (45 min; P=0.025). The study results provide good evidence that a prescribed exercise program on a mini-trampoline can be used for reducing blood glucose levels and thus can potentially control blood glucose.

Discriminative functions and over-training as class-enhancing determinants of meaningful stimuli.

PubMed

Travis, Robert W; Fields, Lanny; Arntzen, Erik

2014-07-01

Likelihood of equivalence class formation (yield) was influenced by pre-class formation of simultaneous and successive discriminations, their mastery criteria, and overtraining of the successive discriminations. Each undergraduate in seven groups attempted to form two 3-node, 5-member equivalence classes (ABCDE). In the pictorial (PIC) group, meaningless nonsense syllables were used as the A, B, D, and E stimuli and meaningful pictures as the C stimuli. Nonsense syllables only were used in the other groups. The abstract (ABS) or 0-0-0 group involved no pre-class training. In the 84-0-0, 84-5-0 and 84-20-0 groups, simultaneous discriminations were trained among C stimuli to a mastery criterion of 84 trials, followed by successive discriminations trained to mastery criteria of 0, 5, and 20 trials, respectively. In the 84-20-0, 84-20-100, and 84-20-500 groups, simultaneous and successive discriminations were trained as noted, followed by overtraining with 0, 100, 500 successive-discrimination trials, respectively. The ABS group produced a 6% yield with the 84-0-0, 84-5-0, and 84-20-0 groups producing further modest increments. Overtraining produced a linear increase in yield, reaching 85% after 500 overtraining trials, a yield matching that produced by classes containing pictures as C stimuli (PIC). Thus, acquired discriminative functions and the overtraining of at least one function can account for class enhancement by meaningful stimuli. © Society for the Experimental Analysis of Behavior.

AN EXPERIMENTAL CURRICULUM FOR YOUNG MENTALLY RETARDED CHILDREN. TC SERIES IN SPECIAL EDUCATION.

ERIC Educational Resources Information Center

CONNOR, FRANCES P.; TALBOT, MABEL E.

THIS CURRICULUM REPORT IS A DESCRIPTION OF A SPECIAL EDUCATION PROGRAM FOR PRESCHOOL EDUCABLE MENTALLY RETARDED CHILDREN, TOGETHER WITH AN ACCOUNT OF ITS DEVELOPMENT IN EXPERIMENTAL CLASSES IN NEW YORK CITY. THE EXPERIMENTAL CURRICULUM WAS THE INDEPENDENT VARIABLE OF A RESEARCH PROJECT TO STUDY THE EFFECTS OF GROUP EXPERIENCE UPON YOUNG…

Coding System for the First Grade Reading Group Study.

ERIC Educational Resources Information Center

Brophy, Jere; And Others

The First-Grade Reading Group Study is an experimental examination of teaching behaviors and their effects in first-grade reading groups. The specific teaching behaviors of interest are defined by a model for small group instruction which describes organization and management of the class, and ways of responding to children's answers that are…

A DNA Melting Exercise for a Large Laboratory Class

ERIC Educational Resources Information Center

Levine, Lauren A.; Junker, Matthew; Stark, Myranda; Greenleaf, Dustin

2015-01-01

A simple and economical experimental setup is described that enables multiple individuals or groups within a laboratory class to measure the thermal melting of double stranded DNA simultaneously. The setup utilizes a basic spectrophotometer capable of measuring absorbance at 260 nm, UV plastic cuvettes, and a stirring hot plate. Students measure…

Integrating Reading Instruction into Vocational Agriculture Classes. Miscellaneous Publication 586. Contribution Number 3813.

ERIC Educational Resources Information Center

Sullivan, Dorothy D.; Cardozier, V.R.

An experiment was conducted to determine whether special reading instruction integrated with agricultural instruction would result in improved reading ability and increased achievement in subject matter. random assignment was made of vocational agriculture classes in 12 Maryland schools to experimental and control groups. Units on soil sampling…

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Advancement of understanding in physical science and reduction of mathematical anxiety through the use of supplemental mathematics material

NASA Astrophysics Data System (ADS)

Roberson, James Chadwick

The purpose of this study was to determine if supplementary mathematics materials (created to be complementary to a physical science course) could provide a significant change in the attitudes and performance of the students involved. The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups.

[The effect of a scenario-based simulation communication course on improving the communication skills of nurses].

PubMed

Huang, Ya-Hsuan; Hsieh, Suh-Ing; Hsu, Li-Ling

2014-04-01

Limited disease knowledge is frequently the cause of disease-related anxiety in myocardial infarction patients. The ability to communicate effectively serves multiple purposes in the professional nursing practice. By communicating effectively with myocardial infarction patients, nurses may help reduce their anxiety by keeping them well informed about their disease and teaching them self-care strategies. This research evaluates the communication skills of nurses following scenario-based simulation education in the context of communication with myocardial infarction patients. This study used an experimental design and an educational intervention. The target population comprised nurses of medicine (clinical qualified level N to N2 for nursing) working at a municipal hospital in Taipei City, Taiwan. A total 122 participants were enrolled. Stratified block randomization divided participants into an experimental group and a control group. The experimental group received clinical scenario-based simulation education for communication. The control group received traditional class-based education for communication. Both groups received a pre-test and a Communication Skills Checklist post-test assessment. Results were analyzed using SPSS 17.0 for Windows software. A t-test showed significant increases in communication skills (p < .001) in the experimental group and ANCOVA results identified significant between-group differences (p < .001) in communication skills following the education intervention. The results indicate that clinical scenario-based simulation education for communication is significantly more effective than traditional class-based education in enhancing the ability of nurses to communicate effectively with myocardial infarction patients.

76 FR 10365 - Agency Information Collection Request. 60-Day Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-24

... research integrity? To answer the first question, a pretest-posttest control group experimental design is... existing syllabus for a research integrity or research ethics course for the treatment group. The control group will use the existing syllabus with no video simulation in class. Participants will be graduate...

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

NASA Astrophysics Data System (ADS)

Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2013-05-01

This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

Pedagogical experimentations about participating science, in a european class, in France.

NASA Astrophysics Data System (ADS)

Burgio, Marion

2015-04-01

A european class is, in France, a class in which we teach a subject in a foreign language, for example science in English. I led, in my European class, during a seven weeks session, group work activities about different participating science actions. There were groups composed of three or four 16 years old students. Each group chose one type of participating science activity among : - Leading a visioconference with an IODP mission on board the Joides Resolution. - Being part of a "science songs community" with Tom Mc Fadden They divided the work and some of them studied the websites and contacted the actors to present the pedagogical or scientific background of their subject. Others had a concrete production like the organization of a visioconference with the Joides Resolution or the creation of a pedagogical song about geology. I will present some results of their work and explain the students motivation linked to this active learning method.

Reorganization of equivalence classes: effects of preliminary training and meaningful stimuli.

PubMed

Arntzen, Erik; Nartey, Richard K; Fields, Lanny

2018-05-01

In Condition 1, adults learned the baseline relations for the three equivalence classes A1-B1-C1-D1-E1, A2-B2-C2-D2-E2, and A3-B3-C3-D3-E3. Classes contained abstract shapes in the ABS and four preliminary training groups. Each class in the PIC group contained one picture and four abstract shapes. Before class formation for four other groups, preliminary training involved establishing identity (CC) or arbitrary (CX) relations either with or without a delay. Without preliminary training, classes formed with low and high likelihoods in the ABS and PIC groups, respectively. Preliminary training with no delay produced modest increases in class formation, while preliminary training with delay produced large increases in class formation. Condition 2 replicated Condition 1 but with training of reassigned BC and CD relations that linked C from one class to B and D from another class: B1-C2, B2-C3, B3-C1, C2-D1, C3-D2, and C1-D3. Subsequent tests assessed the emergence of the reorganized classes A1-B1-C2-D1-E1, A2-B2-C3-D2-E2, and A3-B3-C1-D3-E3. All preliminary training procedures increased likelihood of forming the reorganized classes to the level seen in the PIC group. Greater gains were produced by preliminary training with no delays than with delays. Test performances also showed how preliminary training influenced baseline acquisition speed and participant-defined relations. © 2018 Society for the Experimental Analysis of Behavior.

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

PubMed

Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, p<0.05). The experimental group also had significantly better improvement in six out of seven dimensions whereas the control group showed improvement in only three out of seven dimensions of CTDI-CV. The study suggests the feasibility of implementing case-based learning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teaching Grade 5 Life Science with a Case Study Approach

ERIC Educational Resources Information Center

Olgun, Ozlem Sila; Adali, Belgin

2008-01-01

The main purpose of this study was to investigate the effects of a case study approach on students' achievement and attitudes towards viruses, bacteria, fungi, and protista. Fifth-grade students (N = 88) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class…

Working on the Work Framework for Engagement: Impacting Students' Perceived Learning, Attitudes toward School, and Achievement

ERIC Educational Resources Information Center

Forehand, Michael Joshua

2014-01-01

A quasi-experimental, pre-test post-test nonequivalent control group study was utilized to determine the difference in students' perceived learning, attitudes toward school, and achievement when participating in classes utilizing engagement design qualities as compared to students in classes not utilizing engagement design qualities. To inform the…

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

ERIC Educational Resources Information Center

Tan, Meng; Hew, Khe Foon

2016-01-01

In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

Effects of reading picture books on kindergartners' mathematics performance.

PubMed

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-02-07

This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect ( d  = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.

Effects of reading picture books on kindergartners’ mathematics performance

PubMed Central

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-01-01

This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. PMID:26855457

Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Energy in Chemical Reactions

NASA Astrophysics Data System (ADS)

Taştan, Özgecan; Yalçınkaya, Eylem; Boz, Yezdan

2008-10-01

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students' learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students' ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students' attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.

Morphologic evaluation of dentoalveolar structures of mandibular anterior teeth during augmented corticotomy-assisted decompensation.

PubMed

Ahn, Hyo-Won; Seo, Dong-Hwi; Kim, Seong-Hun; Park, Young-Guk; Chung, Kyu-Rhim; Nelson, Gerald

2016-10-01

Our aim in this study was to evaluate the effect of augmented corticotomy on the decompensation pattern of mandibular anterior teeth, alveolar bone, and surrounding periodontal tissues during presurgical orthodontic treatment. Thirty skeletal Class III adult patients were divided into 2 groups according to the application of augmented corticotomy labial to the anterior mandibular roots: experimental group (with augmented corticotomy, n = 15) and control group (without augmented corticotomy, n = 15). Lateral cephalograms and cone-beam computed tomography images were taken before orthodontic treatment and before surgery. The measurements included the inclination and position of the mandibular incisors, labial alveolar bone area, vertical alveolar bone height, root length, and alveolar bone thickness at 3 levels surrounding the mandibular central incisors, lateral incisors, and canines. The mandibular incisors were significantly proclined in both groups (P <0.001); however, the labial movement of the incisor tip was greater in the experimental group (P <0.05). Significant vertical alveolar bone loss was observed only in the control group (P <0.001). The middle and lower alveolar thicknesses and labial alveolar bone area increased in the experimental group. In the control group, the upper and middle alveolar thicknesses and labial alveolar bone area decreased significantly. There were no significant differences in dentoalveolar changes between the 3 kinds of anterior teeth in each group, except for root length in the experimental group (P <0.05). Augmented corticotomy provided a favorable decompensation pattern of the mandibular incisors, preserving the periodontal structures surrounding the mandibular anterior teeth for skeletal Class III patients. Copyright © 2016 American Association of Orthodontists. Published by Elsevier Inc. All rights reserved.

Using inquiry-based instructional strategies in third-grade science

NASA Astrophysics Data System (ADS)

Harris, Fanicia D.

The purpose of the study was to determine if the use of inquiry-based instructional strategies as compared to traditional instructional strategies would increase third-grade students' achievement in science, based on the pretest/posttest of the school system and the Georgia Criterion-Referenced Competency Test (CRCT). Inquiry-based instruction, presented students with a question, an observation, a data set, or a hypothesis for problem solving such as scientists use when working in real-world situations. This descriptive research employed a quantitative strategy using a pretest/posttest control group design. The research compared the science academic achievement levels of one Grade 3 class [N=14] exposed to a teacher's inquiry-based instructional strategies as compared to one Grade 3 class [ N=18] exposed to a teacher's traditional instructional strategies. The study compared the science academic performance levels of third-grade students as measured by pretest/posttest mean scores from the school system-based assessment and the Georgia CRCT. Four research hypotheses were examined. Based on the overall findings from this study, both the experimental group and the control group significantly increased their mean scores from the pretests to the posttests. The amount of gain from the pretest to the posttest was significantly greater for the experimental group than the control group for pretest/posttest 1 [t(12) = 8.79, p < .01] and pretest/posttest 2 [t(12) = 9.40, p < .01]. The experimental group significantly outperformed the control group with regard to their mean number of items answered correctly on the life sciences test [t(27) = -1.95, p = .06]. Finally, the control group did not outperform the experimental group on any of the comparisons made throughout this study. The results of this study provide empirical support for the effectiveness of the use of inquiry-based learning strategies, given that the experimental group outperformed the control group on all four posttests, on the science CRCT and on the individual Science portions on the test including earth, life and physical sciences. In fact, this study was able to detect significant differences between the experimental group and the control group with regard to the degree to which the students improved from the pretests to the posttests.

The effect of online collaborative learning on middle school student science literacy and sense of community

NASA Astrophysics Data System (ADS)

Wendt, Jillian Leigh

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.

Evaluation of an audiological rehabilitation program for spouses of people with hearing loss.

PubMed

Preminger, Jill E; Meeks, Suzanne

2010-05-01

Since the psychosocial effects of hearing loss are different in the spouse (SP) than in the person with hearing loss (PHL), it seems reasonable that rehabilitation programs designed for PHLs may need to be adapted to benefit SPs. To evaluate the effectiveness of training in communication strategies and psychosocial exercises for SPs of PHLs by determining whether SPs who completed the group class had improved mood, reduced stress, improved marital communication, and greater awareness of their partners' hearing loss-related quality of life (HL-QOL) in comparison with SPs who did not participate in a group class. Additionally, to determine whether PHLs of SPs who participated in a group audiological rehabilitation (AR) class had significantly improved mood, reduced stress, improved marital communication, and better HL-QOL scores in comparison with PHLs whose SPs did not participate in a group class. A randomized controlled study. A total of 72 individuals participated in the study, 36 PHLs and 36 SPs. The PHLs were hearing aid users or cochlear implant users; the SPs had normal or near normal hearing. PHLs in the control group participated in a traditional group AR program while their SPs received no treatment. PHLs in the experimental group also participated in a traditional group AR program while their SPs participated in a treatment program designed for SPs of PHLs. Classes consisted of 90 min sessions meeting once a week for four weeks. All participants completed questionnaires measuring HL-QOL (the SPs filled out third-party reports of HL-QOL), stress, mood (positive affect and negative affect), and communication in the marriage. Scales were completed three times: prior to the AR program, within two weeks after completing the AR program, and 6 mo later. SP awareness of their PHL's HL-QOL was measured by comparing preclass and 6 mo scores with reported critical difference values. Preclass, postclass and 6 mo data were examined with repeated measures ANOVAs. All SPs reported significant improvements in third-party HL-QOL between the preclass and postclass visit. At the 6 mo visit, these reports remained consistent in the control SPs but declined in the experimental SPs. Awareness of HL-QOL in PHLs was improved in SPs who participated in AR classes and remained consistent in SPs who did not. All SPs demonstrated a trend (moderate effect sizes) for decreased stress and decreased negative affect after they and/or their partners completed the AR program. All PHLs demonstrated significant improvements in HL-QOL, significant reductions in stress, significant decreases in negative affect, and significant improvements in marital communication. There were no differences in outcome across the experimental and control PHLs. When PHLs participate in an AR program, they receive significant improvements in QOL (quality of life). Congruence (as defined by similar scores) between SP and PHL assessments of HL-QOL improved in the experimental group, suggesting that the principal impact of the AR program on SPs was improved understanding of PHL experiences with hearing loss. American Academy of Audiology.

Micro-Experimental Analysis of the Small-Group Reading Lesson: Social and Cognitive Consequences of Silent Reading.

ERIC Educational Resources Information Center

Wilkinson, Ian A. G.; Anderson, Richard C.

This study examined a social-organizational hypothesis that explains how silent reading in small-group lessons might influence students' learning. One hundred children in four third-grade classes, each divided into three ability groups, received two silent and two oral reading lessons. Group dynamics were measured from videotapes of the lessons.…

Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?

ERIC Educational Resources Information Center

Still, Kristine Lynn; Flynt, Christine A.

2012-01-01

This was a 12-week study that explored the effects of repeated peer readings on struggling adolescent readers. It was a quasi-experimental design with one treatment group and one control group. There were two small group English classes that were consistently using the repeated reading strategy (the treatment group) and students in the co-teach…

Experimental problem solving: An instructional improvement field experiment

NASA Astrophysics Data System (ADS)

Ross, John A.; Maynes, Florence J.

An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade 6 students (N = 265). Classes of students were randomly assigned to conditions in a delayed treatment design. Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between group comparisons using pretest scores as a covariate showed that treatment condition students consistently outperformed controls; similar results were revealed in the within group comparisons. The achievement of the early treatment group did not decline in tests administered one month after the posttest.

The effects of instruction on French achievements in the sciences and technology on qualitative measures of attitude and motivation in French classrooms

NASA Astrophysics Data System (ADS)

Giudicelli Bachelder, Francoise Dominique

1997-09-01

The main purpose of this study is to investigate the element of motivation in a second language classroom. The participants in this study were college students who participated voluntarily. A questionnaire on motivation (AMTB) created by Robert Gardner (1985) was given to the students as a pre-test/post-test in order to obtain quantitative measures. Also, a researcher was present during the computer laboratory sessions and a group discussion was conducted at the end of the study to collect qualitative samples. Four classes consisting of a total of 143 students participated in this study. The second language was French and the level was 103, a level intended for students who already had taken French in high school. French 103 reviews in one semester the material that is covered by students in French 101 and French 102 during two semesters. The four classes were divided into two groups, an experimental group and a control group. The study was conducted in a computer laboratory, where each of the four classes attended once a week. The experiment was conducted over an eight-week period at the beginning of the Spring semester 1997, from January 14 to March 4. Both classes from the control group, one arriving at 9:30 a.m. and the other at 1:30 p.m., were exposed to regular classroom material; nothing was done to modify the procedure of the classes' activities. The two experimental classes, one at 8:30 a.m. and the other at 11:30 a.m., both received a treatment of ten minutes at the end of the computer class period. The statistical results of the study did not support the hypothesis that the use of a different cultural input would increase the students' motivation, but the qualitative part of the study provided a fountain of information. Information which demanded reflection. Information which contributed to my personal development as a researcher, as an observer, and, most importantly, as a teacher.

Effect of Pop Music on Students' Attitudes to Music Lessons

ERIC Educational Resources Information Center

Özdemir, Gökhan; Çiftçibasi, M. Can

2017-01-01

This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. "Pretest-posttest design" from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle…

Implementation of Cooperative Learning Model in Preschool

ERIC Educational Resources Information Center

Akçay, Nilüfer Okur

2016-01-01

In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample…

The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

ERIC Educational Resources Information Center

Balci, Özgül

2017-01-01

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

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

ERIC Educational Resources Information Center

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

2015-01-01

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and…

Effect of Strategy Teaching for the Solution of Ratio Problems on Students' Proportional Reasoning Skills

ERIC Educational Resources Information Center

Sen, Ceylan; Güler, Gürsel

2017-01-01

The study was conducted to reveal the effects of the instruction of different problem-solving strategies on the proportional reasoning skills of students in solving proportional problems in the 6th grade math's class. Quasi-experimental research model with pretest-posttest control group was employed in the study. For eight class hours, the…

Effects of Integrating Children's Literature and DVD Films into a College EFL Class

ERIC Educational Resources Information Center

Chen, Mei-Ling

2012-01-01

The purpose of the study was to investigate the effects of the use of children's literature and DVD films on EFL adult language learning. A total of 89 non-English majors enrolled in two Freshman English classes participated in the study. The study employed a quasi-experimental, pretest/posttest comparison group design. The participants in the…

A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course

ERIC Educational Resources Information Center

Yien, Jui-Mei; Hung, Chun-Ming; Hwang, Gwo-Jen; Lin, Yueh-Chiao

2011-01-01

The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be…

Group-Level Formative Feedback and Metadiscourse

ERIC Educational Resources Information Center

Resendes, Monica; Scardamalia, Marlene; Bereiter, Carl; Chen, Bodong; Halewood, Cindy

2015-01-01

This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. Two aspects of knowledge work were common to the comparison and experimental classes: "Knowledge Building talk" (KB talk) involving…

Accelerating Mathematics Achievement Using Heterogeneous Grouping

ERIC Educational Resources Information Center

Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

2006-01-01

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

NASA Astrophysics Data System (ADS)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between the two groups over time. However, all subjects (experimental and control groups) made significant improvement in graphing abilities over one school year. In this study, students participating in an investigation-based curriculum integrating algebra 1 and physical science performed as well on the instruments as the students in the traditional curriculum. Therefore, an argument can be made that instruction using an integrated curriculum (algebra l/physical science) is a viable alternative to instruction using a more traditional algebra 1 curriculum. Finally, the integrated curriculum adheres to the constructivist theoretical perspective (Krupnik-Gotlieb, 1995) and is more consistent with recommendations in the NCTM Standards (1992) than the traditional curriculum.

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

NASA Astrophysics Data System (ADS)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

Teaching science for public understanding: Developing decision-making abilities

NASA Astrophysics Data System (ADS)

Siegel, Marcelle A.

One of the most important challenges educators have is teaching students how to make decisions about complex issues. In this study, methods designed to enhance students' decision-making skills and attitudes were investigated. An issue-oriented science curriculum was partly replaced with activities designed by the experimenter. The first objective of the study was to examine the effects of an instructional method to increase students' use of relevant scientific evidence in their decisions. The second goal of the research was to test whether the instructional activities could promote students' beliefs that science is relevant to them, because attitudes have been shown to affect students' performance and persistence (Schommer, 1994). Third, the study was designed to determine whether the instructional activities would affect students' beliefs that their intelligence is not fixed but can grow; this question is based on Dweck and Leggett's (1988) definition of two orientations toward intelligence---entity theorists and incremental theorists (Dweck & Leggett, 1988; Dweck & Henderson, 1989). Two urban high-school classrooms participated in this study. Tenth graders examined scientific materials about current issues involving technology and society. Instructional materials on decision making were prepared for one class of students to enhance their regular issue-oriented course, Science and Sustainability. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making an evidence-based decision. The experimental group's activities also included pen-and-paper lessons on decision making and the effect of experience on the structure of the brain. The control class continued to engage in Science and Sustainability decision-making activities during the time the experimental class completed the treatment. The control group did not show significant improvement on decision-making tasks, and the experimental group showed marginally significant gains (p = .06) according to the Rasch analysis. A measure of students' understanding of coherent argumentation was correlated with higher decision posttest scores. Over time, both classes significantly regarded science as being more relevant to everyday life. Students' attitudes about ability showed insignificant changes.

High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment

NASA Astrophysics Data System (ADS)

Barnea, Nitza; Dori, Yehudit J.

1999-12-01

Computerized molecular modeling (CMM) contributes to the development of visualization skills via vivid animation of three dimensional representations. Its power to illustrate and explore phenomena in chemistry teaching stems from the convenience and simplicity of building molecules of any size and color in a number of presentation styles. A new CMM-based learning environment for teaching and learning chemistry in Israeli high schools has been designed and implemented. Three tenth grade experimental classes used this discovery CMM approach, while two other classes, who studied the same topic in the customary approach, served as a control group. We investigated the effects of using molecular modeling on students' spatial ability, understanding of new concepts related to geometric and symbolic representations and students' perception of the model concept. Each variable was examined for gender differences. Students of the experimental group performed better than control group students in all three performance aspects. Experimental group students scored higher than the control group students in the achievement test on structure and bonding. Students' spatial ability improved in both groups, but students from the experimental group scored higher. For the average students in the two groups the improvement in all three spatial ability sub-tests —paper folding, card rotation, and cube comparison—was significantly higher for the experimental group. Experimental group students gained better insight into the model concept than the control group and could explain more phenomena with the aid of a variety of models. Hence, CMM helps in particular to improve the examined cognitive aspects of the average student population. In most of the achievement and spatial ability tests no significant differences between the genders were found, but in some aspects of model perception and verbal argumentation differences still exist. Experimental group females improved their model perception more than the control group females in understanding ways to create models and in the role of models as mental structures and prediction tools. Teachers' and students' feedback on the CMM learning environment was found to be positive, as it helped them understand concepts in molecular geometry and bonding. The results of this study suggest that teaching/learning of topics in chemistry that are related to three dimensional structures can be improved by using a discovery approach in a computerized learning environment.

The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

NASA Astrophysics Data System (ADS)

Olakanmi, Eunice Eyitayo

2017-02-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

Learning styles: The learning methods of air traffic control students

NASA Astrophysics Data System (ADS)

Jackson, Dontae L.

In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.

Improving Students' Chinese Writing Abilities in Taiwan with the "Conditioned Writing System"

ERIC Educational Resources Information Center

Liu, Yuan-Chen; Lee, Wan-Chun; Huang, Tzu-Hua; Hsieh, Hsiao-Mei

2012-01-01

This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives…

The effect of early physiotherapy on the recovery of mandibular function after orthognathic surgery for class III correction. Part II: electromyographic activity of masticatory muscles.

PubMed

Ko, Ellen Wen-Ching; Teng, Terry Te-Yi; Huang, Chiung Shing; Chen, Yu-Ray

2015-01-01

The study was conducted to evaluate the effect of early physical rehabilitation by comparing the differences of surface electromyographic (sEMG) activity in the masseter and anterior temporalis muscles after surgical correction of skeletal class III malocclusion. The prospective study included 63 patients; the experimental groups contained 31 patients who received early systematic physical rehabilitation; the control group (32 patients) did not receive physiotherapy. The amplitude of sEMG in the masticatory muscles reached 72.6-121.3% and 37.5-64.6% of pre-surgical values in the experimental and control groups respectively at 6 weeks after orthognathic surgery (OGS). At 6 months after OGS, the sEMG reached 135.1-233.4% and 89.6-122.5% of pre-surgical values in the experimental and control groups respectively. Most variables in the sEMG examination indicated that recovery of the masticatory muscles in the experimental group was better than the control group as estimated in the early phase (T1 to T2) and the total phase (T1 to T3); there were no significant differences between the mean recovery percentages in the later phase (T2 to T3). Early physical rehabilitative therapy is helpful for early recovery of muscle activity in masticatory muscles after OGS. After termination of physical therapy, no significant difference in recovery was indicated in patients with or without early physiotherapy. Copyright © 2014 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

The Effect of Brain Based Learning on Second Grade Junior Students' Mathematics Conceptual Understanding on Polyhedron

ERIC Educational Resources Information Center

Suarsana, I. Made; Widiasih, Ni Putu Santhi; Suparta, I. Nengah

2018-01-01

The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students? conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as…

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

ERIC Educational Resources Information Center

Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

Immersion Classes in an English Setting: One Way for les Anglais to Learn French. Working Papers on Bilingualism, No. 2.

ERIC Educational Resources Information Center

Barik, Henri; And Others

The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English…

Comparing the Principle-Based SBH Maieutic Method to Traditional Case Study Methods of Teaching Media Ethics

ERIC Educational Resources Information Center

Grant, Thomas A.

2012-01-01

This quasi-experimental study at a Northwest university compared two methods of teaching media ethics, a class taught with the principle-based SBH Maieutic Method (n = 25) and a class taught with a traditional case study method (n = 27), with a control group (n = 21) that received no ethics training. Following a 16-week intervention, a one-way…

Painting with the Multiple Intelligences: Defining Student Success and Permanence in Art Class

ERIC Educational Resources Information Center

Taspinar, Seyda Eraslan; Kaya, Ali

2016-01-01

Objectives of the study are to determine the effect of teaching based on multiple intelligence theory (TBMIT) in visual arts class on student success and permanence. Experimental design is used in the study. Study group is composed of students at 8th grade in 2012-2013 educational term at Atatürk Secondary School in Igdir city centre. Experimental…

Using Advance Organizers to Enhance Pupils' Achievement in Learning Poetry in English Language

ERIC Educational Resources Information Center

Muiruri, Mary; Wambugu, Patriciah; Wamukuru, Kuria

2016-01-01

The study was a quasi-experimental that investigated the effects of Advance Organizers (AO) on achievement in poetry. Target population was class seven pupils of Nakuru North Sub-county primary schools in Kenya. 160 pupils were involved in the study. Four sampled schools were randomly assigned to control and experimental groups in Solomon Four…

The Effects of Infant Day Care on Psychological Development.

ERIC Educational Resources Information Center

Kagan, Jerome; And Others

This is a partial report of a longitudinal investigation designed to assess the psychological effects of an experimentally conducted day care program on children during the first 30 months of life. The experimental subjects were Chinese and Caucasian children from working and middle class families who were cared for at a special group care center…

CALCULATED MOLECULAR STRUCTURES AND POTENTIAL ENERGY FUNCTIONS OF PAHS WITH METHYL CROWDING IN THE BAY REGION AND THEIR METABOLITES: COMPARISON TO EXPERIMENTAL STRUCTURES

EPA Science Inventory

Calculated molecular structures and potential energy functions ofP AHs with methyl crowding in the bay region and their metabolites: Comparison to experimental structures

PAHs with methyl group substitution near a bay region represent a class of chemicals associated with ...

No Randomization? No Problem: Experimental Control and Random Assignment in Single Case Research

ERIC Educational Resources Information Center

Ledford, Jennifer R.

2018-01-01

Randomization of large number of participants to different treatment groups is often not a feasible or preferable way to answer questions of immediate interest to professional practice. Single case designs (SCDs) are a class of research designs that are experimental in nature but require only a few participants, all of whom receive the…

Vocational High School Students’ Profile and their English Achievement

NASA Astrophysics Data System (ADS)

Liando, N. V. F.; Ratu, D. M.; Sahentombage, V.

2018-02-01

Vocational education has been given more attention in Indonesian education in the recent years. There have been many projects for vocational education since Jokowi Widodo took his presidential office in October 2014. In supporting government actions, vocational high school students need to improve their profile. Living in the global worlds requires the ability to interact with people from all over the world. The ability to communicate using English as the lingua franca is important. The purpose of the research reported here is, to prove whether the direct method is effective in improving vocational high school students’ English pronunciation or not. This research design is a true experimental using post-test only. The population is students from one vocational high school in North Sulawesi. Sample of this research was year 11 students consisting of two classes class A (27 students) and class B (27 students). The instrument used in collecting data is tests. The results showed that the mean of the experimental group (36.99) statistically describes the students’ improvement in pronouncing English words in which have been compared by result of the tobserved (2.897) exceed tcritical (1.943) at the level of significance 0.05. It means that there is a significant difference between the mean score of experimental group and control group regarding students’ English pronunciation. This then supports the claim that ‘rejects’ Ho and ‘accept’ Ha. Based on the result, it could be concluded that the direct method is considered effective in improving students’ English pronunciation.

Effects of constructivist teaching methods on bioethics education for nursing students: a quasi-experimental study.

PubMed

Choe, Kwisoon; Park, Sunghee; Yoo, So Yeon

2014-05-01

In order to help nurses advocate for the patient's human rights and ensure respect for life in clinical situations, it is of utmost importance to improve nursing students' capacity to make ethical decisions. This study compares the effects of two constructivist teaching strategies (action learning and cross-examination debate) on nursing students' recognition of bioethical issues, experience of bioethical issues, and attainment of ethical competence. This study used a quasi-experimental (two-group pretest-posttest) design. A nursing college in South Korea. A total of 93 Korean nursing students participated in the study (46 in the action learning group and 47 in the cross-examination debate group). Participants took a bioethics class employing one or the other of the strategies mentioned, 2h a week for 15 weeks. All participants responded twice to a set of questionnaires, at the beginning of the first session and at the end of the last session. After their bioethics education, the students' recognition of bioethical issues improved for both classes; however, the knowledge of students who had participated in action learning improved more than that of the students in the debate-based class. Students in both groups reported more experience of bioethics and exposure to better-quality instruction in bioethics after their classes than previously. Students in both groups also reported improved ethical competency after this education. Positive effects of action learning and cross-examination debate implemented as teaching strategies on nursing students' understanding of bioethical issues and their ethical competency were identified; these findings will be important in the essential task of teaching bioethics to nursing students in order to foster more ethical decision-making and other ethical behavior. © 2013.

Effect of a One-Off Educational Session about Enterobiasis on Knowledge, Preventative Practices, and Infection Rates among Schoolchildren in South Korea

PubMed Central

Kim, Dong-Hee; Yu, Hak Sun

2014-01-01

Although health education has proven to be cost-effective in slowing the spread of enterobiasis, assessments of the effectiveness of health education to reduce infectious diseases specifically in children are rare. To evaluate the effect of health education on knowledge, preventative practices, and the prevalence of enterobiasis, 319 children from 16 classes were divided into experimental and control groups. Data were collected from May 2012 to March 2013. A 40-minute in-class talk was given once in the experimental group. There were significant differences over the time in the mean scores for children's knowledge of Enterobius vermicularis infection in the intervention group compared to the control group (p<0.001). After the educational session, the score for knowledge about E. vermicularis infection increased from 60.2±2.32 to 92.7±1.19 in the experimental group; this gain was partially lost 3 months later, decreasing to 83.6±1.77 (p<0.001). Children's enterobiasis infection prevention practice scores also increased, from 3.23±0.27 to 3.73±0.25, 1 week after the educational session, a gain that was partially lost at 3 months, decreasing to 3.46±0.36 (p<0.001). The overall E. vermicularis egg detection rate was 4.4%; the rates for each school ranged from 0% to 12.9% at screening. The infection rate at 3 months after the treatment sharply decreased from 12.3% to 0.8% in the experimental group, compared to a decrease from 8.5% to 3.7% in the control group during the same period. We recommend that health education on enterobiasis be provided to children to increase their knowledge about enterobiasis and improve prevention practices. PMID:25372146

Effect of a one-off educational session about enterobiasis on knowledge, preventative practices, and infection rates among schoolchildren in South Korea.

PubMed

Kim, Dong-Hee; Yu, Hak Sun

2014-01-01

Although health education has proven to be cost-effective in slowing the spread of enterobiasis, assessments of the effectiveness of health education to reduce infectious diseases specifically in children are rare. To evaluate the effect of health education on knowledge, preventative practices, and the prevalence of enterobiasis, 319 children from 16 classes were divided into experimental and control groups. Data were collected from May 2012 to March 2013. A 40-minute in-class talk was given once in the experimental group. There were significant differences over the time in the mean scores for children's knowledge of Enterobius vermicularis infection in the intervention group compared to the control group (p<0.001). After the educational session, the score for knowledge about E. vermicularis infection increased from 60.2 ± 2.32 to 92.7 ± 1.19 in the experimental group; this gain was partially lost 3 months later, decreasing to 83.6 ± 1.77 (p<0.001). Children's enterobiasis infection prevention practice scores also increased, from 3.23 ± 0.27 to 3.73 ± 0.25, 1 week after the educational session, a gain that was partially lost at 3 months, decreasing to 3.46 ± 0.36 (p<0.001). The overall E. vermicularis egg detection rate was 4.4%; the rates for each school ranged from 0% to 12.9% at screening. The infection rate at 3 months after the treatment sharply decreased from 12.3% to 0.8% in the experimental group, compared to a decrease from 8.5% to 3.7% in the control group during the same period. We recommend that health education on enterobiasis be provided to children to increase their knowledge about enterobiasis and improve prevention practices.

Video Interaction Guidance in Collaborative Group Work: Impact on Primary School Pupils' Self-Esteem and Behaviours

ERIC Educational Resources Information Center

Musset, Matthew; Topping, Keith

2017-01-01

Video interaction guidance (VIG) is an increasingly recognised evidence-based intervention. VIG was used to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes…

The Impact of Resource Programs Upon the Self-Concept and Peer Acceptance of Learning Disabled Children

ERIC Educational Resources Information Center

Sheare, Joseph B.

1978-01-01

Experimental group consisted of learning disabled children in regular classes with resource room interventions. Control group consisted of non-learning disabled children stratified by sex and classrooms. The resource based program did not result in significant changes in either self-concept or peer acceptance after one year for the LD group.…

The use of concrete learning objects taken from the history of mathematics in mathematics education

NASA Astrophysics Data System (ADS)

Bütüner, Suphi Önder

2016-11-01

This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25. Data were collected by using worksheets, an achievement exam and written opinion forms. The data from the achievement exam were analysed by using the Mann-Whitney U-test while the data from written opinion forms were analysed through content analysis. The Mann-Whitney U-test results showed a significant difference between the mean ranks of the experimental and control groups in favour of the former. Findings from the written opinion forms suggested that the students found the activities to be instructive and fun, enjoyed using concrete models in their classes, and learned from discovering the rules. It was also found that students had previously not engaged in similar activities and had only experienced the history of mathematics through the life stories and works of mathematicians and the representation of ancient numbers at the beginning of each unit.

Use of early tactile stimulation in rehabilitation of digital nerve injuries.

PubMed

Cheng, A S

2000-01-01

Digital nerves are the most frequently injured peripheral nerve. To improve the recovery of functional sensibility of digital nerve injuries, a prospective randomized controlled study was conducted to see the effect of using early tactile stimulation in rehabilitation of digital nerve injuries. Two specific tactile stimulators were made and prescribed for patients with digital nerve-injury. Twenty-four participants with 32 digital nerve injuries received the prescribed tactile stimulators (experimental group), and another 25 participants with 33 digital nerve injuries received only routine conventional therapy (control group). A significant difference (p < .05) was seen in the experimental group, although there were some variations between the different classes of associated injuries, with least benefit observed in the combined nerve, tendon, and bone injury class. Use of early tactile stimulation as described in this study can be considered an effective way to improve both quality and quantity of recovery of functional sensibility in digital nerve injuries without combined nerve, tendon, and bone injuries.

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits.

PubMed

Sato, Nanae; Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians.

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits

PubMed Central

Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians. PMID:27382638

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

PubMed

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

The Effects of Grouping Practices and Curricular Adjustments on Achievement

ERIC Educational Resources Information Center

Tieso, Carol

2005-01-01

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students' achievement in mathematics. A pretest-posttest, quasi-experimental design using a stratified random sample of 31 teachers and their students (N = 645) was…

Can the Enhancement of Group Working in Classrooms Provide a Basis for Effective Communication in Support of School-Based Cognitive Achievement in Classrooms of Young Learners?

ERIC Educational Resources Information Center

Kutnick, Peter; Berdondini, Lucia

2009-01-01

This quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in "authentic" classrooms rarely fulfils its interactive or attainment potential. SPRinG classes undertook a programme of relational training to enhance children's group working skills while control classes…

The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

NASA Astrophysics Data System (ADS)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

Extraction of maxillary first molars improves second and third molar inclinations in Class II Division 1 malocclusion.

PubMed

Livas, Christos; Halazonetis, Demetrios J; Booij, Johan Willem; Katsaros, Christos

2011-09-01

The aim of this study was to assess the changes in inclination of the maxillary second (M2) and third (M3) molars after orthodontic treatment of Class II Division 1 malocclusion with extraction of maxillary first molars. Two groups of subjects were studied. The experimental group consisted of 37 subjects, 18 boys and 19 girls (mean age, 13.2 ± 1.62 years). The inclusion criteria were white origin, Class II Division 1 malocclusion, overjet ≥4 mm, no missing teeth or agenesis, and maxillary M3 present. All patients were treated with extraction of the maxillary first molars and the Begg technique. Standardized lateral cephalometric radiographs were taken at the start of active treatment (T1) and at least 3.7 years posttreatment (T2). The control group was drawn from the archives of the Nittedal Growth Material (Oslo University, Oslo, Norway) and included 54 untreated Class I and Class II subjects,18 boys and 36 girls (mean age, 13.4 ± 1.99 years) followed up for a minimum of 3.6 years. M2 and M3 inclinations relative to the palatal plane (PP) and functional occlusal plane (FOP) were measured and compared between groups and time periods. M2 to PP inclination improved significantly in both the control group (M2-PP at T1, 17.7° ± 5.81°, and at T2, 11.9° ± 4.61°) and the experimental group (M2-PP at T1, 26.7° ± 5.75°, and at T2, 6.9° ± 6.76°). There were also significant increases of the mesial inclination of M3 in the control group (M3-PP at T1, 30.1° ± 8.54°, and at T2, 19.6° ± 9.01°) and extraction group (M3-PP at T1, 32.2° ± 7.90°, and at T2, 12.8° ± 7.36°). By using the FOP as the reference system, no significant change in the inclination of M2 was observed in the control group, whereas, in the extraction group, although more distally inclined at T1, M2 ended up mesially inclined at T2 (M2-FOP at T1, 14.2° ± 4.62°, and at T2, -6.2° ± 6.10°; P <0.0001). M3 inclinations were similar between the groups at T1 (M3-FOP control, 17.3° ± 9.35°; M3-FOP experimental, 19.6° ± 7.37°), and these improved significantly in both groups. However, M3 uprighting was almost 4 times greater in the extraction group (M3-FOP from T2-T1, 5.6° vs 19.9°). The greatest distal inclination of M3 at T2 in the extraction group was 9.4°, a value attained by only 43% of the control group. Extraction of the maxillary first molars in Class II Division 1 patients results in significant uprighting of M2 and M3 and facilitates the normal eruption of M3. Copyright © 2011 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

NASA Astrophysics Data System (ADS)

Ugwu, Okechukwu; Soyibo, Kola

2004-01-01

The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes--pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition--using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.

The Effect of the Use of Smart Board in the Biology Class on the Academic Achievement of Student

ERIC Educational Resources Information Center

Onder, Recep; Aydin, Halil

2016-01-01

The objective of this study is to reveal the effect of the use of smart board in the biology class at the tenth grade of the secondary education on the academic achievements of students. The study used the quasi-experimental model with pre-test and post-test control groups and semi-structured interviews were made with the students. The study group…

Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

ERIC Educational Resources Information Center

Carifio, James; Doherty, Michael

2012-01-01

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

Nurturing Grateful and Connected Twenty-First Century Learners: Development and Evaluation of a Socially Oriented Gratitude Intervention

ERIC Educational Resources Information Center

Caleon, Imelda S.; King, Ronnel B.; Tan, Jennifer Pei-Ling; Low, Michelle; Tan, Chee Soon; Liem, Gregory Arief

2017-01-01

This study aimed to develop and examine the effects of a socially oriented gratitude intervention (SOGI) on secondary students' gratitude level and interpersonal relationships. To these ends, we used a quasi-experimental research design: The experimental group (n = 46) participated in the two-week intervention during a class subject focusing on…

Gender Differences and Mathematics Achievement of Senior High School Students: A Case of Ghana National College

ERIC Educational Resources Information Center

Arhin, Ato Kwamina; Offoe, Adelaide Koryoe

2015-01-01

A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessment-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two…

Effect of severe kwashiorkor on intellectual development among Nigerian children.

PubMed

Nwuga, V C

1977-09-01

A study was conducted to investigated the intellectual sequelae of severe kwashiorkor among Nigerian children of school age. The design for the study had an experimental urban kwashiorkor (index) group and four control groups, namely, a sibling group, a lower class group, an upper class group, and a rural kwashiorkor group. Various psychological tests measuring specific intellectual abilities were administered to all of the subjects taking part in the study. The findings showed that the index group had lower levels of certain types of intellectual skill-specifically the higher cognitive skills-at school age than their siblings, and more so than other controls except their rural counterparts; males showed a tendency to be more affected by severe kwashiorkor with regard to mental development than their female counterparts; there was no relationship between scores in the psychological tests and the ages at which the index cases were admitted into hospital; the upper class was clearly superior in performance of the tests and also in measures of weight and head measurements when compared to all of the other groups; there was no relationship between head circumference and scores in the tests among subjects in the five groups.

Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

NASA Astrophysics Data System (ADS)

Heron, Lory Elen

This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive attitude toward science vs. gender was undertaken. An initial significant difference in positive attitude toward science between females and males in the experimental group was established (p =.05). There was no significant difference in positive attitude toward science between those same females and males after the experimental period. Consistent with other results, attitudes toward science for both males and females in the control group became less positive after the study, while males and females in the experimental group had a more positive attitude toward science after four months of using constructivist strategies. Looking at females only, the control group started out with a significantly more positive attitude toward science (mean = 43.40) compared to the experimental group (mean = 39.26, p =.0261). Although a significant difference in positive attitude between females in both groups was not found after the treatment period, the mean attitude score for females in the experimental group increased 2.044, while the mean attitude score for females in the control group decreased by 1.750. Constructivist strategies and their relationship with fostering positive attitudes toward science, might prove a viable solution for addressing the major concern of gender equity and enrollment in higher level science and mathematics courses.

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

NASA Astrophysics Data System (ADS)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

The role of visual representation in physics learning: dynamic versus static visualization

NASA Astrophysics Data System (ADS)

Suyatna, Agus; Anggraini, Dian; Agustina, Dina; Widyastuti, Dini

2017-11-01

This study aims to examine the role of visual representation in physics learning and to compare the learning outcomes of using dynamic and static visualization media. The study was conducted using quasi-experiment with Pretest-Posttest Control Group Design. The samples of this research are students of six classes at State Senior High School in Lampung Province. The experimental class received a learning using dynamic visualization and control class using static visualization media. Both classes are given pre-test and post-test with the same instruments. Data were tested with N-gain analysis, normality test, homogeneity test and mean difference test. The results showed that there was a significant increase of mean (N-Gain) learning outcomes (p <0.05) in both experimental and control classes. The averages of students’ learning outcomes who are using dynamic visualization media are significantly higher than the class that obtains learning by using static visualization media. It can be seen from the characteristics of visual representation; each visualization provides different understanding support for the students. Dynamic visual media is more suitable for explaining material related to movement or describing a process, whereas static visual media is appropriately used for non-moving physical phenomena and requires long-term observation.

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

Videotaped Feedback Method to Enhance Learning in Preclinical Operative Dentistry: An Experimental Study.

PubMed

Shah, Dipali Yogesh; Dadpe, Ashwini Manish; Kalra, Dheeraj Deepak; Garcha, Vikram P

2015-12-01

The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups' videotaped performance and then performed the same exercise. The self-evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t-test. The experimental group also used a five-point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non-ideal examples enhanced the students' performance.

Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach

PubMed Central

2017-01-01

Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students’ psychological need satisfaction, and hence, self-determined motivation toward PE classes. PMID:29284027

Arbitrary conditional discriminative functions of meaningful stimuli and enhanced equivalence class formation.

PubMed

Nedelcu, Roxana I; Fields, Lanny; Arntzen, Erik

2015-03-01

Equivalence class formation by college students was influenced through the prior acquisition of conditional discriminative functions by one of the abstract stimuli (C) in the to-be-formed classes. Participants in the GR-0, GR-1, and GR-5 groups attempted to form classes under the simultaneous protocol, after mastering 0, 1, or 5 conditional relations between C and other abstract stimuli (V, W, X, Y, Z) that were not included in the to-be-formed classes (ABCDE). Participants in the GR-many group attempted to form classes that contained four abstract stimuli and one meaningful picture as the C stimulus. In the GR-0, GR-1, GR-5, and GR-many groups, classes were formed by 17, 25, 58, and 67% of participants, respectively. Thus, likelihood of class formation was enhanced by the prior formation of five C-based conditional relations (the GR-5 vs. GR-0 condition), or the inclusion of a meaningful stimulus as a class member (the GR-many vs. GR-0 condition). The GR-5 and GR-many conditions produced very similar yields, indicating that class formation was enhanced to a similar degree by including a meaningful stimulus or an abstract stimulus that had become a member of five conditional relations prior to equivalence class formation. Finally, the low and high yields produced by the GR-1 and GR-5 conditions showed that the class enhancement effect of the GR-5 condition was due to the number of conditional relations established during preliminary training and not to the sheer amount of reinforcement provided while learning these conditional relations. Class enhancement produced by meaningful stimuli, then, can be attributed to their acquired conditional discriminative functions as well as their discriminative, connotative, and denotative properties. © Society for the Experimental Analysis of Behavior.

Transfer of SIMNET Training in the Armor Officer Basic Course

DTIC Science & Technology

1991-01-01

group correctly performed more tasks in the posttest , but the difference was not statistically significant for these small samples. Gains from pretest ...to posttest were not compared statistically, but the field-trained group showed little average gain. Based on these results and other supporting data...that serve as a control group , and (b) SIMNET classes after the change that serve as a treatment group . The comparison is termed quasi - experimental

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

ERIC Educational Resources Information Center

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-01-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

Effects of Lecture, Teacher Demonstrations, Discussion and Practical Work on 10th Graders' Attitudes to Chemistry and Understanding of Electrolysis.

ERIC Educational Resources Information Center

Thompson, Jerome; Soyibo, Kola

2002-01-01

Investigates whether the use of the combination of lecture, teacher demonstrations, class discussion, and student practical work in small groups significantly improved experimental subjects' attitudes to chemistry and understanding of electrolysis more than their control group counterparts who were not exposed to practical work. Examines whether…

Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

ERIC Educational Resources Information Center

Eisenkopf, Gerald; Sulser, Pascal A.

2016-01-01

The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…

ANIMATED SERIAL SECTIONS, A TEACHING AID FOR ORAL HISTOLOGY AND EMBRYOLOGY.

ERIC Educational Resources Information Center

HAYDEN, JESS; AND OTHERS

THE RELATIVE EFFECTIVENESS OF TWO TYPES OF VISUAL MEDIA FOR THE DEVELOPMENT OF A THREE-DIMENSIONAL CONCEPT OF A GIVEN ANATOMICAL REGION WAS INVESTIGATED. EXPERIMENTAL AND CONTROL GROUPS WERE RANDOMLY SELECTED FROM 119 FIRST-YEAR MEDICAL AND DENTAL STUDENTS IN AN HISTOLOGY CLASS. BOTH GROUPS ATTENDED THE SAME ONE-HOUR LECTURE. FOLLOWING THE LECTURE…

Attitude Change Toward Trainable Mentally Retarded: "Mainstreaming in Reverse".

ERIC Educational Resources Information Center

Cronk, Mildred S.

An assessment was made of change in attitude toward trainable mentally retarded (TMR) students of 42 adults (members of the PTA Board and teachers of the experimental groups) and 127 children (in first, third, and sixth grades) as a result of special instruction and an integrated program. Regular class students in small groups were systematically…

The Effects of Pre-Parenthood Education on High School Students.

ERIC Educational Resources Information Center

Luster, Tom; Youatt, June

A quasi-experimental design was used to assess the effects of pre-parenthood education classes on high school students. Participants were 130 students from 8 high schools in Michigan; 26 students not enrolled in the parenting course served as a control group. In both groups, students' knowledge of child development, and beliefs about appropriate…

Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

ERIC Educational Resources Information Center

Parveen, Qaisara; Batool, Sadia

2012-01-01

The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

Effect of Ethnochemistry Practices on Secondary School Students' Attitude towards Chemistry

ERIC Educational Resources Information Center

Singh, Indra Sen; Chibuye, Bitwell

2016-01-01

The main purpose of the study was to find out the effect of ethnochemistry practices on secondary school students' attitude towards Chemistry. The design of the study was pre-test post-test control group quasiexperimental design. Two grade 11 intact classes were assigned into experimental and control groups randomly. The total sample size…

The Effect of Implementation of TBLT in Reading Comprehension Classes of Iranian EFL Learners

ERIC Educational Resources Information Center

Madhkhan, Mozhgan; Mousavi, Seyed Mojtaba

2017-01-01

The present study investigates the impact of Task-Based Language Teaching (TBLT) on Iranian EFL learners' reading comprehension performance. Seventy participants were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different task types and activities (i.e., tasks in 4 types) during…

The Effect of Fine Motor Skill Activities on Kindergarten Student Attention

ERIC Educational Resources Information Center

Stewart, Roger A.; Rule, Audrey C.; Giordano, Debra A.

2007-01-01

This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical…

Can Preschool Children Learn Safety Skills? Evaluation of the Safe at Home Curriculum.

ERIC Educational Resources Information Center

Clark, E. Audrey; Simmons, Robert A.

The American Lung Association of Los Angeles County developed the SAFE-AT-HOME curriculum to teach preschool children home safety concepts through early childhood group experiences. This report evaluates the efficacy of the curriculum by testing 2 experimental and 2 control groups of children from 34 preschool classes on fire, water, foreign…

Printed-Circuit-Board Soldering Training for Group IV Personnel.

ERIC Educational Resources Information Center

Hooprich, E. A.; Matlock, E. W.

As part of a larger program to determine which Navy skills can be learned by lower aptitude personnel, and which methods and techniques would be most effective, an experimental course in printed circuit board soldering was given to 186 Group IV students in 13 classes. Two different training approaches--one stressing instructor guidance and the…

An experimental test of an extended discretion approach for high school biology laboratory investigations

NASA Astrophysics Data System (ADS)

Leonard, William H.; Cavana, Gordon R.; Lowery, Lawrence F.

Discretion-the exercise of independent judgment-was observed to be lacking in most commercially available laboratory investigations for high school biology. An Extended Discretion (ED) laboratory approach was developed and tested experimentally against the BSCS Green Version laboratory program, using ten classes of 10th-grade biology in a suburban California high school. Five teachers were each assigned one experimental and one control group. The primary differences between the two approaches were that the BSCS was more prescriptive and directive than the ED approach and the ED approach increased discretionary demands upon the student over the school year. A treatment verification procedure showed statistically significant differences between the two approaches. The hypothesis under test was that when high school biology students are taught laboratory concepts under comparatively high discretionary demands, they would perform as well as or better than a similar group of students taught with BSCS Green Version investigations. A second hypothesis was that teachers would prefer to use the ED approach over the BSCS approach for their future classes. A t analysis between experimental and control groups for each teacher was employed. There were significant differences in favor of the ED group on laboratory report scores for three teachers and no differences for two teachers. There were significant differences in favor of the ED group on laboratory concepts quiz scores for three teachers, no differences for one teacher, and significant differences in favor of the BSCS group for only one teacher. A t analysis of teacher evaluation of the two approaches showed a significant teacher preference overall for the ED approach. Both experimental hypotheses were accepted. The ED approach was observed to be difficult for students at first, but it was found to be a workable and productive means of teaching laboratory concepts in biology which also required extensive use of individual student discretion.

Effects of a Stretching Development and Maintenance Program on Hamstring Extensibility in Schoolchildren: A Cluster-Randomized Controlled Trial

PubMed Central

Mayorga-Vega, Daniel; Merino-Marban, Rafael; Manzano-Lagunas, Jorge; Blanco, Humberto; Viciana, Jesús

2016-01-01

The main purpose of the present study was to examine the effects of a physical education-based stretching development and maintenance program on hamstring extensibility in schoolchildren. A sample of 150 schoolchildren aged 7-10 years old from a primary school participated in the present study (140 participants were finally included). The six classes balanced by grade were cluster randomly assigned to the experimental group 1 (n = 51), experimental group 2 (n = 51) or control group (n = 49) (i.e., a cluster randomized controlled trial design was used). During the physical education classes, the students from the experimental groups 1 and 2 performed a four-minute stretching program twice a week for nine weeks (first semester). Then, after a five-week period of detraining coinciding with the Christmas holidays, the students from the experimental groups 1 and 2 completed another stretching program twice a week for eleven weeks (second semester). The students from the experimental group 1 continued performing the stretching program for four minutes while those from the experimental group 2 completed a flexibility maintenance program for only one minute. The results of the two-way analysis of variance showed that the physical education-based stretching development program significantly improved the students’ hamstring extensibility (p < 0.001), as well as that these gains obtained remained after the stretching maintenance program (p < 0.001). Additionally, statistically significant differences between the two experimental groups were not found (p > 0.05). After a short-term stretching development program, a physical education-based stretching maintenance program of only one-minute sessions twice a week is effective in maintaining hamstring extensibility among schoolchildren. This knowledge could help and guide teachers to design programs that allow a feasible and effective development and maintenance of students’ flexibility in the physical education setting. Key points A physical education-based stretching maintenance program of only one-minute sessions twice a week is effective in maintaining hamstring extensibility among schoolchildren. A four-minute maintenance program shows similar effects that the one-minute maintenance program on hamstring extensibility among schoolchildren. Physical education teachers and other practitioners could carry out one-minute programs for a feasible and effective maintenance of students’ flexibility. PMID:26957928

Discussion map and cooking classes: testing the effectiveness of teaching food safety to immigrants and refugees.

PubMed

Gold, Abby; Yu, Nan; Buro, Brandy; Garden-Robinson, Julie

2014-01-01

To evaluate the effectiveness of a food safety map as an educational method with English language learners. English language learner community members (n = 73) were assigned randomly to participate in 1 of 3 experimental conditions: food safety map, cooking class, and control. Participants in the food safety map and cooking class conditions completed a pre-education demographic and cooking history questionnaire, a post-education knowledge and intention questionnaire, and a 2-week post-cooking and food safety habits assessment. Participants in the control group received no educational training but completed the pre- and 2-week post-education assessments. The cooking class and the map class were both effective in increasing food safety knowledge. Specifically, by comparing with the control group, they significantly increased participants' knowledge of safely cooking large meat (χ² [df = 2, n = 66] = 40.87; P < .001; V* = .79) and correctly refrigerating cooked food (χ² [df = 2, n = 73] = 24.87, P < .001; V* = .58). The two class types generated similar positive educational effects on boosting food safety behavioral intention (measured right after the class). The data collected 2 weeks after the classes suggested that individuals who took the classes followed the suggested food behaviors more closely than those in the control group (P < .01). The food safety map is simple to use and prepare, beneficial for oral and visual learners, and inexpensive. Compared with a food safety cooking class, the map produces similar learning and behavioral outcomes. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The Mental Representation of Polysemy across Word Classes

PubMed Central

Lopukhina, Anastasiya; Laurinavichyute, Anna; Lopukhin, Konstantin; Dragoy, Olga

2018-01-01

Experimental studies on polysemy have come to contradictory conclusions on whether words with multiple senses are stored as separate or shared mental representations. The present study examined the semantic relatedness and semantic similarity of literal and non-literal (metonymic and metaphorical) senses of three word classes: nouns, verbs, and adjectives. Two methods were used: a psycholinguistic experiment and a distributional analysis of corpus data. In the experiment, participants were presented with 6–12 short phrases containing a polysemous word in literal, metonymic, or metaphorical senses and were asked to classify them so that phrases with the same perceived sense were grouped together. To investigate the impact of professional background on their decisions, participants were controlled for linguistic vs. non-linguistic education. For nouns and verbs, all participants preferred to group together phrases with literal and metonymic senses, but not any other pairs of senses. For adjectives, two pairs of senses were often grouped together: literal with metonymic, and metonymic with metaphorical. Participants with a linguistic background were more accurate than participants with non-linguistic backgrounds, although both groups shared principal patterns of sense classification. For the distributional analysis of corpus data, we used a semantic vector approach to quantify the similarity of phrases with literal, metonymic, and metaphorical senses in the corpora. We found that phrases with literal and metonymic senses had the highest degree of similarity for the three word classes, and that metonymic and metaphorical senses of adjectives had the highest degree of similarity among all word classes. These findings are in line with the experimental results. Overall, the results suggest that the mental representation of a polysemous word depends on its word class. In nouns and verbs, literal and metonymic senses are stored together, while metaphorical senses are stored separately; in adjectives, metonymic senses significantly overlap with both literal and metaphorical senses. PMID:29515502

The Mental Representation of Polysemy across Word Classes.

PubMed

Lopukhina, Anastasiya; Laurinavichyute, Anna; Lopukhin, Konstantin; Dragoy, Olga

2018-01-01

Experimental studies on polysemy have come to contradictory conclusions on whether words with multiple senses are stored as separate or shared mental representations. The present study examined the semantic relatedness and semantic similarity of literal and non-literal (metonymic and metaphorical) senses of three word classes: nouns, verbs, and adjectives. Two methods were used: a psycholinguistic experiment and a distributional analysis of corpus data. In the experiment, participants were presented with 6-12 short phrases containing a polysemous word in literal, metonymic, or metaphorical senses and were asked to classify them so that phrases with the same perceived sense were grouped together. To investigate the impact of professional background on their decisions, participants were controlled for linguistic vs. non-linguistic education. For nouns and verbs, all participants preferred to group together phrases with literal and metonymic senses, but not any other pairs of senses. For adjectives, two pairs of senses were often grouped together: literal with metonymic, and metonymic with metaphorical. Participants with a linguistic background were more accurate than participants with non-linguistic backgrounds, although both groups shared principal patterns of sense classification. For the distributional analysis of corpus data, we used a semantic vector approach to quantify the similarity of phrases with literal, metonymic, and metaphorical senses in the corpora. We found that phrases with literal and metonymic senses had the highest degree of similarity for the three word classes, and that metonymic and metaphorical senses of adjectives had the highest degree of similarity among all word classes. These findings are in line with the experimental results. Overall, the results suggest that the mental representation of a polysemous word depends on its word class. In nouns and verbs, literal and metonymic senses are stored together, while metaphorical senses are stored separately; in adjectives, metonymic senses significantly overlap with both literal and metaphorical senses.

Online and offline peer led models against bullying and cyberbullying.

PubMed

Palladino, Benedetta Emanuela; Nocentini, Annalaura; Menesini, Ersilia

2012-11-01

The aim of the present study is to describe and evaluate an ongoing peer-led model against bullying and cyberbullying carried out with Italian adolescents. The evaluation of the project was made through an experimental design consisting of a pre-test and a post-test. Participants in the study were 375 adolescents (20.3% males), enrolled in 9th to 13th grades. The experimental group involved 231 students with 42 peer educators, and the control group involved 144 students. Results showed a significant decrease in the experimental group as compared to the control group for all the variables except for cyberbullying. Besides, in the experimental group we found a significant increase in adaptive coping strategies like problem solving and a significant decrease in maladaptive coping strategies like avoidance: these changes mediate the changes in the behavioural variables. In particular, the decrease in avoidance predicts the decrease in victimization and cybervictimization for peer educators and for the other students in the experimental classes whereas the increase in problem solving predicts the decrease in cyberbullying only in the peer educators group. Results are discussed following recent reviews on evidence based efficacy of peer led models.

The effects of an urban renewal project on health and health inequalities: a quasi-experimental study in Barcelona.

PubMed

Mehdipanah, Roshanak; Rodríguez-Sanz, Maica; Malmusi, Davide; Muntaner, Carles; Díez, Elia; Bartoll, Xavier; Borrell, Carme

2014-09-01

In the last decade, the Neighbourhoods Law in Catalonia (Spain) funded municipalities that presented urban renewal projects within disadvantaged neighbourhoods focusing on physical, social and economic improvements. The objective of the study was to evaluate the effects of this law on the health and health inequalities of residents in the intervened neighbourhoods in the city of Barcelona. A quasi-experimental predesign and postdesign was used to compare adult residents in five intervened neighbourhoods with eight non-intervened comparison neighbourhoods with similar socioeconomic characteristics. The Barcelona Health Survey was used for studying self-rated and mental health in pre (2001, 2006) and post (2011) years. Poisson regression models stratified by sex were used to compute prevalence ratios comparing 2011 with 2006, and later stratified by social class, to study health inequalities. The intervened neighbourhoods had a significant decrease in poor self-rated health in both sexes while no significant changes occurred in the comparison group. When stratified by social class, a significant improvement was observed in poor self-rated health in the manual group of the intervened neighbourhoods in both sexes, resulting in a decrease in self-rated health inequalities. Similar results were observed in poor mental health of women, while in men, poor mental health worsens in both neighbourhood groups but mostly in the comparison group. The Neighbourhoods Law had a positive effect on self-rated health and seems to prevent poor mental health increases in both sexes and especially among manual social classes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Brain-to-Brain Synchrony Tracks Real-World Dynamic Group Interactions in the Classroom.

PubMed

Dikker, Suzanne; Wan, Lu; Davidesco, Ido; Kaggen, Lisa; Oostrik, Matthias; McClintock, James; Rowland, Jess; Michalareas, Georgios; Van Bavel, Jay J; Ding, Mingzhou; Poeppel, David

2017-05-08

The human brain has evolved for group living [1]. Yet we know so little about how it supports dynamic group interactions that the study of real-world social exchanges has been dubbed the "dark matter of social neuroscience" [2]. Recently, various studies have begun to approach this question by comparing brain responses of multiple individuals during a variety of (semi-naturalistic) tasks [3-15]. These experiments reveal how stimulus properties [13], individual differences [14], and contextual factors [15] may underpin similarities and differences in neural activity across people. However, most studies to date suffer from various limitations: they often lack direct face-to-face interaction between participants, are typically limited to dyads, do not investigate social dynamics across time, and, crucially, they rarely study social behavior under naturalistic circumstances. Here we extend such experimentation drastically, beyond dyads and beyond laboratory walls, to identify neural markers of group engagement during dynamic real-world group interactions. We used portable electroencephalogram (EEG) to simultaneously record brain activity from a class of 12 high school students over the course of a semester (11 classes) during regular classroom activities (Figures 1A-1C; Supplemental Experimental Procedures, section S1). A novel analysis technique to assess group-based neural coherence demonstrates that the extent to which brain activity is synchronized across students predicts both student class engagement and social dynamics. This suggests that brain-to-brain synchrony is a possible neural marker for dynamic social interactions, likely driven by shared attention mechanisms. This study validates a promising new method to investigate the neuroscience of group interactions in ecologically natural settings. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

ERIC Educational Resources Information Center

Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

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

ERIC Educational Resources Information Center

Ferriman, Nicholas

2013-01-01

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

The Use of Behavior Modification Techniques with a Special Classroom for Children with Behavior Problems. Monograph No. 2.

ERIC Educational Resources Information Center

Hotchkiss, James M.

The use of operant conditioning techniques in a classroom for educationally handicapped children was studied to determine if it would result in a reduction of maladaptive behavior. The subjects consisted of an experimental and a control group of elementary school children, with an IQ range in the experimental class of 88 to 119. The experimental…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

NASA Astrophysics Data System (ADS)

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-03-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

Reach a nonlinear consensus for MAS via doubly stochastic quadratic operators

NASA Astrophysics Data System (ADS)

Abdulghafor, Rawad; Turaev, Sherzod; Zeki, Akram; Al-Shaikhli, Imad

2018-06-01

This technical note addresses the new nonlinear protocol class of doubly stochastic quadratic operators (DSQOs) for coordination of consensus problem in multi-agent systems (MAS). We derive the conditions for ensuring that every agent reaches consensus on a desired rate of the group's decision where the group decision value in its agent's initial statuses varies. Besides that, we investigate a nonlinear protocol sub-class of extreme DSQO (EDSQO) to reach a consensus for MAS to a common value with nonlinear low-complexity rules and fast time convergence if the interactions for each agent are not selfish. In addition, to extend the results to reach a consensus and to avoid the selfish case we specify a general class of DSQO for reaching a consensus under any given case of initial states. The case that MAS reach a consensus by DSQO is if each member of the agent group has positive interactions of DSQO (PDSQO) with the others. The convergence of both EDSQO and PDSQO classes is found to be directed towards the centre point. Finally, experimental simulations are given to support the analysis from theoretical aspect.

Improving text comprehension strategies in upper primary school children: a design experiment.

PubMed

De Corte, E; Verschaffel, L; Van De Ven, A

2001-12-01

With respect to the acquisition of competence in reading, new standards for primary education stress more than before the importance of learning and teaching cognitive and metacognitive strategies that facilitate text comprehension. Therefore, there is a need to design a research-based instructional approach to strategic reading comprehension. The design experiment aimed at developing, implementing and evaluating a research-based, but also practically applicable learning environment for enhancing skilled strategy use in upper primary school children when reading a text. Four text comprehension strategies (activating prior knowledge, clarifying difficult words, making a schematic representation of the text, and formulating the main idea) and a metacognitive strategy (regulating one's own reading process) were trained through a variety of highly interactive instructional techniques, namely modelling, whole class discussion, and small group work in the format of reciprocal teaching. Participants in the study were four experimental 5th grade classes (79 children) and eight comparable control classes (149 pupils). The effects of the learning environment were measured using a pretest-post-test-retention design. Multilevel hierarchical linear regression models were used to analyse the quantitative data of a Reading Strategy Test, a standardised Reading Comprehension Test, a Reading Attitude Scale, a Transfer Test and an interview about strategy use during reading. The data of the Reading Strategy Test, the Transfer Test and the interviews about strategy use showed that the experimental group out-performed the control group in terms of the strategy adoption and application during text reading. Whilst the experimental group also scored higher on the Reading Comprehension Test than the control group, the difference was not significant. This design experiment shows that it is possible to foster pupils' use and transfer of strategic reading comprehension skills in regular classrooms by immersing them in a powerful learning environment. But this intervention does not automatically result in improvement of performance on a standardised reading comprehension test.

The effects of a self-esteem program incorporated into health and physical education classes.

PubMed

Lai, Hsiang-Ru; Lu, Chang-Ming; Jwo, Jiunn-Chern; Lee, Pi-Hsia; Chou, Wei-Lun; Wen, Wan-Yu

2009-12-01

Self-esteem, a key construct of personality, influences thoughts, actions, and feelings. Adolescence is a critical stage to the development of self-esteem. Taiwan currently offers no self-esteem building curriculum in the public education system. Therefore, incorporating self-esteem-related teaching activities into the existing curriculum represents a feasible approach to enhance self-esteem in middle school students. This study aimed to explore the effects on junior high school students' self-esteem of a self-esteem program incorporated into the general health and physical education curriculum. A quasi-experimental research design was used, and 184 seventh-grade students at two junior high schools in Taipei City were randomly selected and separated into two groups. The experimental group received one 32-week self-esteem program incorporated into their regular health and physical education curriculum, which was administered in three 45-minute-session classes each week. The control group received the regular health and physical education with no specially designed elements. During the week before the intervention began and the week after its conclusion, each participant's global and academic, physical, social, and family self-esteem was assessed. Data were analyzed using analysis of covariance. For all participants, the experimental group was significantly superior to the control group in respect to physical self-esteem (p = .02). For girls, the experimental group was significantly superior to the control group in family self-esteem (p = .02). However, there was no significant difference between the two groups in terms of global self-esteem. This study provides preliminary evidence that incorporating self-esteem activities into the regular school health and physical education curriculum can result in minor effects in students' physical self-esteem and family self-esteem. Findings may provide teachers and school administrators with information to help them design programs to improve students' self-esteem. This study also reminds health professionals to focus on providing self-esteem-building programs when working with adolescent clients.

Comparative evaluation of guided tissue regeneration with use of collagen-based barrier freeze-dried dura mater allograft for mandibular class 2 furcation defects (a comparative controlled clinical study).

PubMed

Patel, Sandeep; Kubavat, Ajay; Ruparelia, Brijesh; Agarwal, Arvind; Panda, Anup

2012-01-01

The aim of periodontal surgery is complete regeneration. The present study was designed to evaluate and compare clinically soft tissue changes in form of probing pocket depth, gingival shrinkage, attachment level and hard tissue changes in form of horizontal and vertical bone level using resorbable membranes. Twelve subjects with bilateral class 2 furcation defects were selected. After initial phase one treatment, open debridement was performed in control site while freezedried dura mater allograft was used in experimental site. Soft and hard tissue parameters were registered intrasurgically. Nine months reentry ensured better understanding and evaluation of the final outcome of the study. Guided tissue regeneration is a predictable treatment modality for class 2 furcation defect. There was statistically significant reduction in pocket depth as compared to control (p < 0.01). There is statistically significant increase in periodontal attachment level within control and experimental sites showed better results (p < 0.01). For hard tissue parameter, significant defect fill resulted in experimental group, while in control group, less significant defect fill was found in horizontal direction and nonsignificant defect fill was found in vertical direction. The results showed statistically significant improvement in soft and hard tissue parameters and less gingival shrinkage in experimental sites compared to control site. The use of FDDMA in furcation defects helps us to achieve predictable results. This cross-linked collagen membrane has better handling properties and ease of procurement as well as economic viability making it a logical material to be used in regenerative surgeries.

The effect of social and token economy reinforcements on academic achievement of students with intellectual disabilities.

PubMed

Mirzamani, S Mahmood; Ashoori, Mohammad; Sereshki, Narges Adib

2011-01-01

This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects.

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

Changes in hydration status of elite Olympic class sailors in different climates and the effects of different fluid replacement beverages

PubMed Central

2013-01-01

Background Olympic class sailing poses physiological challenges similar to other endurance sports such as cycling or running, with sport specific challenges of limited access to nutrition and hydration during competition. As changes in hydration status can impair sports performance, examining fluid consumption patterns and fluid/electrolyte requirements of Olympic class sailors is necessary to develop specific recommendations for these elite athletes. The purpose of this study was to examine if Olympic class sailors could maintain hydration status with self-regulated fluid consumption in cold conditions and the effect of fixed fluid intake on hydration status in warm conditions. Methods In our cold condition study (CCS), 11 elite Olympic class sailors were provided ad libitum access to three different drinks. Crystal Light (control, C); Gatorade (experimental control, G); and customized sailing-specific Infinit (experimental, IN) (1.0:0.22 CHO:PRO), were provided on three separate training days in cold 7.1°C [4.2 – 11.3]. Our warm condition study (WCS) examined the effect of fixed fluid intake (11.5 mL.kg.-1.h-1) of C, G and heat-specific experimental Infinit (INW)(1.0:0.074 CHO:PRO) on the hydration status of eight elite Olympic Laser class sailors in 19.5°C [17.0 - 23.3]. Both studies used a completely random design. Results In CCS, participants consumed 802 ± 91, 924 ± 137 and 707 ± 152 mL of fluid in each group respectively. This did not change urine specific gravity, but did lead to a main effect for time for body mass (p < 0.001), blood sodium, potassium and chloride with all groups lower post-training (p < 0.05). In WCS, fixed fluid intake increased participant’s body mass post-training in all groups (p < 0.01) and decreased urine specific gravity post-training (p < 0.01). There was a main effect for time for blood sodium, potassium and chloride concentration, with lower values observed post-training (p < 0.05). C blood sodium concentrations were lower than the INW group post-training (p = 0.031) with a trend towards significance in the G group (p = 0.069). Conclusion Ad libitum fluid consumption in cold conditions was insufficient in preventing a decrease in body mass and blood electrolyte concentration post-training. However, when a fixed volume of 11.5 mL.kg.-1.h-1 was consumed during warm condition training, hydration status was maintained by preventing changes in body mass and urine specific gravity. PMID:23432855

Changes in hydration status of elite Olympic class sailors in different climates and the effects of different fluid replacement beverages.

PubMed

Lewis, Evan Jh; Fraser, Sarah J; Thomas, Scott G; Wells, Greg D

2013-02-21

Olympic class sailing poses physiological challenges similar to other endurance sports such as cycling or running, with sport specific challenges of limited access to nutrition and hydration during competition. As changes in hydration status can impair sports performance, examining fluid consumption patterns and fluid/electrolyte requirements of Olympic class sailors is necessary to develop specific recommendations for these elite athletes. The purpose of this study was to examine if Olympic class sailors could maintain hydration status with self-regulated fluid consumption in cold conditions and the effect of fixed fluid intake on hydration status in warm conditions. In our cold condition study (CCS), 11 elite Olympic class sailors were provided ad libitum access to three different drinks. Crystal Light (control, C); Gatorade (experimental control, G); and customized sailing-specific Infinit (experimental, IN) (1.0:0.22 CHO:PRO), were provided on three separate training days in cold 7.1°C [4.2 - 11.3]. Our warm condition study (WCS) examined the effect of fixed fluid intake (11.5 mL.kg.-1.h-1) of C, G and heat-specific experimental Infinit (INW)(1.0:0.074 CHO:PRO) on the hydration status of eight elite Olympic Laser class sailors in 19.5°C [17.0 - 23.3]. Both studies used a completely random design. In CCS, participants consumed 802 ± 91, 924 ± 137 and 707 ± 152 mL of fluid in each group respectively. This did not change urine specific gravity, but did lead to a main effect for time for body mass (p < 0.001), blood sodium, potassium and chloride with all groups lower post-training (p < 0.05). In WCS, fixed fluid intake increased participant's body mass post-training in all groups (p < 0.01) and decreased urine specific gravity post-training (p < 0.01). There was a main effect for time for blood sodium, potassium and chloride concentration, with lower values observed post-training (p < 0.05). C blood sodium concentrations were lower than the INW group post-training (p = 0.031) with a trend towards significance in the G group (p = 0.069). Ad libitum fluid consumption in cold conditions was insufficient in preventing a decrease in body mass and blood electrolyte concentration post-training. However, when a fixed volume of 11.5 mL.kg.-1.h-1 was consumed during warm condition training, hydration status was maintained by preventing changes in body mass and urine specific gravity.

The Effect of Integrated Movement Activities on Children's FMS

ERIC Educational Resources Information Center

Yang, Shu-Chu; Lin, Shu-Jung; Hsu, Li-Chuan

2016-01-01

The purpose of the present study was to determine the effects of an integrated movement course on the FMSs of preschool children. Purposive sampling was used to select two classes at a public preschool in Chiayi City, Taiwan. The experimental group consisted of 9 boys and 12 girls, and the control group consisted of 11 boys and 8 girls. Both were…

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

ERIC Educational Resources Information Center

Abdi, Ali

2014-01-01

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

Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study

ERIC Educational Resources Information Center

Chatzipanteli, Athanasia; Digelidis, Nikolaos; Papaioannou, Athanasios G.

2015-01-01

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students' self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group.…

Interlocked Problem Posing and Children's Problem Posing Performance in Free Structured Situations

ERIC Educational Resources Information Center

Cankoy, Osman

2014-01-01

The aim of this study is to explore the mathematical problem posing performance of students in free structured situations. Two classes of fifth grade students (N = 30) were randomly assigned to experimental and control groups. The categories of the problems posed in free structured situations by the 2 groups of students were studied through…

AN EVALUATION OF HIGH SCHOOL MATHEMATICS PROGRAMMED TEXTS WHEN USED WITH DEAF STUDENTS.

ERIC Educational Resources Information Center

BORNSTEIN, HARRY

A COMPARISON WAS MADE OF THE RATE AND LEVEL OF ACHIEVEMENT OF 150 DEAF STUDENTS RESULTING FROM THE USE OF PROGRAMED TEXTS AS AGAINST THE USUAL LECTURE METHODS IN HIGH SCHOOL MATHEMATICS. EACH OF FOUR MATHEMATICS TEACHERS HAD TWO COMPARABLE CLASSES. THE CONTROL GROUP RECEIVED INFORMATION BY SIMULTANEOUS LECTURE AND THE EXPERIMENTAL GROUPS USED THE…

Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics

ERIC Educational Resources Information Center

Yaghmour, Kholoud Subhi

2016-01-01

The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the…

Effects of Requiring Physical Fitness in a Lecture-Based College Course: Students' Attitudes toward Physical Activity

ERIC Educational Resources Information Center

Esslinger, Keri A.; Grimes, Amanda R.; Pyle, Elizabeth

2016-01-01

In this study, we investigated students' attitudes toward physical activity (PA) when including a required PA component in a university-required personal wellness class. The study included (a) an experimental group of students enrolled in a personal wellness course in which there was a required PA requirement and (b) a control group of students…

Effects of Four Instructional Sequences on Application and Transfer. IDD&E Working Paper No. 12

ERIC Educational Resources Information Center

Chao, Chun-I; And Others

Using the Component Display Theory as an analyzing tool, this study compared the effects of expository and discovery methods of instruction on two learning outcomes, application and transfer. One hundred ninth grade students in each of four earth science classes were randomly assigned to five groups--four experimental groups designed to test four…

The Effect of Playing a Logic Game on Student Learning in Physics.

ERIC Educational Resources Information Center

Parsons, Ralph

The effect of playing a logic game, Master Mind, on student learning in physics was examined in this study. An experimental group of 16 Electronics Engineering Technology students played the game during class one hour per week for seven weeks. A control group of nineteen students took the course without playing the logic game. Results showed that…

Expression and clinical value of the soluble major histocompatibility complex class I-related chain A molecule in the serum of patients with renal tumors.

PubMed

Zhao, Y-K; Jia, C-M; Yuan, G-J; Liu, W; Qiu, Y; Zhu, Q-G

2015-06-29

We investigated the expression and clinical value of the soluble major histocompatibility complex class I-related chain A (sMICA) molecule in the serum of patients with renal tumors. Sixty patients diagnosed with renal tumors were enrolled in the experimental group, whereas 20 healthy volunteers served as the control group. The sMICA levels were measured via enzyme-linked immunosorbent assay, and the results were analyzed in combination with data from pathol-ogy examination. The experimental group had a statistically significant higher sMICA level (P < 0.05) than the control group. The sMICA level was higher in patients with malignant tumors than in those with be-nign tumors. We also observed a positive relationship among different tumor-node-metastasis (TNM) pathological stages with more advanced diseases exhibiting higher sMICA levels. As a tumor-associated antigen, MICA has a close relationship with renal tumorigenesis and immune es-cape. Our results indicated that sMICA levels were related to tumor pathol-ogy, TNM stage, and metastasis. Therefore, sMICA might be a potential marker for tumor characteristics, prognosis, and recurrence prediction.

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

The Classroom Performance System (CPS): Effects on student participation, attendance, and achievement in multicultural anatomy and physiology classes at South Texas College

NASA Astrophysics Data System (ADS)

Termos, Mohamad Hani

2011-12-01

The Classroom Performance System (CPS) is an instructional technology tool that increases student performance and addresses different learning styles. Instructional technologies are used to promote active learning; however, student embarrassment issue in a multicultural setting is not addressed. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes at South Texas College, where the first spoken language is not English. Quantitative method and quasi-experimental design were employed and comparative statistic methods and pre-post tests were used to collect the data. Participants were college students and sections of study were selected by convenient sampling. Participation was 100% during most of the lectures held and participation rate did not strike above 68% in control group. Attendance was significantly higher in CPS sections than the control group as shown by t-tests. Experimental sections had a higher increase in the pre-post test scores and student averages on lecture exams increased at a higher rate as compared to the control group. Therefore, the CPS increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. The CPS can be studied in other settings where the first spoken language is English or in other programs, such as special education programs. Additionally, other variables can be studied and other methodologies can be employed.

Clinical Investigation Program, RCS MED-300 (RI).

DTIC Science & Technology

1984-10-01

temperature/dry. Technical Approach: 1) Experimental desion: a post-test only, equivalent - group experimental design will be used in this study. Random...5650 * It. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE Commander October 1984 Dwight David Eisenhower Army Medical Center 1s. NUMBEROFPAGES...Fort Gordon, Georgia 30905-5650 210 14. MONITORING AGENCY NAME I ADORESS(11 different from Controlling Offce) IS. SECURITY CLASS. (of tAle MP*H

A randomized study of two methods of teaching perineal massage: effects on practice rates, episiotomy rates, and lacerations.

PubMed

Mynaugh, P A

1991-09-01

This study examined the effects of two methods of teaching perineal massage on the rates of practice of perineal massage, of episiotomy, and of lacerations in primiparas at birth. Couples in 20 randomly selected sections of four prenatal class series received routine printed and verbal instruction and a 12-minute video demonstration of perineal massage, or only the routine printed and verbal instruction. Women reported their practice rates in daily diary records, which were mailed to the researcher weekly. Hospital records provided delivery data. Of the 83 women, 23 (28%) practiced perineal massage: 16 (35.6%) in the experimental group, 7 (18.4%) controls. Even though the rate of practice almost doubled among experimental group women, the videotape instruction method was statistically nonsignificant. Episiotomy and laceration rates were not affected by teaching method. More severe lacerations occurred among the experimental group; however, the control group had almost four times as many severe (21%) as minor (5.3%) lacerations. The experimental group had twice as many severe (28.9%) as minor (13.3%) lacerations. These results were also nonsignificant.

The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to be Physically Active.

PubMed

Franco, Evelia; Coterón, Javier

2017-10-01

The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (n experimental = 30; n control = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

[Effects of Learning Activities on Application of Learning Portfolio in Nursing Management Course].

PubMed

Choi, So Eun; Kim, Eun A

2016-02-01

This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.

The magic triangle goes MAD: experimental phasing with a bromine derivative

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beck, Tobias, E-mail: tbeck@shelx.uni-ac.gwdg.de; Gruene, Tim; Sheldrick, George M.

2010-04-01

5-Amino-2, 4, 6-tribromoisophthalic acid is used as a phasing tool for protein structure determination by MAD phasing. It is the second representative of a novel class of compounds for heavy-atom derivatization that combine heavy atoms with amino and carboxyl groups for binding to proteins. Experimental phasing is an essential technique for the solution of macromolecular structures. Since many heavy-atom ion soaks suffer from nonspecific binding, a novel class of compounds has been developed that combines heavy atoms with functional groups for binding to proteins. The phasing tool 5-amino-2, 4, 6-tribromoisophthalic acid (B3C) contains three functional groups (two carboxylate groups andmore » one amino group) that interact with proteins via hydrogen bonds. Three Br atoms suitable for anomalous dispersion phasing are arranged in an equilateral triangle and are thus readily identified in the heavy-atom substructure. B3C was incorporated into proteinase K and a multiwavelength anomalous dispersion (MAD) experiment at the Br K edge was successfully carried out. Radiation damage to the bromine–carbon bond was investigated. A comparison with the phasing tool I3C that contains three I atoms for single-wavelength anomalous dispersion (SAD) phasing was also carried out.« less

Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

NASA Astrophysics Data System (ADS)

Hampton, Kathryn Walker

This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty-three children's trade books selected had one or more aspects of the nature of science included.

Online discussion: Enhancing students' critical thinking skills

NASA Astrophysics Data System (ADS)

Rathakrishnan, Mohan; Ahmad, Rahayu; Suan, Choo Ling

2017-10-01

Online discussion has become one of the important strategies for the teacher to teach the students to think critically when conveying their ideas and become more proactive and creative. In this paper, padlet online discussion communication was conducted to examine its effectiveness in enhancing critical thinking. In this study, there are two types of critical thinking: macro and micro critical thinking. A total of 70 Universiti Utara Malaysia Management Foundation Programme students involved in this experimental research design. The students in treatment class are divided to few groups. Every group uses padlet online discussion to discuss the topic given. All the group members discuss and write their ideas in padlet. Ideas that are posted in padlet will be displayed in front of the class so that the entire group in the treatment class could see the given ideas. Paul's (1993) model was used to analyze student's macro and micro critical thinking in padlet online discussion and communication. The finding shows that students who used padlet online discussion backchannel communication have greater macro and micro critical thinking level than students who do not use online discussion.

Rubric Assessment on Science and Creative Thinking Skills of Students

NASA Astrophysics Data System (ADS)

Ratnasusanti, H.; Ana, A.; Nurafiati, P.; Umusyaadah, L.

2018-02-01

The result of the monitoring and evaluation of the latest Indonesian curriculum (the 2013 curriculum) implementation at junior high school level year of 2014 showed that one of the difficult things that learners had in implementation 2013 curriculum is doing the result. The characteristic of applying the 2013 curriculum is to emphasize the modern pedagogic dimension of learning, which is using scientific approach, which requires learners to have highlevel thinking skills, one of which is creative thinking skills. The aims of this research is to implement performance assessment in measuring the creative thinking of junior high school students on subject Prakarya. The form of the main performance assessment is the task and assessment criteria. The experimental method that been used is the Quasi Experiment with Non-Equivalent Design Group Research. Population in this study is the students of VIII class of junior high school in Bandung, Indonesia which consists of six classes. And two classes are selected for the sample from that six classes and VIII A class were chosen, while VIII F class has been chosen as control class. The result of this research showed that the rubics of performance assessment can be measure or identify the creative thinking skill, its prove by the result of pre-test dan post-test are more dominant. In material of identification student’s creative thinking skills are reached an average 85 compare 79 with the control class. while in the presentation the experimental class got an average of 85 bigger than the control class which only reached 79.

[Clinical research of EDTA pretreatment on the bonding strength of resin].

PubMed

Li, Ting-ting; Sun, Min-min; Kang, Jun-tang; Sun, Zhe

2015-10-01

This study was to evaluate clinical results of adhesives to sclerotic dentin in non-carious cervical lesions pretreated with ethylene diamine tetraacetic acid (EDTA). Twelve patients who had at least one pair of teeth with typical cervical wedge-shaped defects and class III sclerotic dentin were selected. The teeth were randomly divided into experimental and control groups. In the experimental group, EDTA was used to pretreat dentin surface first and then self-etching resin adhesive; In the control group, only self-etching resin adhesive was used. Modified USPHS rating system was applied in baseline, 6 months and 12 months after treatment. SAS 8.02 software package was used for two-sample rank sum test. At the time point of 6-month and 12-month, the scores in the experimental group were significantly better than the control group (P<0.05). EDTA pretreatment of the sclerotic dentin of cervical wedge-shaped defects could improve the resin bonding strength, marginal discoloration, marginal form and surface quality.

Learning Strategies and Hypermedia Instruction.

ERIC Educational Resources Information Center

Hartley, Kendall

2001-01-01

Investigated the potential of incorporating learning strategy instruction into hypermedia learning materials in a high school computer class. Discusses results of a six-week intervention where the experimental group participated in learning strategy training in conjunction with hypermedia computer networking lessons and reports results of pre- and…

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult E-Learners

ERIC Educational Resources Information Center

Ge, Zi-Gang

2015-01-01

This study aims to investigate the effectiveness of a storytelling approach in Chinese adult e-learners' vocabulary learning. Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups…

Effects of a Mixed-Mode Peer Response on Student Response Behavior and Writing Performance

ERIC Educational Resources Information Center

Wang, Jen-Hang; Hsu, Shih-Hsun; Chen, Sherry Y.; Ko, Hwa-Wei; Ku, Yu-Min; Chan, Tak-Wai

2014-01-01

The study proposed a mix-mode peer response, the E-Peer Response (EPR), to overcome the bias of a single mode, and examined how students with different levels of ability react to the EPR. Two classes participated in this study. One was the experimental group (EG) with the EPR; the other was the control group (CG) with a teacher-centered writing…

A Cosmetic Content-Based Nutrition Education Program Improves Fruit and Vegetable Consumption Among Grade 11 Thai Students.

PubMed

Somsri, Pattraporn; Satheannoppakao, Warapone; Tipayamongkholgul, Mathuros; Vatanasomboon, Paranee; Kasemsup, Rachada

2016-03-01

To examine and compare the effectiveness of a cosmetic content-based nutrition education (CCBNEd) program and a health content-based nutrition education (HCBNEd) program on the promotion of fruit and vegetable (F&V) consumption. Quasi-experimental. Three secondary schools in Nonthaburi, Thailand. Three classes of students were randomly assigned to 3 study groups: experimental group 1 (n = 41) participated in the CCBNEd program, experimental group 2 (n = 35) experienced the HCBNEd program, and a comparison group (n = 37) did not participate in a program. All groups received F&V information. Data were collected between July and September, 2013. Knowledge about F&V, attitude toward F&V consumption, and the amount and variety of F&V consumed were measured at baseline, posttest, and follow-up. Nonparametric statistics were used to compare the programs' effectiveness. After the test, experimental group 1 had significantly increased knowledge scores, attitude scores, and the amount and variety of F&V consumed compared with those at baseline (P < .001). These positive changes were maintained until follow-up. In experimental group 2, knowledge and attitude scores increased (P < .001) at posttest and then decreased at follow-up whereas the comparison group positively changed only in knowledge. The CCBNEd program was most effective at increasing F&V consumption. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Promoting students' conceptual understanding using STEM-based e-book

NASA Astrophysics Data System (ADS)

Komarudin, U.; Rustaman, N. Y.; Hasanah, L.

2017-05-01

This study aims to examine the effect of Science, Technology, Engineering, and Mathematics (STEM) based e-book in promoting students'conceptual understanding on lever system in human body. The E-book used was the e-book published by National Ministry of Science Education. The research was conducted by a quasi experimental with pretest and posttest design. The subjects consist of two classes of 8th grade junior high school in Pangkalpinang, Indonesia, which were devided into experimental group (n=34) and control group (n=32). The students in experimental group was taught by STEM-based e-book, while the control group learned by non STEM-based e-book. The data was collected by an instrument pretest and postest. Pretest and posttest scored, thenanalyzed using descriptive statistics and independent t-test. The result of independent sample t-test shows that no significant differenceson students' pretest score between control and experimental group. However, there were significant differences on students posttest score and N-gain score between control and experimental group with sig = 0.000(p<0.005). N-gain analysis showsthe higher performance of students who were participated in experimental group (mean = 66.03) higher compared to control group (mean = 47.66) in answering conceptual understanding questions. Based on the results, it can be concluded that STEM-based e-book has positiveimpact in promoting students' understanding on lever system in human body. Therefore this learning approach is potential to be used as an alternative to triger the enhancement of students' understanding in science.

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

NASA Astrophysics Data System (ADS)

Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Risk and culture: variations in dioxin risk perceptions, behavioral preferences among social groups in South Korea.

PubMed

Park, Seohyun; Kim, Jong Guk

2014-01-01

This study examined variations in the perceptions of dioxin risk among social groups defined by geographical living location, environmental education, and occupation. Dioxin risk perceptions were analyzed according to values, risk awareness, knowledge, and behavioral preferences. A quasi-experimental survey was designed and conducted on individuals from seven experimental groups in Jeonju city, South Korea, including: people living near incineration facilities; people living far from incineration facilities; governmental experts; nongovernmental organization members; office workers in developmental institutes or banks; students who were enrolled in environmental-related classes; and students who were enrolled in business-related classes. The results show variations among groups in values, awareness and behavioral preferences. Particular attention should be given to the result that groups with higher connectedness- to-nature values show higher willingness-to-act (WTA) for risk reduction. Result s can be summarized as follows. First, awareness is associated with one's geographical setting. Second, values and WTA behaviors are related to one's environmental-related education and occupation. Third, values are significantly related to WTA behaviors. Different cultures, in terms of values or worldview, among groups influence their perceptions of dioxin risk and choices of risk reduction behaviors. It is important to consider values in communicating complicated long-term risk management involving public participation. Further research should be continuously conducted on the effects of multiple dimensions of values on one's WTA for risk reduction behaviors.

Evaluation of microleakage of class II dental composite resin restorations cured with LED or QTH dental curing light; Blind, Cluster Randomized, In vitro cross sectional study

PubMed Central

2014-01-01

Background The aim of this study is to compare the microleakage of Class II dental composite resin restorations which have been cured by three different LED (light emitting diode) light curing modes compared to control samples cured by QTH (quartz tungsten halogen) light curing units (LCUs), to determine the most effective light curing unit and mode of curing. Results In this experimental study, class II cavities were prepared on 100 sound human premolars which have been extracted for orthodontic treatment. The teeth were randomly divided into four groups; three experimental and one control group of 25 teeth each. Experimental groups were cured by either conventional, pulse-delay, or ramped curing modes of LED. The control group was cured for 20 seconds by QTH. The restorations were thermocycled (1000 times, between 5 and 55°C, for 5 seconds dwell time), dyed, sectioned mesio-distally and viewed under stereo-microscope (40×) magnification. Teeth were then scored on a 0 to 4 scale based on the amount of microleakage. The data were analyzed by Chi-square test. No significant difference was demonstrated between the different LCUs (light curing units), or modes of curing, at the enamel side (p > 0.05). At the dentin side, all modes of LED curing could significantly reduce microleakage (p < 0.05). The results suggest that slow start curing improves marginal integrity and seal. High intense curing endangers those aims. Conclusions Comparison between the three LED mode cured composite resin restorations and QTH curing showed LED curing in all modes is more effective than QTH for reducing microleakage. Both LED and QTH almost completely eliminate the microleakage on the enamel side, however none of them absolutely eliminated microleakage on the dentin side. PMID:24990296

Discriminative Dictionary Learning With Two-Level Low Rank and Group Sparse Decomposition for Image Classification.

PubMed

Wen, Zaidao; Hou, Zaidao; Jiao, Licheng

2017-11-01

Discriminative dictionary learning (DDL) framework has been widely used in image classification which aims to learn some class-specific feature vectors as well as a representative dictionary according to a set of labeled training samples. However, interclass similarities and intraclass variances among input samples and learned features will generally weaken the representability of dictionary and the discrimination of feature vectors so as to degrade the classification performance. Therefore, how to explicitly represent them becomes an important issue. In this paper, we present a novel DDL framework with two-level low rank and group sparse decomposition model. In the first level, we learn a class-shared and several class-specific dictionaries, where a low rank and a group sparse regularization are, respectively, imposed on the corresponding feature matrices. In the second level, the class-specific feature matrix will be further decomposed into a low rank and a sparse matrix so that intraclass variances can be separated to concentrate the corresponding feature vectors. Extensive experimental results demonstrate the effectiveness of our model. Compared with the other state-of-the-arts on several popular image databases, our model can achieve a competitive or better performance in terms of the classification accuracy.

The Effect of Social and Token Economy Reinforcements on Academic Achievement of Students with Intellectual Disabilities

PubMed Central

Ashoori, Mohammad; Sereshki, Narges Adib

2011-01-01

Objective This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. Method The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. Results The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Conclusion Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects. PMID:22952517

Force field refinement from NMR scalar couplings

NASA Astrophysics Data System (ADS)

Huang, Jing; Meuwly, Markus

2012-03-01

NMR observables contain valuable information about the protein dynamics sampling a high-dimensional potential energy surface. Depending on the observable, the dynamics is sensitive to different time-windows. Scalar coupling constants hJ reflect the pico- to nanosecond motions associated with the intermolecular hydrogen bond network. Including an explicit H-bond in the molecular mechanics with proton transfer (MMPT) potential allows us to reproduce experimentally determined hJ couplings to within 0.02 Hz at best for ubiquitin and protein G. This is based on taking account of the chemically changing environment by grouping the H-bonds into up to seven classes. However, grouping them into two classes already reduces the RMSD between computed and observed hJ couplings by almost 50%. Thus, using ensemble-averaged data with two classes of H-bonds leads to substantially improved scalar couplings from simulations with accurate force fields.

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-03-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

Psychosocial stress but not exercise increases cortisol and reduces state anxiety levels in school classes - results from a stressor applicable in large group settings.

PubMed

Wegner, Mirko; Müller-Alcazar, Anett; Jäger, Anika; Machado, Sergio; Arias-Carrión, Oscar; Budde, Henning

2014-01-01

Both, psychosocial stress and exercise in the past have been used as stressors to elevate saliva cortisol and change state anxiety levels. In the present study, high-school students at the age of 14 were randomly assigned to three experimental groups: (1) an exercise group (n = 18), that was running 15 minutes at a medium intensity level of 65-75% HRmax, (2) a psychosocial stress group (n = 19), and (3) a control group (n = 18). The psychosocial stress was induced to the students by completing a standardized intelligence test under the assumption that their IQ scores would be made public in class. Results display that only psychosocial stress but not exercise was able to significantly increase cortisol levels but decreased cognitive state anxiety in adolescents. The psychosocial stress protocol applied here is proposed for use in future stress studies with children or adolescents in group settings, e.g., in school.

76 FR 71087 - Market Test of Experimental Product: “First-Class Tracer”

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-16

... POSTAL SERVICE Market Test of Experimental Product: ``First-Class Tracer'' AGENCY: Postal Service \\TM\\. ACTION: Notice. SUMMARY: The Postal Service gives notice of a market test of an experimental... ``First-Class Tracer'' experimental product on or after December 7, 2011. The Postal Service has filed...

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education.

PubMed

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-09-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students' perceived autonomy and intrinsic motivation.

An Evaluation of Aviation Maintenance Fatigue Countermeasures Training

DTIC Science & Technology

2013-05-01

home and work), and reaction to the training experience . METHOD A quasi-experimental5 one - group pretest - posttest design with a follow-up assessment...the instructor led a group discussion and then reviewed the content with the class before conducting a check on understanding and knowledge with...Questionnaires were administered up to one week before training, at the end of training, and six weeks following training. The training was effective in

Investigating the Effectiveness of Storylines Embedded within a Context-Based Approach: The Case for the Periodic Table

ERIC Educational Resources Information Center

Demircioglu, Hulya; Demircioglu, Gokhan; Calik, Muammar

2009-01-01

We investigated the effect of the context-based approach on 9th grade students' conceptions of the Periodic Table. Within a nonequivalent pretest-posttest control group design the study was conducted with 80 grade 9 students (aged 15-16) drawn from two classes (39 and 41 students) in a high school in Turkey. The experimental group was exposed to…

The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

PubMed

Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

2018-02-21

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Effectiveness of Jigsaw learning compared to lecture-based learning in dental education.

PubMed

Sagsoz, O; Karatas, O; Turel, V; Yildiz, M; Kaya, E

2017-02-01

The objective of this study was to evaluate the success levels of students using the Jigsaw learning method in dental education. Fifty students with similar grade point average (GPA) scores were selected and randomly assigned into one of two groups (n = 25). A pretest concerning 'adhesion and bonding agents in dentistry' was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for 3 weeks. At the same time, the control group was taking classes using the lecture-based learning method. At the end of the 3 weeks, all students were retested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test. No significant difference was determined between the Jigsaw and lecture-based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, success with the Jigsaw method was significantly higher than that with the lecture-based method. The Jigsaw method is as effective as the lecture-based method. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Predictors of co-occurring risk behavior trajectories among economically disadvantaged African-American youth: contextual and individual factors.

PubMed

Sterrett, Emma M; Dymnicki, Allison B; Henry, David; Byck, Gayle R; Bolland, John; Mustanski, Brian

2014-09-01

African-American youth, particularly those from low-income backgrounds, evidence high rates of negative outcomes associated with three problem behaviors, conduct problems, risky sexual behavior, and substance use. This study used a contextually tailored version of problem behavior theory (PBT) to examine predictors of the simultaneous development of problem behaviors in this specific cultural group. Sociocontextual and individual variables representing four PBT predictor categories, controls protection, support protection, models risk, and vulnerability risk, were examined as predictors of co-occurring problem behaviors among economically disadvantaged African-American adolescents (n = 949). Specifically, the likelihood of following three classes of multiple problem behavior trajectories spanning ages 12-18, labeled the "early experimenters," "increasing high risk-takers," and "adolescent-limited" classes, as opposed to a "normative" class, was examined. Among other findings, controls protection in the form of a more stringent household curfew at age 12 was related to a lower likelihood of being in the "early experimenters" and "increasing high risk-takers" classes. Conversely, vulnerability risk manifested as stronger attitudes of violence inevitability was associated with a higher likelihood of being in the "early experimenters" class. However, the PBT category of support protection was not associated with risk trajectory class. More distal neighborhood-level manifestations of PBT categories also did not predict co-occurring behavior problems. Guided by an incorporation of contextually salient processes into PBT, prevention programs aiming to decrease co-occurring problem behaviors among low-income African-American adolescents would do well to target both proximal systems and psychological constructs related to perceived security throughout adolescence. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Multi-class Mode of Action Classification of Toxic Compounds Using Logic Based Kernel Methods.

PubMed

Lodhi, Huma; Muggleton, Stephen; Sternberg, Mike J E

2010-09-17

Toxicity prediction is essential for drug design and development of effective therapeutics. In this paper we present an in silico strategy, to identify the mode of action of toxic compounds, that is based on the use of a novel logic based kernel method. The technique uses support vector machines in conjunction with the kernels constructed from first order rules induced by an Inductive Logic Programming system. It constructs multi-class models by using a divide and conquer reduction strategy that splits multi-classes into binary groups and solves each individual problem recursively hence generating an underlying decision list structure. In order to evaluate the effectiveness of the approach for chemoinformatics problems like predictive toxicology, we apply it to toxicity classification in aquatic systems. The method is used to identify and classify 442 compounds with respect to the mode of action. The experimental results show that the technique successfully classifies toxic compounds and can be useful in assessing environmental risks. Experimental comparison of the performance of the proposed multi-class scheme with the standard multi-class Inductive Logic Programming algorithm and multi-class Support Vector Machine yields statistically significant results and demonstrates the potential power and benefits of the approach in identifying compounds of various toxic mechanisms. Copyright © 2010 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Electric explosion of fine wires: Three groups of materials

DOE Office of Scientific and Technical Information (OSTI.GOV)

Romanova, V. M., E-mail: vmr@inbox.ru; Ivanenkov, G. V.; Mingaleev, A. R.

2015-08-15

Experimental data demonstrating differences in the structures of channels formed during nanosecond discharges through fine wires made of different materials are presented. In addition to the traditional two classes of metals and alloys (the copper and tungsten groups), a new class is proposed to which materials of the nickel type belong. Their properties combine the characteristic properties of the two traditional groups, due to which they occupy an intermediate position between the latter. This manifests itself in the unstable character of explosion, the type of which can change drastically when changing the ambient medium or other conditions. Most of themore » reported results were obtained at a small setup with maximum values of the current and voltage of 10 kA and 20 kV, respectively, the current rise time being about 300 ns. An attempt is made to construct a scenario of the development of a nanosecond explosion that would make it possible to qualitatively describe the formation of the discharge channel structure. The analysis is based on the recent experimental results indicating that the cores formed in the course of the discharge have a tubular structure.« less

Investigation of Proprioceptor Stimulation.

ERIC Educational Resources Information Center

Caukins, Sivan E.; And Others

A research proposal to study the effect of multisensory teaching methods in first-grade reading is presented. The focus is on sex differences in learning and in multisensory approaches to teaching. The project will involve 10 experimental and 10 control first-grade classes in several Southern California schools. Both groups will be given IQ,…

The Effect of Cooperative Groups on Math Anxiety

ERIC Educational Resources Information Center

Batton, Melissa

2010-01-01

Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

Standing in Someone Else's Shoes.

ERIC Educational Resources Information Center

Sgambato, Vic

1989-01-01

A sixth grade class is divided into two groups on the basis of eye color. On succeeding days, brown-eyed and blue-eyed students are treated either preferentially or with prejudice. The experimental lesson is repeated in a parent student workshop, where students lead the discussion of discrimination and bias. (AF)

Attitudes toward Physical Activity among College Students.

ERIC Educational Resources Information Center

Mowatt, Marilyn; And Others

1988-01-01

Attitudes toward physical activity among 564 undergraduate and graduate students were primarily influenced by gender, year in school, activity class enrollment, and the passage of time. An experimental group, which received mini-lectures on the scientific bases of exercise, showed little significant change in attitude. The survey instrument is…

Whole Class Laboratories: More Examples

ERIC Educational Resources Information Center

Kouh, Minjoon

2016-01-01

Typically, introductory physics courses are taught with a combination of lectures and laboratories in which students have opportunities to discover the natural laws through hands-on activities in small groups. This article reports the use of Google Drive, a free online document-sharing tool, in physics laboratories for pooling experimental data…

Genomic analysis of bifunctional Class C-Class D β-lactamases in environmental bacteria.

PubMed

Silveira, Melise Chaves; Catanho, Marcos; Miranda, Antônio Basílio de

2018-01-01

β-lactamases, which are found in several bacterial species and environments, are the main cause of resistance to β-lactams in Gram-negative bacteria. In 2009, a protein (LRA-13) with two β-lactamase domains (one class C domain and one class D domain) was experimentally characterised, and an extended action spectrum against β-lactams consistent with two functional domains was found. Here, we present the results of searches in the non-redundant NCBI protein database that revealed the existence of a group of homologous bifunctional β-lactamases in the genomes of environmental bacteria. These findings suggest that bifunctional β-lactamases are widespread in nature; these findings also raise concern that bifunctional β-lactamases may be transferred to bacteria of clinical importance through lateral gene transfer mechanisms.

Novel Computational Protocols for Functionally Classifying and Characterising Serine Beta-Lactamases

PubMed Central

Das, Sayoni; Dawson, Natalie L.; Dobrijevic, Dragana; Orengo, Christine

2016-01-01

Beta-lactamases represent the main bacterial mechanism of resistance to beta-lactam antibiotics and are a significant challenge to modern medicine. We have developed an automated classification and analysis protocol that exploits structure- and sequence-based approaches and which allows us to propose a grouping of serine beta-lactamases that more consistently captures and rationalizes the existing three classification schemes: Classes, (A, C and D, which vary in their implementation of the mechanism of action); Types (that largely reflect evolutionary distance measured by sequence similarity); and Variant groups (which largely correspond with the Bush-Jacoby clinical groups). Our analysis platform exploits a suite of in-house and public tools to identify Functional Determinants (FDs), i.e. residue sites, responsible for conferring different phenotypes between different classes, different types and different variants. We focused on Class A beta-lactamases, the most highly populated and clinically relevant class, to identify FDs implicated in the distinct phenotypes associated with different Class A Types and Variants. We show that our FunFHMMer method can separate the known beta-lactamase classes and identify those positions likely to be responsible for the different implementations of the mechanism of action in these enzymes. Two novel algorithms, ASSP and SSPA, allow detection of FD sites likely to contribute to the broadening of the substrate profiles. Using our approaches, we recognise 151 Class A types in UniProt. Finally, we used our beta-lactamase FunFams and ASSP profiles to detect 4 novel Class A types in microbiome samples. Our platforms have been validated by literature studies, in silico analysis and some targeted experimental verification. Although developed for the serine beta-lactamases they could be used to classify and analyse any diverse protein superfamily where sub-families have diverged over both long and short evolutionary timescales. PMID:27332861

Application of Two Intervention Programs in Order to Optimize Motivation and to Improve Eating Habits in Adult and Elderly Women.

PubMed

Leyton, Marta; Batista, Marco; Lobato, Susana; Aspano, Mª Isabel; Jiménez, Ruth

2017-10-01

The objective of this study was to analyse the effectiveness of two intervention programs: a physical exercise program with strategies to support the three basic psychological needs (autonomy, competence and relatedness); and a physical exercise program with nutritional education in order to improve the lifestyles of adult and elderly women who practiced functional maintenance. The Self-Determination Theory was applied as the theoretical framework. A sample of 135 women aged between 40 and 88 years (59.66 ± 10.76) who enrolled in a 12-week functional maintenance program and attended 24 exercise classes took part in the study. A quasi-experimental study was performed where strategies to support the three basic psychological needs were applied to one group and strategies for the improvement of eating habits were applied to the other group. No strategy was applied to the control group. The main results showed an improvement in experimental groups I and II when compared to the control group regarding the variables of autonomy, competence, intrinsic regulation, identified regulation, introjected regulation, external regulation and eating habits, after the application of the intervention programs. The conclusion is that both intervention programs were successful with this project's participants and that it is crucial to promote such intervention programs in functional maintenance classes, as they foster healthy lifestyles among participants.

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

Highly diverse, massive organic data as explored by a composite QSPR strategy: an advanced study of boiling point.

PubMed

Ivanova, A A; Ivanov, A A; Oliferenko, A A; Palyulin, V A; Zefirov, N S

2005-06-01

An improved strategy of quantitative structure-property relationship (QSPR) studies of diverse and inhomogeneous organic datasets has been proposed. A molecular connectivity term was successively corrected for different structural features encoded in fragmental descriptors. The so-called solvation index 1chis (a weighted Randic index) was used as a "leading" variable and standardized molecular fragments were employed as "corrective" class-specific variables. Performance of the new approach was illustrated by modelling a dataset of experimental normal boiling points of 833 organic compounds belonging to 20 structural classes. Firstly, separate QSPR models were derived for each class and for eight groups of structurally similar classes. Finally, a general model formed by combining all the classes together was derived (r2=0.957, s=12.9degreesC). The strategy outlined can find application in QSPR analyses of massive, highly diverse databases of organic compounds.

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

Impact of a health education program for secondary school Saudi girls about menstruation at Riyadh city.

PubMed

Fetohy, Ebtisam M

2007-01-01

An experimental study was conducted to assess the impact and suitability of menstrual education program (MEP) for 1st and 2nd graders at a girls' secondary school in Riyadh city. The MEP was conducted on 5 classes, through one session and one assessment. The results revealed that the mean scores of knowledge, attitude and practice of the intervention classes (1st and 2nd graders) were significantly higher than that of the control classes. Stepwise linear regression models show that the age of menarche and grade were the predictors of students' knowledge among the control group and explained 7.8% of the variation of the knowledge score. Knowledge was a predictor of students' attitude of both groups (control and intervention) (beta = 0.359, 0.300 respectively). Knowledge was also a predictor of students' menstrual practice among control group (beta = -2.12). Attitude was a predictor of students' menstrual practice for both groups (beta = 0.360, 0.252 respectively). The study recommended the replication of the same program among elementary, preparatory, and other secondary schools for improvement of students' menstrual knowledge, attitudes and practice.

Effect of a 16-week Bikram yoga program on perceived stress, self-efficacy and health-related quality of life in stressed and sedentary adults: A randomised controlled trial.

PubMed

Hewett, Zoe L; Pumpa, Kate L; Smith, Caroline A; Fahey, Paul P; Cheema, Birinder S

2018-04-01

The purpose of this study was to investigate the effect of 16 weeks of Bikram yoga on perceived stress, self-efficacy and health related quality of life (HRQoL) in sedentary, stressed adults. 16 week, parallel-arm, randomised controlled trial with flexible dosing. Physically inactive, stressed adults (37.2±10.8 years) were randomised to Bikram yoga (three to five classes per week) or control (no treatment) group for 16 weeks. Outcome measures, collected via self-report, included perceived stress, general self-efficacy, and HRQoL. Outcomes were assessed at baseline, midpoint and completion. Individuals were randomised to the experimental (n=29) or control group (n=34). Average attendance in the experimental group was 27±18 classes. Repeated measure analyses of variance (intention-to-treat) demonstrated significantly improved perceived stress (p=0.003, partial η 2 =0.109), general self-efficacy (p=0.034, partial η 2 =0.056), and the general health (p=0.034, partial η 2 =0.058) and energy/fatigue (p=0.019, partial η 2 =0.066) domains of HRQoL in the experimental group versus the control group. Attendance was significantly associated with reductions in perceived stress, and an increase in several domains of HRQoL. 16 weeks of Bikram yoga significantly improved perceived stress, general self-efficacy and HRQoL in sedentary, stressed adults. Future research should consider ways to optimise adherence, and should investigate effects of Bikram yoga intervention in other populations at risk for stress-related illness. Australia New Zealand Clinical Trials Registry ACTRN12616000867493. Registered 04 July 2016. URL: http://www.anzctr.org.au/ACTRN12616000867493.aspx. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Learning ion solid interactions hands-on: An activity based, inquiry oriented, graduate course

NASA Astrophysics Data System (ADS)

Braunstein, Gabriel

2005-12-01

Experimental work, using state of the art instrumentation, is integrated with lectures in a "real life", learning by discovery approach, in the Ion-Solid Interactions graduate/undergraduate course offered by the Department of Physics of the University of Central Florida. The lecture component of the course covers the underlying physical principles, and related scientific and technological applications, associated with the interaction of energetic ions with matter. In the experimental section the students form small groups and perform a variety of projects, experimental and computational, as part of a participative, inquiry oriented, learning process. In the most recent offering of the class, the students deposited a compound semiconductor thin film by dual-gun sputtering deposition, where each group aimed at a different stoichiometry of the same compound (Zn1-xSxOy). Then they analyzed the composition using Rutherford backscattering spectrometry, measured electrical transport properties using Hall effect and conductivity measurements, and determined the band gap using spectrophotometry. Finally the groups shared their results and each wrote a 'journal-like' technical article describing the entire work. In a different assignment, each group also developed a Monte Carlo computer program ('TRIM-like') to simulate the penetration of ions into a solid, in ion implantation, calculating the stopping cross-sections with approximate models, taught in class, which can be analytically solved. The combination of classroom/laboratory activities is very well received by the students. They gain real life experience operating state of the art equipment, and working in teams, while performing research-like projects, and simultaneously they learn the theoretical foundations of the discipline.

Experimental AMO physics in undergraduate optics and lasers courses

NASA Astrophysics Data System (ADS)

Hoyt, Chad

2017-04-01

This talk will describe experimental AMO research projects in undergraduate Lasers and Optics courses at Bethel University. The courses, which include a comprehensive lecture portion, are built on open-ended projects that have a novel aspect. Classes begin with four weeks of small student groups rotating between several standard laser and optics laboratory exercises. These may include, for example, alignment and characterization of a helium neon laser and measurements with a Michelson interferometer or a scanning Fabry-Pérot optical cavity. During the following seven weeks of the course, student groups (2-4 people) choose and pursue research questions in the lab. Their work culminates in a group manuscript and a twenty-minute presentation to the class. Projects in the spring, 2016 Optics course included experiments with ultracold lithium atoms in a magneto-optical trap, a prototype, portable, mode-locked erbium fiber laser, a home-built fiber laser frequency comb, double-slit imaging with single photons, and digital holographic tweezers (led by Nathan Lindquist). Projects in the spring, 2015 Lasers course included ultrafast optics with a mode-locked erbium fiber laser, quantum optics, surface plasmon lasers (led by Nathan Lindquist) and a low-cost, near-infrared spectrometer. Several of these projects are related to larger scale, funded research in the physics department. The format and experience in Lasers and Optics is representative of other upper-level courses at Bethel, including Fluid Mechanics and Computer Methods. A physics education research group from the University of Colorado evaluated the spring, 2015 Lasers and 2016 Optics courses. They focused on student experimental attitudes and measurements of student project ownership.

High School and Undergraduate Participation in Field Experiments as a Means of Teaching Global Change Science

NASA Astrophysics Data System (ADS)

Chiariello, N. R.; Gomez, W.; Field, C. B.

2004-12-01

Field experiments offer unique opportunities to teach undergraduates and high school students many of the principles and methods of global change science. The Jasper Ridge Global Change Experiment (JRGCE) studies the response of California grassland to four environmental factors changing globally, and has emphasized a tiered program of outreach that combines curriculum supplements, demonstration tours, sample data sets, and internship opportunities. The program emphasizes translating a complex environmental question into an experiment. High school outreach by the JRGCE has focused on the environmental studies classes at a nearby public high school. Students begin with background material via a website and in-class sessions that focus on global and regional changes in the four environmental factors incorporated in the experiment: warming, elevated CO2, increased precipitation, and nitrogen deposition. Each class also visits the experiment to see and discuss many aspects of experimental design: environmental heterogeneity, the importance of replication and randomization, the role of experimental controls, the possibility of experimental artifacts, the importance of minimally disruptive measurements, and the complexity of ecosystems and their responses to experimental treatments. These demonstration tours also emphasize hands-on measurements to illustrate how ecosystem responses to global change are quantified across a wide range of mechanisms. Finally, students use data from the experiment to test for effects of the treatments. For undergraduate classes, outreach focuses on either broad-based or more specialized demonstration tours to support their already well-developed curriculum. A few strongly interested high school students and undergraduates also conduct studies within the JRGCE under the supervision of a graduate student, postdoc, or professor. These educational activities depend crucially on three factors: 1) involvement of many members of the experiment team so that demonstration tours can be subdivided into small groups, 2) communication skills of dedicated volunteers to create and implement a broad set of educational materials, and 3) collaboration with participating teachers so that the activities merge with their curriculum. Feedback from students suggests that the outreach has been most successful when small groups of students are in the field with volunteers or researchers who engage them in well-crafted thought experiments or hands-on measurements.

Accelerated tooth movement with piezocision and its periodontal-transversal effects in patients with Class II malocclusion.

PubMed

Aksakalli, Sertac; Calik, Berra; Kara, Burcak; Ezirganli, Seref

2016-01-01

To compare the extent of canine distalization and the transversal changes, postdistalization gingival indices, and mobility scores between patients who were undergoing orthodontic treatment involving upper premolar extraction with (experimental group) or without piezocision. Twenty maxillary canines of 10 patients were evaluated with split mouth design. Pre- and postdistalization dental casts were prepared and scanned with an orthodontic scanner to compare the extent of distalization and transversal changes between the two groups. The pre- and postdistalization gingival indices and mobility scores were also calculated. Three-dimensional analysis of the models revealed significant differences in tooth movement (lesser anchorage loss and greater canine distalization) between the experimental and control groups. Furthermore, the distalization time was shortened in the experimental group. There were no differences in the transversal changes, pre- and postdistalization gingival indices, or mobility scores between groups. Piezocision-assisted distalization accelerates tooth movement, decreases the anchorage loss for posterior teeth, and does not induce any maxillary transversal change. Moreover, piezocision does not have any adverse effects on periodontal health.

Effects of 28 weeks of high-intensity interval training during physical education classes on cardiometabolic risk factors in Chilean schoolchildren: a pilot trial.

PubMed

Delgado-Floody, Pedro; Espinoza-Silva, Miguel; García-Pinillos, Felipe; Latorre-Román, Pedro

2018-04-21

The purpose of this investigation was to determine the effects of 28 weeks of high-intensity interval training (HIIT) during physical education classes on the weight status, cardiorespiratory capacity, and blood pressure of overweight and obese schoolchildren. The participants included 197 schoolchildren (108 girls and 89 boys) aged between 6 and 11 years (8.39 ± 1.15 years) in four groups: experimental group 1 (EG1) = 59 overweight schoolchildren; experimental group 2 (EG2) = 92 obese schoolchildren; control group 1 (CG1) = 17 overweight children; and control group 2 (CG2) = 29 obese schoolchildren. The participants in the EGs carried out HIIT twice per week for 28 weeks. After the 28-week intervention, the participants showed significant reductions in body mass index (p < 0.001). Waist circumference of boys in EG2 and waist-to-height ratio of girls in EG2 was significantly reduced (p < 0.05). Body fat percentage diminished, for girls in both groups and boys in EG2 (p < 0.05). Furthermore, the program significantly reduced the number of hypertensive schoolchildren (p = 0.001) and reduced the percentage of obese schoolchildren. The distance covered in the 6-min walk test improved significantly for girls in EG1 and EG2 (p < 0.05) and boys in EG2. The 28-week HIIT program caused significant improvements in the cardiorespiratory capacity, anthropometric variables, and blood pressure levels of overweight and obese children. What is Known: • High-intensity interval training (HIIT) programs improve health, but investigations have used relatively short intervention periods. What is New: • The 28-week period (a large intervention period) of HIIT-based games during physical education classes caused significant improvements in cardiorespiratory capacity, anthropometric variables, and blood pressure levels of overweight and obese schoolchildren.

Flippin' Fluid Mechanics - Quasi-experimental Pre-test and Post-test Comparison Using Two Groups

NASA Astrophysics Data System (ADS)

Webster, D. R.; Majerich, D. M.; Luo, J.

2014-11-01

A flipped classroom approach has been implemented in an undergraduate fluid mechanics course. Students watch short on-line videos before class, participate in active in-class problem solving (in dyads), and complete individualized on-line quizzes weekly. In-class activities are designed to achieve a trifecta of: 1. developing problem solving skills, 2. learning subject content, and 3. developing inquiry skills. The instructor and assistants provide critical ``just-in-time tutoring'' during the in-class problem solving sessions. Comparisons are made with a simultaneous section offered in a traditional mode by a different instructor. Regression analysis was used to control for differences among students and to quantify the effect of the flipped fluid mechanics course. The dependent variable was the students' combined final examination and post-concept inventory scores and the independent variables were pre-concept inventory score, gender, major, course section, and (incoming) GPA. The R-square equaled 0.45 indicating that the included variables explain 45% of the variation in the dependent variable. The regression results indicated that if the student took the flipped fluid mechanics course, the dependent variable (i.e., combined final exam and post-concept inventory scores) was raised by 7.25 points. Interestingly, the comparison group reported significantly more often that their course emphasized memorization than did the flipped classroom group.

Implementation of Flipped Education into Turkish EFL Teaching Context

ERIC Educational Resources Information Center

Boyraz, Serkan; Ocak, Gürbüz

2017-01-01

This study aims to search for the effect of Flipped Classroom/Education (FC) on academic success and retention of knowledge in EFL context and learner opinions about this new teaching approach. Research includes two groups studying at compulsory English preparation class in 2013-2014 academic year. The research employs a quasi-experimental method…

Effect of Training in Math Metacognitive Strategy on Fractional Achievement of Nigerian Schoolchildren

ERIC Educational Resources Information Center

Onu, V. C.; Eskay, M.; Igbo, J. N.; Obiyo, N.; Agbo, O.

2012-01-01

This study examined the effect of training in math metacognition on fractional mathematics among primary school pupils, with a quasi-experimental design, specifically a post-test only control group design. Two intact classes were randomly selected and assigned to treatment and control conditions. Sixty primary six pupils constituted the sample…

The Development of Gamified Learning Activities to Increase Student Engagement in Learning

ERIC Educational Resources Information Center

Poondej, Chanut; Lerdpornkulrat, Thanita

2016-01-01

In the literature, the potential efficacy of the gamification of education has been demonstrated. The aim of this study was to explore the influence of applying gamification techniques to increase student engagement in learning. The quasi-experimental nonequivalent-control group design was used with 577 undergraduate students from six classes. The…

Evidence Based Bullying Prevention in Turkey: Implementation of the ViSC Social Competence Program

ERIC Educational Resources Information Center

Dogan, Aysun; Keser, Eda; Sen, Zeynep; Yanagida, Takuya; Gradinger, Petra; Strohmeier, Dagmar

2017-01-01

The ViSC program is the first evidence based anti-bullying program implemented in Turkey. A quasi-experimental longitudinal control group design comprising six schools and 26 classes was realized to examine the program effectiveness regarding different forms of perpetration and victimization. The effectiveness of two dosages of…

Using a Computer Animation to Teach High School Molecular Biology

ERIC Educational Resources Information Center

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

2008-01-01

We present an active way to use a computer animation in secondary molecular genetics class. For this purpose we developed an activity booklet that helps students to work interactively with a computer animation which deals with abstract concepts and processes in molecular biology. The achievements of the experimental group were compared with those…

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…

Location Based Services for Outdoor Ecological Learning System: Design and Implementation

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Lin, Chih-Cheng; Feng, Ruei-Ting; Li, Kun Jing

2010-01-01

This paper aimed to demonstrate how location-based services were implemented in ubiquitous outdoor ecological learning system. In an elementary school in northern Taiwan, two fifth grade classes on an ecology project were randomly selected: The experimental group could access the ecological learning system on hand-held devices while the control…

Application of multimedia-based exercise programmes focused on improvement of the schoolgirls' musculoskeletal system during breaks between classes

NASA Astrophysics Data System (ADS)

Bendíková, Elena

2017-11-01

This pilot study presents theoretical basis related to the purpose and methodology of the presented research the aim of which is to point to the importance of multimedia-based physical activity (exercise programme) done during breaks between classes. The purpose of this programme is to prevent occurrence of functional disorders of the musculoskeletal system among schoolchildren. The experimental and control groups were composed of the female students of the third grade at one secondary school in the town of L. Mikuláš. We obtained the data by means of standardized methods used for assessment of the musculoskeletal system in medical and physical education practice. The obtained qualitative and quantitative data were processed by means of the chi-squared test and the non-parametric Wilcoxon signed-rank test. The results significantly (p<0.01) proved a positive effect of the multimedia-based exercise programme on the experimental group (Mwwtest=8.639, p<0.01), especially the positive and significant (p<0.01, p<0.05) effect on the functional status of the muscular system.

A Reverse Hawthorne Effect in Educational Evaluation

ERIC Educational Resources Information Center

Zdep, Stanley M.; Irvine, Sidney H.

1970-01-01

In an evaluation of the effectiveness of broadcasting media in education the control class achieved higher posttest scores than the experimental classes. These results suggest that when experimental and control classes are housed at the same location, teachers of control classes may and can motivate their students so that their classes no longer…

VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan

DTIC Science & Technology

2014-06-01

1472G. VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan and Preliminary Results © Her Majesty the Queen in Right of...19 th International Command and Control Research and Technology Symposium Title: VICTORIA Class Submarine Human-in-the-Loop...TYPE 3. DATES COVERED 00-00-2014 to 00-00-2014 4. TITLE AND SUBTITLE VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan 5a. CONTRACT

The Effect of Concept Attainment Model on Mathematically Critical Thinking Ability of The University Students

NASA Astrophysics Data System (ADS)

Angraini, L. M.; Kartasasmita, B.; Dasari, D.

2017-02-01

This study examined the university students’ mathematically critical thinking ability through Concept Attainment Model learning. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two ways were used to analyse the data. The results of this study showed that (1) there is no difference grade on the student’s mathematical critical thinking ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical critical thinking ability of experimental classes based on their mathematical early ability (3) there is no interaction between the learning that is used with the students’ mathematical early ability on the students’ mathematical critical thinking ability.

The effect of perinatal education on Iranian mothers' stress and labor pain.

PubMed

Firouzbakht, Mozhgan; Nikpour, Maryam; Salmalian, Hajar; Ledari, Farideh Mohsenzadeh; Khafri, Sorya

2013-10-14

Lack of sufficient knowledge about the unknowns of pregnancy increases stress and requires more medical interventions. This study was conducted to assess the effects of prenatal education on mothers' stress and labor. This clinical trial was conducted to study 195 women (132 in the control group and 63 in the experimental group) who had attended healthcare centers in the city of Amol after their 16th gestational week. The experimental group participated in educational classes to learn how to experience a safe childbirth for 6-8 sessions of 1.5 hours almost every three weeks. The control group received only a routine care, pain assessment scales like Visual Analogue Scale (VAS) and McGill questionnaire, and Hospital Anxiety and Depression Scale (HADS) were employed to collect data. The data were analyzed using SPSS software through t-test and Chi Square test to compare the groups. The results of the t-test showed a meaningful difference in levels of stress felt by the experimental group compared to control group (p=0.002). The Visual Analogue Scale suggested that in the transitional stages (8-10 cm cervical dilation), the level of pain felt by the experimental group was meaningfully lower than that felt by the control group (p=0.03). However, this was not significantly different between the two groups at 3-4 cm cervical dilation and the second stage of childbirth. The McGill scale's results for measuring pain levels, proved a meaningful difference between the experimental group and the control group (p=0.018).Educational and supportive interventions increased mothers' knowledge during pregnancy and reduced their fear of unknown environment and people. These trained women learned how to effectively overcome their problems and labor pain.

Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research.

PubMed

Kappes Ramirez, Maria Soledad

2018-02-01

An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cyber bullying prevention: intervention in Taiwan.

PubMed

Lee, Ming-Shinn; Zi-Pei, Wu; Svanström, Leif; Dalal, Koustuv

2013-01-01

This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student's knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student's knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying. The intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted.

Enamel remineralization on teeth adjacent to Class II glass ionomer restorations.

PubMed

Segura, A; Donly, K J; Stratmann, R G

1997-10-01

To examine the in vitro remineralization of incipient carious lesions on teeth adjacent interproximally to teeth with Class II glass ionomer cement restorations. Artificial carious lesions were created at the contact area of 30 teeth. Ten teeth had Class II glass ionomer cement/resin composite restorations placed, 10 teeth had Class II glass ionomer silver cermet restorations placed and 10 teeth had Class II amalgam restorations placed. Sections 100 microns thick were obtained longitudinally through the caries sites and polarized photomicrographs were taken in imbibition media of water and Thoulet's (R.I. 1.41 and 1.47) solutions, representing 5%, 10% and 25% pore volume respectively. Varnish was placed on the section, leaving only the external section site exposed, then sections were situated back into the original tooth. The restored teeth were abutted to the carious tooth so that the restorations came into contact with the adjacent restoration. The specimens were placed into closed environments of artificial saliva for 14 days, then were photographed again under polarized light and areas of the carious lesions were quantitated. An ANOVA indicated significant variance in adjacent tooth remineralization, when comparing the experimental groups, in imbibition media of water (P < 0.05), Thoulet's 1.41 solution (P < 0.008) and Thoulet's 1.47 solution (P < 0.006). Duncan's multiple range test demonstrated the glass ionomer cement/resin composite group to have significantly greater decrease in pore volume (P < 0.05) than the amalgam control group in water imbibition media and Thoulet's 1.47 media. There was no statistically significant difference between the glass ionomer cement/resin composite and glass ionomer silver cermet groups in these two imbibition media. The glass ionomer cement/resin composite group demonstrated significantly more (P < 0.05) decrease in pore volume than both the glass ionomer silver cermet group and amalgam control group in Thoulet's 1.47 imbibition media.

Symmetry analysis of strain, electric and magnetic fields in the Bi2Se3-class of topological insulators

NASA Astrophysics Data System (ADS)

Rosdahl Brems, Mathias; Paaske, Jens; Lunde, Anders Mathias; Willatzen, Morten

2018-05-01

Based on group theoretical arguments we derive the most general Hamiltonian for the Bi2Se3-class of materials including terms to third order in the wave vector, first order in electric and magnetic fields, first order in strain and first order in both strain and wave vector. We determine analytically the effects of strain on the electronic structure of Bi2Se3. For the most experimentally relevant surface termination we analytically derive the surface state (SS) spectrum, revealing an anisotropic Dirac cone with elliptical constant energy contours giving rise to a direction-dependent group velocity. The spin-momentum locking of strained Bi2Se3 is shown to be modified. Hence, strain control can be used to manipulate the spin degree of freedom via the spin–orbit coupling. We show that for a thin film of Bi2Se3 the SS band gap induced by coupling between the opposite surfaces changes opposite to the bulk band gap under strain. Tuning the SS band gap by strain, gives new possibilities for the experimental investigation of the thickness dependent gap and optimization of optical properties relevant for, e.g., photodetector and energy harvesting applications. We finally derive analytical expressions for the effective mass tensor of the Bi2Se3 class of materials as a function of strain and electric field.

Pure-quartic solitons

PubMed Central

Blanco-Redondo, Andrea; Martijn, de Sterke C.; Sipe, J.E.; Krauss, Thomas F.; Eggleton, Benjamin J.; Husko, Chad

2016-01-01

Temporal optical solitons have been the subject of intense research due to their intriguing physics and applications in ultrafast optics and supercontinuum generation. Conventional bright optical solitons result from the interaction of anomalous group-velocity dispersion and self-phase modulation. Here we experimentally demonstrate a class of bright soliton arising purely from the interaction of negative fourth-order dispersion and self-phase modulation, which can occur even for normal group-velocity dispersion. We provide experimental and numerical evidence of shape-preserving propagation and flat temporal phase for the fundamental pure-quartic soliton and periodically modulated propagation for the higher-order pure-quartic solitons. We derive the approximate shape of the fundamental pure-quartic soliton and discover that is surprisingly Gaussian, exhibiting excellent agreement with our experimental observations. Our discovery, enabled by precise dispersion engineering, could find applications in communications, frequency combs and ultrafast lasers. PMID:26822758

Evaluation of a Gait Assessment Module Using 3D Motion Capture Technology

PubMed Central

Baskwill, Amanda J.; Belli, Patricia; Kelleher, Leila

2017-01-01

Background Gait analysis is the study of human locomotion. In massage therapy, this observation is part of an assessment process that informs treatment planning. Massage therapy students must apply the theory of gait assessment to simulated patients. At Humber College, the gait assessment module traditionally consists of a textbook reading and a three-hour, in-class session in which students perform gait assessment on each other. In 2015, Humber College acquired a three-dimensional motion capture system. Purpose The purpose was to evaluate the use of 3D motion capture in a gait assessment module compared to the traditional gait assessment module. Participants Semester 2 massage therapy students who were enrolled in Massage Theory 2 (n = 38). Research Design Quasi-experimental, wait-list comparison study. Intervention The intervention group participated in an in-class session with a Qualisys motion capture system. Main Outcome Measure(s) The outcomes included knowledge and application of gait assessment theory as measured by quizzes, and students’ satisfaction as measured through a questionnaire. Results There were no statistically significant differences in baseline and post-module knowledge between both groups (pre-module: p = .46; post-module: p = .63). There was also no difference between groups on the final application question (p = .13). The intervention group enjoyed the in-class session because they could visualize the content, whereas the comparison group enjoyed the interactivity of the session. The intervention group recommended adding the assessment of gait on their classmates to their experience. Both groups noted more time was needed for the gait assessment module. Conclusions Based on the results of this study, it is recommended that the gait assessment module combine both the traditional in-class session and the 3D motion capture system. PMID:28293329

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

NASA Astrophysics Data System (ADS)

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

2015-02-01

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

The effects of antenatal education on fear of childbirth, maternal self-efficacy and post-traumatic stress disorder (PTSD) symptoms following childbirth: an experimental study.

PubMed

Gökçe İsbir, Gözde; İnci, Figen; Önal, Hatice; Yıldız, Pelin Dıkmen

2016-11-01

Fear of birth and low childbirth self-efficacy is predictive of post-traumatic stress disorder symptoms following childbirth. The efficacy of antenatal education classes on fear of birth and childbirth self-efficacy has been supported; however, the effectiveness of antenatal classes on post-traumatic stress disorder symptoms after childbirth has received relatively little research attention. This study examined the effects of antenatal education on fear of childbirth, maternal self-efficacy and post-traumatic stress disorder symptoms following childbirth. Quasi-experimental study. The study was conducted in a city located in the Middle Anatolia region of Turkey and data were collected between December 2013 and May 2015. Two groups of women were compared-an antenatal education intervention group (n=44), and a routine prenatal care control group (n=46). The Wijma Delivery Expectancy/Experience Questionnaire, Version A and B, Childbirth Self-efficacy Inventory and Impact of Event Scale-Revised was used to assess fear of childbirth, maternal self-efficacy and PTSD symptoms following childbirth. Compared to the control group, women who attended antenatal education had greater childbirth self-efficacy, greater perceived support and control in birth, and less fear of birth and post-traumatic stress disorder symptoms following childbirth (all comparisons, p<0.05). Antenatal education appears to alleviate post-traumatic stress disorder symptoms after childbirth. Copyright © 2016 Elsevier Inc. All rights reserved.

The Uses of Teaching Games in Game Theory Classes and Some Experimental Games.

ERIC Educational Resources Information Center

Shubik, Martin

2002-01-01

Discusses the use of lightly controlled games, primarily in classes in game theory. Considers the value of such games from the viewpoint of both teaching and experimentation and discusses context; control; pros and cons of games in teaching; experimental games; and games in class, including cooperative game theory. (Author/LRW)

The Use of Conceptual Change Text toward Students’ Argumentation Skills in Learning Sound

NASA Astrophysics Data System (ADS)

Sari, B. P.; Feranie, S.; Winarno, N.

2017-09-01

This research aim is to investigate the effect of Conceptual Change Text toward students’ argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one control group (N=21) and one experimental group (N=21) were involves in this research. The learning model that used in both classes is demonstration model which included teacher explanation and examples, the difference only in teaching materials. In experiment group learn with Conceptual Change Text, while control group learn with conventional book which is used in school. The results showed that Conceptual Change Text instruction was better than the conventional book to improved students’ argumentation skills of sound concept. Based on this results showed that Conceptual Change Text instruction can be an alternative tool to improve students’ argumentation skills significantly.

Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study.

PubMed

Rui, Zeng; Lian-Rui, Xiang; Rong-Zheng, Yue; Jing, Zeng; Xue-Hong, Wan; Chuan, Zuo

2017-03-07

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of clinical diagnostics but also one of the most difficult topics to teach and learn. In order to enable medical students to master ECG interpretation skills in a limited teaching period, the flipped teaching method has been recommended by previous research to improve teaching effect on undergraduate ECG learning. A randomized controlled trial for ECG learning was conducted, involving 181 junior-year medical undergraduates using a flipped classroom as an experimental intervention, compared with Lecture-Based Learning (LBL) as a control group. All participants took an examination one week after the intervention by analysing 20 ECGs from actual clinical cases and submitting their ECG reports. A self-administered questionnaire was also used to evaluate the students' attitudes, total learning time, and conditions under each teaching method. The students in the experimental group scored significantly higher than the control group (8.72 ± 1.01 vs 8.03 ± 1.01, t = 4.549, P = 0.000) on ECG interpretation. The vast majority of the students in the flipped classroom group held positive attitudes toward the flipped classroom method and also supported LBL. There was no significant difference (4.07 ± 0.96 vs 4.16 ± 0.89, Z = - 0.948, P = 0.343) between the groups. Prior to class, the students in the flipped class group devoted significantly more time than those in the control group (42.33 ± 22.19 vs 30.55 ± 10.15, t = 4.586, P = 0.000), whereas after class, the time spent by the two groups were not significantly different (56.50 ± 46.80 vs 54.62 ± 31.77, t = 0.317, P = 0.752). Flipped classroom teaching can improve medical students' interest in learning and their self-learning abilities. It is an effective teaching model that needs to be further studied and promoted.

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

Multiple comparison analysis testing in ANOVA.

PubMed

McHugh, Mary L

2011-01-01

The Analysis of Variance (ANOVA) test has long been an important tool for researchers conducting studies on multiple experimental groups and one or more control groups. However, ANOVA cannot provide detailed information on differences among the various study groups, or on complex combinations of study groups. To fully understand group differences in an ANOVA, researchers must conduct tests of the differences between particular pairs of experimental and control groups. Tests conducted on subsets of data tested previously in another analysis are called post hoc tests. A class of post hoc tests that provide this type of detailed information for ANOVA results are called "multiple comparison analysis" tests. The most commonly used multiple comparison analysis statistics include the following tests: Tukey, Newman-Keuls, Scheffee, Bonferroni and Dunnett. These statistical tools each have specific uses, advantages and disadvantages. Some are best used for testing theory while others are useful in generating new theory. Selection of the appropriate post hoc test will provide researchers with the most detailed information while limiting Type 1 errors due to alpha inflation.

Chromosomes on the move: The educational and neurological advantages of using body movement to teach cellular division

NASA Astrophysics Data System (ADS)

Baumwoll, Alma Aron

As education and neuroscience begin to merge, creating the new field of brain-based education, teachers are working to integrate scientific research into the classroom. While working to improve my own teaching, I developed a lesson plan to teach mitosis and meiosis through movement. My thesis reviews education theory and neuroscience to support using movement as a teaching tool in high-level, subject-based classrooms. I then outline my lesson plan and present my investigations of its effectiveness as demonstrated through short-term memory, long-term memory, and students' personal responses to the class. Two experiments were completed with biology lab sections at Northeastern University between 2009 and 2012; I taught my lesson to experimental groups while control groups learned through video-based lessons. The short-term study showed significant improvement in both the grades and enjoyment of the experimental groups. The long-term, retroactive study yielded no significant data, possibly due to weaknesses in the experimental design.

Effect of Problem-Based Learning on Senior Secondary School Students' Achievements in Further Mathematics

ERIC Educational Resources Information Center

Fatade, Alfred Olufemi; Mogari, David; Arigbabu, Abayomi Adelaja

2013-01-01

The study investigated the effect of Problem-based learning (PBL) on senior secondary school students' achievements in Further Mathematics (FM) in Nigeria within the blueprint of pretest-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the…

The Effect of Interpolating Success Experiences into Classes for the Retarded. Final Report.

ERIC Educational Resources Information Center

Eaglstein, Solomon A.

The study was conducted to determine the effects of experimentally-arranged success and failure experiences on the subsequent performance of learning tasks by educable mentally retarded (EMR) students. Subjects were 68 EMR intermediate grade children, divided into four groups. Prior to the learning task on each of 5 subsequent days, subjects in…

How Primary School Students Understand Mains Electricity and Its Distribution. Research Report

ERIC Educational Resources Information Center

Pilatou, Vassiliki; Stavridou, Heleni

2004-01-01

The aim of this study was to detect primary students' conceptions about the origin and conveyance of electric current and about the connection of household electric appliances. In total, 383 students (aged 11-12) from the town of Volos, Greece, participated; 213 of them drawn from experimental classes and 170 from control groups. The results…

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

ERIC Educational Resources Information Center

Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

Effects of Testwiseness Training in Mathematics on Adolescent Secondary School Students' Test Anxiety in Ondo State, Nigeria

ERIC Educational Resources Information Center

Gbore, Lawrence Olu; Osakuade, Joseph Oluwatayo

2016-01-01

This study investigated the effects of test-wiseness training in Mathematics on adolescent secondary school students' test anxiety. The research study adopted for the study was an experimental research that involved pretest, posttest and control groups design. One hundred and twenty (120) adolescent senior secondary school class three students of…

Effects of Computer Animation Instructional Package on Students' Achievement in Practical Biology

ERIC Educational Resources Information Center

Hamzat, Abdulrasaq; Bello, Ganiyu; Abimbola, Isaac Olakanmi

2017-01-01

This study examined the effects of computer animation instructional package on secondary school students' achievement in practical biology in Ilorin, Nigeria. The study adopted a pre-test, post-test, control group, non-randomised and nonequivalent quasi-experimental design, with a 2x2x3 factorial design. Two intact classes from two secondary…

Examining the Influence of Technology and Project-Supported Thinking Journey on Achievement

ERIC Educational Resources Information Center

Baran, Medine; Maskan, Abdulkadir

2013-01-01

The purpose of this study was to investigate the influence of the technology and project-supported Thinking Journey on 11th grade high school students' achievements in the subject of electricity units. The participants were 68 high school 11th grade students from two different science classes. Control and experimental groups were selected at…

Increasing Performance by Differentiated Teaching? Experimental Evidence of the Student Benefits of Digital Differentiation

ERIC Educational Resources Information Center

Haelermans, Carla; Ghysels, Joris; Prince, Fernao

2015-01-01

This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a…

AN EXPERIMENTAL STUDY UTILIZING CLOSED-CIRCUIT TELEVISION IN THE TEACHING OF DENTAL TECHNIQUES.

ERIC Educational Resources Information Center

MORRISON, ARTHUR H.

CLOSED CIRCUIT TELEVISION WAS WELL RECEIVED BY DENTISTRY STUDENTS AT NEW YORK UNIVERSITY BUT FAILED TO YIELD SIGNIFICANT GAINS IN ACHIEVEMENT OVER CONVENTIONAL INSTRUCTION. TWENTY-ONE NULL HYPOTHESES WERE TESTED ON 154 MALE SOPHOMORE STUDENTS, WHO WERE DIVIDED INTO GWO GROUPS, HALF BEING INSTRUCTED TO A LARGE EXTENT VIA CCTV, TV CLASS, AND HALF…

Problem-Based Learning in an Eleventh Grade Chemistry Class: "Factors Affecting Cell Potential"

ERIC Educational Resources Information Center

Tarhan, Leman; Acar, Burcin

2007-01-01

The purpose of this research study was to examine the effectiveness of problem-based learning (PBL) on eleventh grade students' understanding of "The effects of temperature, concentration and pressure on cell potential" and also their social skills. Stratified randomly selected control and experimental groups with 20 students each were used in…

Impact of Geometer's Sketchpad on Students Achievement in Graph Functions

ERIC Educational Resources Information Center

Eu, Leong Kwan

2013-01-01

The purpose of this study is to investigate the effect of using the Geometer's Sketchpad software in the teaching and learning of graph functions among Form Six (Grade 12) students in a Malaysian secondary school. This study utilized a quasi-experimental design using intact group of students from two classes in an urban secondary school. Two…

Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

ERIC Educational Resources Information Center

Tajeri, Mojtaba; Syal, Pushpinder; Marzban, Sanaz

2017-01-01

The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20…

Graphic Novels: An Alternative Approach to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Öz, Hüseyin; Efecioglu, Emine

2015-01-01

This article reports the findings of a study that investigated the role of graphic novels in teaching English as a foreign language (EFL) to International Baccalaureate students (aged 15-16) in TED Ankara College Foundation Private High School. Two intact 10th grade classes were randomly assigned to the control and experimental groups who studied…

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Scalable randomized benchmarking of non-Clifford gates

NASA Astrophysics Data System (ADS)

Cross, Andrew; Magesan, Easwar; Bishop, Lev; Smolin, John; Gambetta, Jay

Randomized benchmarking is a widely used experimental technique to characterize the average error of quantum operations. Benchmarking procedures that scale to enable characterization of n-qubit circuits rely on efficient procedures for manipulating those circuits and, as such, have been limited to subgroups of the Clifford group. However, universal quantum computers require additional, non-Clifford gates to approximate arbitrary unitary transformations. We define a scalable randomized benchmarking procedure over n-qubit unitary matrices that correspond to protected non-Clifford gates for a class of stabilizer codes. We present efficient methods for representing and composing group elements, sampling them uniformly, and synthesizing corresponding poly (n) -sized circuits. The procedure provides experimental access to two independent parameters that together characterize the average gate fidelity of a group element. We acknowledge support from ARO under Contract W911NF-14-1-0124.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

NASA Astrophysics Data System (ADS)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

NASA Astrophysics Data System (ADS)

Johari, A. H.; Muslim

2018-05-01

Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

Botulinum toxin as a therapeutic agent to prevent relapse in deep bite patients.

PubMed

Mücke, Thomas; Löffel, Anja; Kanatas, Anastasios; Karnezi, Sandy; Rana, Majeed; Fichter, Andreas; Haarmann, Stephan; Wolff, Klaus-Dietrich; Loeffelbein, Denys John

2016-05-01

The etiology of deep bite is multifactorial. One of the causes is increased muscular activity. This makes the treatment of deep bite malocclusions difficult and often results in relapse in many cases. In this work we compared patients with surgical orthognathic treatment only and surgical orthognathic treatment with additional injections of botulinum toxin after mandibular advancement for class II division 2 malocclusion. This is a prospective study. Adult patients were assessed pretreatment (T1), posttreatment (T2), and long-term after 1 year (T3). In total, 32 patients (mean age, 30.7 years; 23 women and 9 men) reached the study end point (T3); 24 patients were treated without botulinum toxin and 8 patients received preoperative injections of botulinum toxin. Significant differences between both groups were observed, with a more stable result for the experimental group treated with botulinum toxin. In a selective group of adult patients with a class II division II incisor relationship and with a class II skeletal base, botulinum toxin injections can effectively prevent relapse. This may present an alternative to a conventional myotomy. Copyright © 2016 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

NASA Astrophysics Data System (ADS)

Jackson, Devin Joseph Guilford

Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

Asynchronous Transfer Mode Quality-of-Service Testing

NASA Technical Reports Server (NTRS)

Ivancic, William D.

1998-01-01

In support of satellite-ATM interoperability, researchers at the NASA Lewis Research Center performed asynchronous transfer mode (ATM) quality-of-service experiments using MPEG-2 (ATM application layer 5, AAL5) over ATM over an emulated satellite link. The purpose of these experiments was to determine the free-space link quality necessary to use the ATM protocol to transmit high-quality multimedia information. The experimental results have been submitted to various International Telecommunications Union (ITU) study groups in order to improve and modify current standards and recommendations for the telecommunications industry. Quality-of-service parameters for Class I, stringent class requirements for ITU-T I.356 are currently being debated. The experimental results presented will help to establish these quality-of-service thresholds. This material will also be useful in the development of the ITU-R WP-4B's Draft Preliminary New Recommendation on the Transmission of Asynchronous Transfer Mode Traffic via Satellite (Rec. S.atm).

Dentoskeletal changes induced by the Jasper jumper and the activator-headgear combination appliances followed by fixed orthodontic treatment.

PubMed

Lima, Karina Jerônimo Rodrigues Santiago de; Henriques, José Fernando Castanha; Janson, Guilherme; Pereira, Suelen Cristina da Costa; Neves, Leniana Santos; Cançado, Rodrigo Hermont

2013-05-01

The aim of this study was to compare the dentoskeletal changes of patients with Class II Division 1 malocclusion treated with either the Jasper jumper appliance or the activator-headgear combination, both associated with fixed appliances. The sample comprised 72 subjects with Class II Division 1 malocclusion divided into 3 groups: group 1 included 25 subjects treated with fixed appliances and the force modules of the Jasper jumper at an initial mean age of 12.72 years, group 2 included 25 subjects treated with the activator-headgear combination followed by fixed appliances at an initial mean age of 11.07 years, and group 3 included 22 untreated subjects at an initial mean age of 12.67 years. Initial cephalometric characteristics and dentoskeletal changes were compared with analysis of variance. Both experimental groups had similar dentoskeletal changes: restrictive effect on the maxilla, clockwise mandibular rotation and a slight increase in anterior face height, retrusion of the maxillary incisors, distalization of the maxillary molars, protrusion of the mandibular incisors, extrusion of the mandibular molars, and significant improvements of the maxillomandibular relationship, overjet, overbite, and the molar relationship. The effects of the Jasper jumper and the activator-headgear combination followed by fixed orthodontic appliances were similar in Class II malocclusion treatment. Copyright © 2013 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

Teaching primary prevention of Alzheimer's disease: does it make a difference?

PubMed

Clevenger, Carolyn K; Cantey, Shileah; Quinn, Mary Ellen

2010-07-01

Alzheimer's disease (AD) is one of the most feared illnesses among older adults. Although no cure exists, an emerging body of literature has outlined potentially risk-reducing behaviors. As evidence has become available on risk reduction, community organizations and advocacy groups have developed health education courses on the topic. This study examines the impact of one educational program on the audience's efficacy expectations and outcome expectations for behavior change. Participants included 53 older adults residing in a continuing care retirement community. The study used a pretest-posttest design with an experimental group (n = 33) and a control group (n = 20). Topics on weekly classes included the relationship between cardiovascular factors and AD, dietary factors implicated in AD, and mental stimulation to reduce AD risk. Class sessions consisted of lecture, discussion, and demonstration. Between-group differences were found for both efficacy (P = .016) and outcome expectations (P = .000). Within-group differences were only significant for increased outcome expectations related to literature-derived behaviors (P = .000). Future work should focus on action and prevention and on replication of the educational program's evaluation in a more diverse population.

A study of preservice elementary teachers enrolled in a discrepant-event-based physical science class

NASA Astrophysics Data System (ADS)

Lilly, James Edward

This research evaluated the POWERFUL IDEAS IN PHYSICAL SCIENCE (PIiPS) curriculum model used to develop a physical science course taken by preservice elementary teachers. The focus was on the evaluation of discrepant events used to induce conceptual change in relation to students' ideas concerning heat, temperature, and specific heat. Both quantitative and qualitative methodologies were used for the analysis. Data was collected during the 1998 Fall semester using two classes of physical science for elementary school teachers. The traditionally taught class served as the control group and the class using the PIiPS curriculum model was the experimental group. The PIiPS curriculum model was evaluated quantitatively for its influence on students' attitude toward science, anxiety towards teaching science, self efficacy toward teaching science, and content knowledge. An analysis of covariance was performed on the quantitative data to test for significant differences between the means of the posttests for the control and experimental groups while controlling for pretest. It was found that there were no significant differences between the means of the control and experimental groups with respect to changes in their attitude toward science, anxiety toward teaching science and self efficacy toward teaching science. A significant difference between the means of the content examination was found (F(1,28) = 14.202 and p = 0.001), however, the result is questionable. The heat and energy module was the target for qualitative scrutiny. Coding for discrepant events was adapted from Appleton's 1996 work on student's responses to discrepant event science lessons. The following qualitative questions were posed for the investigation: (1) what were the ideas of the preservice elementary students prior to entering the classroom regarding heat and energy, (2) how effective were the discrepant events as presented in the PIiPS heat and energy module, and (3) how much does the "risk taking factor" associated with not telling the students the answer right away, affect the learning of the material. It was found that preservice elementary teachers harbor similar preconceptions as the general population according to the literature. The discrepant events used in this module of the PIiPS curriculum model met with varied results. It appeared that those students who had not successfully confronted their preconceptions were less likely to accept the new concepts that were to be developed using the discrepant events. Lastly, students had shown great improvement in content understanding and developed the ability to ask deep and probing questions.

Evaluation of Immunostimulatory Effects of N-(2-Hydroxy) Propyl-3-Trimethylammonium Chitosan Chloride for Improving Live Attenuated Hepatitis A Virus Vaccine Efficacy.

PubMed

Tao, Wei; Fu, Ting; He, Zhuojing; Hu, Ruxi; Jia, Lan; Hong, Yan

2017-03-01

This study was to evaluate the immunostimulatory effects of N-(2-hydroxy) propyl-3-trimethylammonium chitosan chloride (HTCC) as an adjuvant for improving a commercial live attenuated hepatitis A virus (HAV) vaccine efficacy in mice. Mice in the experimental group were intraperitoneally immunized with a solution of HTCC and live attenuated HAV vaccine. And for those injected with sterile water, HTCC or live attenuated HAV vaccine were treated as mock group, negative group, and positive group in turn. The serum HAV-specific IgG titers and the ratios of the serum HAV-specific IgG2a/IgG1 in the experimental group were significantly increased (p = 0.00042 and p = 0.040, respectively). Splenocyte proliferation stimulation index in experimental group was higher than positive group (p = 0.021), and significantly higher than mock group and negative group (p = 0.0078 and p = 0.0050, respectively). The percentages of CD4 + T lymphocytes in the peripheral blood in experimental group were significantly higher than positive group, negative group, and mock group (p = 0.012, p = 0.012, and p = 0.045, respectively). Compared to the other three groups, experimental group showed a slightly higher ratio of CD4 + /CD8 + , but there were no significant differences (p > 0.05). In the percentages of CD8 + T lymphocytes, there were no significant differences among the four groups (p > 0.05). HTCC can enhance live attenuated HAV vaccine to generate stronger humoral responses and induce a Th1-biased immune response, as well as IgG2a class switching, compared with the live attenuated HAV vaccine alone. This study validated an important concept for further development of a safe and potent vaccine adjuvant.

The design of instructional tools affects secondary school students' learning of cardiopulmonary resuscitation (CPR) in reciprocal peer learning: a randomized controlled trial.

PubMed

Iserbyt, Peter; Byra, Mark

2013-11-01

Research investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. To demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. A randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. One-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. This study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Influence of functional groups on charge transport in molecular junctions

NASA Astrophysics Data System (ADS)

Mowbray, D. J.; Jones, G.; Thygesen, K. S.

2008-03-01

Using density functional theory (DFT), we analyze the influence of five classes of functional groups, as exemplified by NO2, OCH3, CH3, CCl3, and I, on the transport properties of a 1,4-benzenedithiolate (BDT) and 1,4-benzenediamine (BDA) molecular junction with gold electrodes. Our analysis demonstrates how ideas from functional group chemistry may be used to engineer a molecule's transport properties, as was shown experimentally and using a semiempirical model for BDA [Nano Lett. 7, 502 (2007)]. In particular, we show that the qualitative change in conductance due to a given functional group can be predicted from its known electronic effect (whether it is σ /π donating/withdrawing). However, the influence of functional groups on a molecule's conductance is very weak, as was also found in the BDA experiments. The calculated DFT conductances for the BDA species are five times larger than the experimental values, but good agreement is obtained after correcting for self-interaction and image charge effects.

Two weeks of additional standing balance circuit classes during inpatient rehabilitation are cost saving and effective: an economic evaluation.

PubMed

Treacy, Daniel; Howard, Kirsten; Hayes, Alison; Hassett, Leanne; Schurr, Karl; Sherrington, Catherine

2018-01-01

Among people admitted for inpatient rehabilitation, is usual care plus standing balance circuit classes more cost-effective than usual care alone? Cost-effectiveness study embedded within a randomised controlled trial with concealed allocation, assessor blinding and intention-to-treat analysis. 162 rehabilitation inpatients from a metropolitan hospital in Sydney, Australia. The experimental group received a 1-hour standing balance circuit class, delivered three times a week for 2 weeks, in addition to usual therapy. The circuit classes were supervised by one physiotherapist and one physiotherapy assistant for up to eight patients. The control group received usual therapy alone. Costs were estimated from routinely collected hospital use data in the 3 months after randomisation. The functional outcome measure was mobility measured at 3 months using the Short Physical Performance Battery administered by a blinded assessor. An incremental analysis was conducted and the joint probability distribution of costs and outcomes was examined using bootstrapping. The median cost savings for the intervention group was AUD4,741 (95% CI 137 to 9,372) per participant; 94% of bootstraps showed that the intervention was both effective and cost saving. Two weeks of additional standing balance circuit classes delivered in addition to usual therapy resulted in decreased healthcare costs at 3 months in hospital inpatients admitted for rehabilitation. There is a high probability that this intervention is both cost saving and effective. ACTRN12611000412932. [Treacy D, Howard K, Hayes A, Hassett L, Schurr K, Sherrington C (2018) Two weeks of additional standing balance circuit classes during inpatient rehabilitation are cost saving and effective: an economic evaluation. Journal of Physiotherapy 64: 41-47]. Copyright © 2017 Australian Physiotherapy Association. Published by Elsevier B.V. All rights reserved.

The impact of problem solving strategy with online feedback on students’ conceptual understanding

NASA Astrophysics Data System (ADS)

Pratiwi, H. Y.; Winarko, W.; Ayu, H. D.

2018-04-01

The study aimed to determine the impact of the implementation of problem solving strategy with online feedback towards the students’ concept understanding. This study used quasi experimental design with post-test only control design. The participants were all Physics Education students of Kanjuruhan University year 2015. Then, they were divided into two different groups; 30 students belong to experiment class and the remaining 30 students belong to class of control. The students’ concept understanding was measured by the concept understanding test on multiple integral lesson. The result of the concept understanding test was analyzed by prerequisite test and stated to be normal and homogenic distributed, then the hypothesis was examined by T-test. The result of the study shows that there is difference in the concept understanding between experiment class and control class. Next, the result also shows that the students’ concept understanding which was taught using problem solving strategy with online feedback was higher than those using conventional learning; with average score of 72,10 for experiment class and 52,27 for control class.

Cyber Bullying Prevention: Intervention in Taiwan

PubMed Central

Lee, Ming-Shinn; Zi-Pei, Wu; Svanström, Leif; Dalal, Koustuv

2013-01-01

Background This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. Methodology/Findings The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student’s knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student’s knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying. Conclusions/Significance The intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted. PMID:23724018

Students' Understanding of Salt Dissolution: Visualizing Animation in the Chemistry Classroom

NASA Astrophysics Data System (ADS)

Malkoc, Ummuhan

The present study explored the effect of animation implementation in learning a chemistry topic. 135 high school students taking chemistry class were selected for this study (quasi-experimental groups = 67 and control groups = 68). Independent samples t-tests were run to compare animation and control groups between and within the schools. The over-arching finding of this research indicated that when science teachers used animations while teaching salt dissolution phenomena, students will benefit the application of animations. In addition, the findings informed the TPACK framework on the idea that visual tools are important in students' understanding of salt dissolution concepts.

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

ERIC Educational Resources Information Center

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

The Effect of Analogy-Based Teaching on Students' Achievement and Students' Views about Analogies

ERIC Educational Resources Information Center

Genc, Murat

2013-01-01

The purpose of this study is to determine the effect of the analogy-based teaching on students' achievement and students' views about analogies. In this research, Solomon group design which is one of the experimental designs, was implemented. The sample of the research consists of 108 students in four 6th grade classes in Turkey. The achievement…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

ERIC Educational Resources Information Center

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-01-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by…

Effects of Prior Knowledge of Topics and the Instructional Objectives on Students' Achievement in Literature-in-English

ERIC Educational Resources Information Center

Mbah, Blessing Akaraka

2015-01-01

This study investigated the effects of prior knowledge of topics with their instructional objectives on senior secondary school class two (SS II) students. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pretest-posttest of non-equivalent control group. Two research…

Improving Reading Comprehension Skills with Children's Books through Metacognitive Strategy: The Turkish Context

ERIC Educational Resources Information Center

Çer, Erkan; Sahin, Ertugrul

2016-01-01

The aim of this study was to explore the effect of metacognitive strategy in improving reading comprehension skills through children's literature of literary quality. A quasi-experimental study was carried out in a private secondary school in a city located Middle Black Sea region of Turkey. Two classes were randomly chosen as the study group, and…

A Mixed Methods Approach to the Assessor's Targeting Behavior during Online Peer Assessment: Effects of Anonymity and Underlying Reasons

ERIC Educational Resources Information Center

Yu, Fu-Yun; Sung, Shannon

2016-01-01

This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest-posttest experimental research design coupled…

The Effects of a Flipped Classroom Approach on Class Engagement and Skill Performance in a Blackboard Course

ERIC Educational Resources Information Center

Elmaadaway, Mohamed Ali Nagy

2018-01-01

This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty-eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped…

How Is My Child Doing?: Preparing Pre-Service Teachers to Engage Parents through Assessment

ERIC Educational Resources Information Center

Mehlig, Lisa M.; Shumow, Lee

2013-01-01

The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to…

Model Debate for the Yellow Book Learning in Islamic Boarding School

ERIC Educational Resources Information Center

Apdoludin; Saidek, Abdul Rahim; Islami, Raisul

2016-01-01

This study aimed to determine the effect model of debate in the yellow book learning in schools to improve students' critical thinking skills so they can find a new science. This study was an experimental study with a control group. The study was conducted in classes XI Islamic Boarding School Al-Hidayah Jambi. This study uses two parallel…

Self-Evaluated Effects of Web-Based Portfolio Assessment System for Various Student Motivation Levels

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2009-01-01

The purpose of this study was to explore the self-evaluated effects of a web-based portfolio assessment system on various categories of students of motivation. The subjects for this study were the students of two computer classes in a Junior High School. The experimental group used the web-based portfolio assessment system whereas the control…

Effect of Computer-Based Multimedia Presentation on Senior Secondary Students' Achievement in Agricultural Science

ERIC Educational Resources Information Center

Olori, Abiola Lateef; Igbosanu, Adekunle Olusegun

2016-01-01

The study was carried out to determine the use of computer-based multimedia presentation on Senior Secondary School Students' Achievement in Agricultural Science. The study was a quasi-experimental, pre-test, post-test control group research design type, using intact classes. A sample of eighty (80) Senior Secondary School One (SS II) students was…

Effects of Problem-Solving Method on Secondary School Students' Achievement and Retention in Social Studies, in Ekiti State, Nigeria

ERIC Educational Resources Information Center

Abdu-Raheem, B. O.

2012-01-01

This study investigated the effects of problem-solving method of teaching on secondary school students' achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six…

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read

ERIC Educational Resources Information Center

Shaaban, Kassim

2006-01-01

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

The Effects of Using an Interactive Whiteboard on the Academic Achievement of University Students

ERIC Educational Resources Information Center

Akbas, Oktay; Pektas, Huseyin Mirac

2011-01-01

The aim of this study was to identify the effects of the use of an interactive whiteboard on the academic achievement of university students on the topic of electricity in a science and technology laboratory class. The study was designed as a pretest/posttest control group experimental study. Mean, standard deviation and t- tests were used for…

Can Animations Effectively Substitute for Traditional Teaching Methods? Part II: Potential for Differentiated Learning

ERIC Educational Resources Information Center

Gregorius, Roberto Ma.; Santos, Rhodora; Dano, Judith B.; Gutierrez, Jose J.

2010-01-01

Animations were prepared using Adobe Flash MX and tested on elementary (3rd-5th grade) and secondary chemistry students. A pre- and post-test study was used to compare the learning gains of students who received the animations with those who received textbook reading time and discussion in class. The control and experimental groups were further…

An Analysis of the Effectiveness of Individualized Reading Instruction Upon Self-Concept of Disadvantaged Students with Reading Disabilities.

ERIC Educational Resources Information Center

Marble, James Marion

The major purpose of this study was to investigate the possibility that individualized instruction could improve the self-image of children with reading problems. Subjects for the experimental and control groups were selected from five classes of fifth grade students from a predominantly rural, isolated area in Mississippi. The Sears Self-Concept…

A Study to Determine the Effectiveness of Letter Evaluation as a Learning Device in Business Correspondence Courses.

ERIC Educational Resources Information Center

Baker, William Henry

The purpose of this study was to determine whether a letter-evaluation method would be as effective as the traditional letter-writing method when applied in a college level business correspondence class. One hundred twenty-nine Brigham Young University students were divided into two experimental and two control groups, and categorized according to…

The Effects of an Independent Laboratory Investigation on the Critical Thinking Ability and Scientific Attitude of Students in a General Microbiology Class.

ERIC Educational Resources Information Center

Norton, Sylvia; And Others

To demonstrate that properly designed laboratory instruction does provide affective and higher order learning benefits, an experiment was carried out in two replications. The subjects were 80 students enrolled in General Microbiology at Wallace Community College, Alabama. Students were randomly assigned to experimental and control groups. The…

Perceptions and attitudes of formative assessments in middle-school science classes

NASA Astrophysics Data System (ADS)

Chauncey, Penny Denyse

No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

Deblurring of Class-Averaged Images in Single-Particle Electron Microscopy.

PubMed

Park, Wooram; Madden, Dean R; Rockmore, Daniel N; Chirikjian, Gregory S

2010-03-01

This paper proposes a method for deblurring of class-averaged images in single-particle electron microscopy (EM). Since EM images of biological samples are very noisy, the images which are nominally identical projection images are often grouped, aligned and averaged in order to cancel or reduce the background noise. However, the noise in the individual EM images generates errors in the alignment process, which creates an inherent limit on the accuracy of the resulting class averages. This inaccurate class average due to the alignment errors can be viewed as the result of a convolution of an underlying clear image with a blurring function. In this work, we develop a deconvolution method that gives an estimate for the underlying clear image from a blurred class-averaged image using precomputed statistics of misalignment. Since this convolution is over the group of rigid body motions of the plane, SE(2), we use the Fourier transform for SE(2) in order to convert the convolution into a matrix multiplication in the corresponding Fourier space. For practical implementation we use a Hermite-function-based image modeling technique, because Hermite expansions enable lossless Cartesian-polar coordinate conversion using the Laguerre-Fourier expansions, and Hermite expansion and Laguerre-Fourier expansion retain their structures under the Fourier transform. Based on these mathematical properties, we can obtain the deconvolution of the blurred class average using simple matrix multiplication. Tests of the proposed deconvolution method using synthetic and experimental EM images confirm the performance of our method.

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education

PubMed Central

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-01-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students’ perceived autonomy and intrinsic motivation. Key points The SDT is a relevant theoretical framework for elementary school physical education. Using the quasi-experimental research design, this study is one of the earlies studies supporting that elementary school PE teachers can manipulate the instructional context using the SDT to increase students’ perceived autonomy and intrinsic motivation. Increasing students’ perceived autonomy may not lead to significant changes in other SDT constructs (i.e., amotivation, external regulation, introjected regulation, and identified regulation). PMID:27803624

The effectivenes of science domain-based science learning integrated with local potency

NASA Astrophysics Data System (ADS)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Genetics instruction with history of science: Nature of science learning

NASA Astrophysics Data System (ADS)

Kim, Sun Young

2007-12-01

This study explored the effect of history of genetics in teaching genetics and learning the nature of science (NOS). A quasi-experimental control group research design with pretests, posttests, and delayed posttests was used, combining qualitative data and quantitative data. Two classes which consisted of tenth grade biology students participated in this study. The present study involved two instructional interventions, Best Practice Instruction with History of Genetics (BPIw/HG) and Best Practice Instruction (BPI). The experimental group received BPIw/HG utilizing various historical materials from the history of genetics, while the control group was not introduced to historical materials. Scientific Attitude Inventory II, Genetics Terms' Definitions with Concept Mapping (GTDCM), NOS Terms' Definitions with Concept Mapping (NTDCM), and View of Nature of Science (VNOS-C) were used to investigate students' scientific attitude inventory, and their understanding of genetics as well as the NOS. The results showed that students' scientific attitude inventory, and their understanding of genetics and the NOS were not statistically significantly different in the pretest (p>.05). After the intervention, the experimental group of students who received BPIw/HG demonstrated better understanding of the NOS. NTDCM results showed that the experimental group was better in defining the NOS terms and constructing a concept map ( p<.01). In addition, the experimental group retained their understanding of the NOS two-months after the completion of the intervention, showing no statistically significant difference between the posttest and the delayed posttest of NTDCM (p>.05). Further, VNOS-C data indicated that a greater percentage of the experimental group than the control group improved their understanding of the NOS. However, the two groups' understanding of genetics concepts did not show any statistically significant difference in the pretest, the posttest, and the delayed posttest (p>.05). This result implicated that allocating classroom time in introducing history of science neither helped nor hindered learning science content.

Effectiveness of a cognitive behavioural therapy-based anxiety prevention programme at an elementary school in Japan: a quasi-experimental study.

PubMed

Urao, Yuko; Yoshida, Michiko; Koshiba, Takako; Sato, Yasunori; Ishikawa, Shin-Ichi; Shimizu, Eiji

2018-01-01

The efficacy of cognitive behavioural therapy (CBT) for anxiety related problems in children is empirically supported. In addition, universal anxiety prevention programmes based on CBT have been demonstrated in recent years. The purpose of this study was to verify the effectiveness of a CBT based original programme 'Journey of the Brave,' aiming to prevent anxiety disorders and anxiety-related problems for Japanese children aged 10-12 years old. Intervention groups from two classes of 5th grade elementary students ( n  = 41) received ten 45-min programme sessions. The control group was drawn from one class of 5th grade children ( n  = 31) from a nearby school. All participants completed the Spence Children's Anxiety Scale (SCAS) at pre, post, and 3 months follow-up. Mixed-effects model for repeated measures analysis was conducted. The mean anxiety score on the SCAS for the intervention group was significantly reduced at both post intervention and 3 months follow-up compared with the control group. The group differences on the SCAS from baseline to post-test were - 5.321 (95% CI - 10.12 to - 0.523, p  = 0.030), and at the 3-month follow-up were - 7.104 (95% CI - 11.90 to - 2.306, p  = 0.004). The effectiveness of the anxiety prevention programme 'Journey of the Brave' was verified though this study using a quasi-experimental design on a small sample. Trial registration : UMIN000009021.

Comparative evaluation of different periods of enamel microabrasion on the microleakage of class V resin-modified glass ionomer and compomer restorations: An In vitro study.

PubMed

Bansal, Disha; Mahajan, Mrinalini

2017-01-01

The design of the class V cavity presents a clinical challenge in the field of adhesive dentistry as the margin placement is partially in enamel and partly in dentin, and the trouble associated with this design is the microleakage at the dentinal margin. When these restorations undergo microabrasion due to cosmetic reasons, this trouble aggravates to the significant levels. The aim of this study was the measurement of microleakage of class V glass ionomer restorations over two different periods of enamel microabrasion. This in vitro experimental study was conducted on 120 class V cavities which had been prepared on the buccal and lingual surfaces of 60 sound human premolars. One-half of the cavities were restored with the resin-modified glass ionomer cement (GIC) (60 cavities) and another half with the compomer (60 cavities). Finishing and polishing were performed. Then, the teeth were classified into six groups (n = 20). Microabrasion treatment was performed with Opaluster (Ultradent Product Inc., South Jordan, UT, USA) for 0 (control no treatment), 60 and 120 s. Then, teeth were thermocycled between 5°C and 55°C, immersed in rhodamine B solution (24 h), and sectioned longitudinally in buccolingual direction. Dye penetration was examined with stereomicroscope (×10). Microleakage scores were statistically analyzed. The mean occlusal margin scores and gingival margin scores were compared between all the groups using the Kruskal-Wallis test, Mann-Whitney U-test, Wilcoxon signed-rank test, and post hoc comparison. There was a significant difference between Group 1a, Group 2a, Group 1b, Group 2b, Group 1c, and Group 2c. Statistical analysis used in this study was Kruskal-Wallis test, Mann-Whitney U-test, Wilcoxon signed-rank test, and post hoc comparison. The least microleakage scores were observed in occlusal margins of control groups (without microabrasion). Moreover, in both restorations, the microleakage scores in occlusal margins were higher than gingival margins, and compoglass had less microleakage in occlusal and occlusal plus axial walls of class V cavities compared with resin-modified GIC. Whereas, the light-cured glass ionomer had less microleakage in the gingival and gingival plus axial walls of class V cavities when compared with compoglass. The least microleakage scores were observed in occlusal margins of control groups (without microabrasion). Moreover, in both restorations, the microleakage scores in occlusal margins were higher than gingival margins.

Understanding the effect of side groups in ionic liquids on carbon-capture properties: a combined experimental and theoretical effort

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yan, Fangyong; Lartey, Michael; Damodaran, Krishnan

2013-01-01

Ionic liquids are an emerging class of materials with applications in a variety of fields. Steady progress has been made in the creation of ionic liquids tailored to specific applications. However, the understanding of the underlying structure–property relationships has been slower to develop. As a step in the effort to alleviate this deficiency, the influence of side groups on ionic liquid properties has been studied through an integrated approach utilizing synthesis, experimental determination of properties, and simulation techniques. To achieve this goal, a classical force field in the framework of OPLS/Amber force fields has been developed to predict ionic liquidmore » properties accurately. Cu(I)-catalyzed click chemistry was employed to synthesize triazolium-based ionic liquids with diverse side groups. Values of densities were predicted within 3% of experimental values, whereas self-diffusion coefficients were underestimated by about an order of magnitude though the trends were in excellent agreement, the activation energy calculated in simulation correlates well with experimental values. The predicted Henry coefficient for CO{sub 2} solubility reproduced the experimentally observed trends. This study highlights the importance of integrating experimental and computational approaches in property prediction and materials development, which is not only useful in the development of ionic liquids for CO{sub 2} capture but has application in many technological fields.« less

Understanding the effect of side groups in ionic liquids on carbon-capture properties: a combined experimental and theoretical effort

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yan, Fangyong; Lartey, Michael; Damodaran, Krishnan

Ionic liquids are an emerging class of materials with applications in a variety of fields. Steady progress has been made in the creation of ionic liquids tailored to specific applications. However, the understanding of the underlying structure–property relationships has been slower to develop. As a step in the effort to alleviate this deficiency, the influence of side groups on ionic liquid properties has been studied through an integrated approach utilizing synthesis, experimental determination of properties, and simulation techniques. To achieve this goal, a classical force field in the framework of OPLS/Amber force fields has been developed to predict ionic liquidmore » properties accurately. Cu(I)-catalyzed click chemistry was employed to synthesize triazolium-based ionic liquids with diverse side groups. Values of densities were predicted within 3% of experimental values, whereas self-diffusion coefficients were underestimated by about an order of magnitude though the trends were in excellent agreement, the activation energy calculated in simulation correlates well with experimental values. The predicted Henry coefficient for CO{sub 2} solubility reproduced the experimentally observed trends. This study highlights the importance of integrating experimental and computational approaches in property prediction and materials development, which is not only useful in the development of ionic liquids for CO{sub 2} capture but has application in many technological fields.« less

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

2011-03-01

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

Technical support for creating an artificial intelligence system for feature extraction and experimental design

NASA Technical Reports Server (NTRS)

Glick, B. J.

1985-01-01

Techniques for classifying objects into groups or clases go under many different names including, most commonly, cluster analysis. Mathematically, the general problem is to find a best mapping of objects into an index set consisting of class identifiers. When an a priori grouping of objects exists, the process of deriving the classification rules from samples of classified objects is known as discrimination. When such rules are applied to objects of unknown class, the process is denoted classification. The specific problem addressed involves the group classification of a set of objects that are each associated with a series of measurements (ratio, interval, ordinal, or nominal levels of measurement). Each measurement produces one variable in a multidimensional variable space. Cluster analysis techniques are reviewed and methods for incuding geographic location, distance measures, and spatial pattern (distribution) as parameters in clustering are examined. For the case of patterning, measures of spatial autocorrelation are discussed in terms of the kind of data (nominal, ordinal, or interval scaled) to which they may be applied.

The effects of inquiry based ecopedagogy model on pre-service physics teachers' motivation and achievement in environmental physics instruction

NASA Astrophysics Data System (ADS)

Napitupulu, Nur Dewi; Munandar, Achmad

2017-05-01

—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, increase initiation, persist in activities, improve achievement, and develop a sense of discipline. The purpose of this study was to investigate the effects on the achievement and motivation of pre-service teacher of the Inquiry based ecopedagogy (In-EcoP) learning process applied to environmental physics instruction. The motivation adapted to Keller's four dimensions, namely attention, relevance, confidence and satisfaction. The study involved 66 students which are divided into two classes of an environmental physics instruction. The first class used the traditional lecture format while the In-EcoP model was used in the second. The research data were obtained through the environmental physics concept test and motivation questionnaire. The data analysis was conducted using a quantitative study approach and involved a motivational survey and an academic achievement test. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and academic achievement of the students in the experimental group was identified as well. This research demonstrates the effectiveness of the In-EcoP model for enhancing pre-service teacher motivation and academic achievement in environmental physics instruction.

Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

PubMed

Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

2017-07-11

The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large. The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID: ACTRN12615000633583 ; date of registration: 18 June 2015).

Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

NASA Astrophysics Data System (ADS)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

Method Improving Reading Comprehension In Primary Education Program Students

NASA Astrophysics Data System (ADS)

Rohana

2018-01-01

This study aims to determine the influence of reading comprehension skills of English for PGSD students through the application of SQ3R learning method. The type of this research is Pre-Experimental research because it is not yet a real experiment, there are external variables that influence the formation of a dependent variable, this is because there is no control variable and the sample is not chosen randomly. The research design is used is one-group pretest-post-test design involving one group that is an experimental group. In this design, the observation is done twice before and after the experiment. Observations made before the experiment (O1) are called pretests and the post-experimental observation (O2) is called posttest. The difference between O1 and O2 ie O2 - O1 is the effect of the treatment. The results showed that there was an improvement in reading comprehension skills of PGSD students in Class M.4.3 using SQ3R method, and better SQ3R enabling SQ3R to improve English comprehension skills.

Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills

NASA Astrophysics Data System (ADS)

Setiawan, A.; Malik, A.; Suhandi, A.; Permanasari, A.

2018-02-01

This research was based on the need for improving critical and creative thinking skills of student in the 21 -st century. In this research, we have implemented HOT-Lab model for topic of force. The model was characterized by problem solving and higher order thinking development through real laboratory activities. This research used a quasy experiment method with pre-test post-test control group design. Samples of this research were 60 students of Physics Education Program of Teacher Educatuon Institution in Bandung. The samples were divided into 2 classes, experiment class (HOT-lab model) and control class (verification lab model). Research instruments were essay tests for creative and critical thinking skills measurements. The results revealed that both the models have improved student’s creative and critical thinking skills. However, the improvement of the experiment class was significantly higher than that of the control class, as indicated by the average of normalized gains (N-gain) for critical thinking skills of 60.18 and 29.30 and for creative thinking skills of 70.71 and 29.40, respectively for the experimental class and the control class. In addition, there is no significant correlation between the improvement of critical thinking skills and creative thinking skills in both the classes.

The Use of Concept Map as a Consolidation Phase Based STAD to Enhance Students’ Comprehension about Environmental Pollution

NASA Astrophysics Data System (ADS)

Nugroho, O. F.; Chandra, D. T.; Sanjaya, Y.; Pendidikan Indonesia, Universitas

2017-02-01

The purpose of this study was to improve students’ concept comprehension using concept map as a consolidation phase based STAD. This study was conducted by randomized control group pretest-posttest. Data was collected by using an instrument test to evaluate the effect of concept map as a consolidation phase based STAD on students’understanding about environmental pollution. Data was analyzed using normalized gain (n-gain) and independent t-test. The n-gain analysis shows the increased of students’s understanding about environmental pollution at experimental group arehigher than at the control group. The result of this study showed that students’ comprehension at the experimental class (0,53) higher compared to the control group (0,23). Whilst the t-test analysis shows that there is a significant effect of mapping concept as a consolidation phase based STAD towards students’ concept comprehension. It can be concluded that the implementation of mapping concept based STAD may improve the students’s understanding on science concept.

Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: a quasi-experimental pilot study.

PubMed

Pahnke, Johan; Lundgren, Tobias; Hursti, Timo; Hirvikoski, Tatja

2014-11-01

Autism spectrum disorder is characterized by social impairments and behavioural inflexibility. In this pilot study, the feasibility and outcomes of a 6-week acceptance and commitment therapy-based skills training group were evaluated in a special school setting using a quasi-experimental design (acceptance and commitment therapy/school classes as usual). A total of 28 high-functioning students with autism spectrum disorder (aged 13-21 years) were assessed using self- and teacher-ratings at pre- and post-assessment and 2-month follow-up. All participants completed the skills training, and treatment satisfaction was high. Levels of stress, hyperactivity and emotional distress were reduced in the treatment group. The acceptance and commitment therapy group also reported increased prosocial behaviour. These changes were stable or further improved at the 2-month follow-up. Larger studies are needed to further evaluate the benefits of acceptance and commitment therapy for autism spectrum disorder. © The Author(s) 2013.

The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.

PubMed

Ntoumanis, N; Thøgersen-Ntoumani, C; Quested, E; Hancox, J

2017-09-01

Drawing from self-determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two-arm quasi-experimental design. Participants in the intervention arm were 29 indoor cycling instructors (n = 10 for the control arm) and 246 class members (n = 75 for the control arm). The intervention consisted of face-to-face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors' use of motivational strategies and other motivation-related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within-group analyses in the intervention arm showed that exercisers' perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training. © 2016 The Authors Scandinavian Journal of Medicine & Science in Sports Published by John Wiley & Sons Ltd.

Project Based Learning Multi Life Skill for Collaborative Skills and Technological Skills of Senior High School Students

NASA Astrophysics Data System (ADS)

Susilawati; Ardhyani, S.; Masturi; Wijayanto; Khoiri, N.

2017-04-01

This work aims to determine the effect of Project Based Learning containing Multi Life-Skills on collaborative and technology skills of senior high school (SMA) students, especially on thestatic fluid subject. The research design was aquasi-experiment using Posttest-Only Control Design. This work was conducted in SMA Negeri 1 Bae Kudus, with the population is all students of class X, while the sample is students of class X MIA 2 as an experimental class and X MIA 3 as a control class. The data were obtained by observation, test, and documentation. The results showed this model significantly affects the collaborative and technology skills of students of SMA 1 Bae Kudus, where the average result of collaborative and technology skills for the experimental class is higher than that of the control class. This is also supported by the remark of the post-test experimental class is higher than that of the control class.

Reproduction in north American elk Cervus elaphus: paternity of calves sired by males of mixed-age classes

Treesearch

John G. Kie; Bruce K. Johnson; James H. Noyes; Christen L. Williams; Brian L. Dick; Olin E. Rhodes; Rosemary J. Stussy; R. Terry Bowyer

2013-01-01

Our objective was to examine effects of groups of mixed numbers and ages of male North American elk Cervus elaphus on the reproductive performance of females. We conducted research at the Starkey Experimental Forest and Range in northeastern Oregon, USA, during 1993-2000. Each spring in late March, we released 40 female elk, eight yearling (9-month...

The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts

ERIC Educational Resources Information Center

Yalçinkaya, Eylem; Boz, Yezdan

2015-01-01

The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other…

The Effect of Listening Drills Utilizing Compressed Speech and Standard Speech upon the Listening Comprehension of Second-Grade Children.

ERIC Educational Resources Information Center

Ihnat, Mary Ann

This study was designed to investigate whether the listening ability of second-grade students could be improved using compressed-speech training as compared to normal listening training. The subjects were 95 second-grade pupils in a low-to-middle class suburban community in central New Jersey. The plan was to expose an experimental group to…

Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Calderhead, William J.; Dunlap, Emily E.; Hodell, Emily C.; Freer, Benjamin Dunham

2010-01-01

Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both…

Evaluating Effect of Students' Academic Achievement on Identified Difficult Concepts in Senior Secondary School Biology in Delta State

ERIC Educational Resources Information Center

Agboghoroma, Tim E.; Oyovwi, E. O.

2015-01-01

This study evaluated the effect of students' academic achievement on identified difficult concepts or topics in Senior Secondary School Biology in Delta State, Nigeria. The study was quasi-experimental and the design was a 2X2 factorial non-randomized pretest-posttest control group design. The sample was drawn from intact classes from four…

The Effect of Friendship Skills Training on Friendship Quality and Subjective Well-Being of Adolescents

ERIC Educational Resources Information Center

Çekiç, Ali; Kul, Aykut; Çetin, Aysenur; Cihangiroglu, Ümmügülsüm

2017-01-01

This study aims to examine the effects of friendship skills training on the quality of friendship and subjective well-being of adolescents. In order to determine the experimental and control groups, the Friendship Quality Scale and the Adolescent Subjective Well-Being Scale were administered to 311 students in 9th, 10th and 11th grade classes from…

Effects of Self-Monitoring and a Combination of Self-Monitoring, Self-Reinforcement, and Self-Punishment of Study Time on Test Performance.

ERIC Educational Resources Information Center

Myers, Carmel A.

The classroom test performance of three groups, self-monitoring (SM), a combination of self-monitoring, self-reinforcement and self-punishment (SM+C), and controls, were compared in independent replications in a chemistry (n=149) and a calculus (n=80) class. In chemistry, but not calculus, the experimental subjects outperformed controls. It was…

Targeting histone deacetylases: perspectives for epigenetic-based therapy in cardio-cerebrovascular disease

PubMed Central

Wang, Zi-Ying; Qin, Wen; Yi, Fan

2015-01-01

Although the pathogenesis of cardio-cerebrovascular disease (CCVD) is multifactorial, an increasing number of experimental and clinical studies have highlighted the importance of histone deacetylase (HDAC)-mediated epigenetic processes in the development of cardio-cerebrovascular injury. HDACs are a family of enzymes to balance the acetylation activities of histone acetyltransferases on chromatin remodeling and play essential roles in regulating gene transcription. To date, 18 mammalian HDACs are identified and grouped into four classes based on similarity to yeast orthologs. The zinc-dependent HDAC family currently consists of 11 members divided into three classes (class I, II, and IV) on the basis of structure, sequence homology, and domain organization. In comparison, class III HDACs (also known as the sirtuins) are composed of a family of NAD+-dependent protein-modifying enzymes related to the Sir2 gene. HDAC inhibitors are a group of compounds that block HDAC activities typically by binding to the zinc-containing catalytic domain of HDACs and have displayed anti-inflammatory and antifibrotic effects in the cardio-cerebrovascular system. In this review, we summarize the current knowledge about classifications, functions of HDACs and their roles and regulatory mechanisms in the cardio-cerebrovascular system. Pharmacological targeting of HDAC-mediated epigenetic processes may open new therapeutic avenues for the treatment of CCVD. PMID:25870619

Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

PubMed

Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

2017-05-26

Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

NASA Astrophysics Data System (ADS)

M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

Examining an online microbiology game as an effective tool for teaching the scientific process.

PubMed

Bowling, Kristi G; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education

NASA Astrophysics Data System (ADS)

Cinici, Ayhan

2016-07-01

This study investigates the role of the discursive process in the act of scientific knowledge building. Specifically, it links scientific knowledge building to risk perception of Genetically Modified Organisms (GMOs). To this end, this study designed and implemented a three-stage argumentation programme giving pre-service teachers (PSTs) the opportunity to consider, discuss and construct shared decisions about GMOs. The study involved 101 third-year PSTs from two different classes, randomly divided into control and experimental groups. The study utilised both quantitative and qualitative methods. During the quantitative phase, researchers administered a pre- and post-intervention scale to measure both groups' risk perception of GMOs. During the qualitative phase, data were collected from the experimental group alone through individual and group reports and an open-ended questionnaire. T-test results showed a statistically significant difference between the experimental and control groups' risk perception of GMOs. Qualitative analysis also revealed differences, for example, in PSTs' weighing of the pros and cons of scientific research demonstrating positive results of GMOs. In addition, PSTs' acceptance of GMOs increased. Consequently, this study suggests that developing familiarity with scientific enterprise may play an effective role in adopting a scientific perspective as well as a more balanced risk perception of GMOs.

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process†

PubMed Central

Bowling, Kristi G.; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females. PMID:23858354

The Effectiveness of Using Interactive Multimedia in Improving the Concept of Fashion Design and Its Application in The Making of Digital Fashion Design

NASA Astrophysics Data System (ADS)

Wiana, W.

2018-02-01

This research is related to the effort to design a more representative learning system to improve the learning result of digital fashion design, through the development of interactive multimedia based on motion graphic. This research is aimed to know the effect of interactive multimedia application based on motion graphic to increase the mastery of the concept and skill of the students to making fashion designing in digital format. The research method used is quasi experiment with research design of Non-equivalent Control Group Design. The lectures are conducted in two different classes, namely class A as the Experimental Class and class B as the Control Class. From the calculation result after interpreted using Normalize Gain, there is an increase of higher learning result in student with interactive learning based on motion graphic, compared with student achievement on conventional learning. In this research, interactive multimedia learning based on motion graphic is effective toward the improvement of student learning in concept mastering indicator and on the aspect of making fashion design in digital format.

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

Mediation and spillover effects in group-randomized trials: a case study of the 4Rs educational intervention

PubMed Central

VanderWeele, Tyler J.; Hong, Guanglei; Jones, Stephanie M.; Brown, Joshua L.

2013-01-01

Peer influence and social interactions can give rise to spillover effects in which the exposure of one individual may affect outcomes of other individuals. Even if the intervention under study occurs at the group or cluster level as in group-randomized trials, spillover effects can occur when the mediator of interest is measured at a lower level than the treatment. Evaluators who choose groups rather than individuals as experimental units in a randomized trial often anticipate that the desirable changes in targeted social behaviors will be reinforced through interference among individuals in a group exposed to the same treatment. In an empirical evaluation of the effect of a school-wide intervention on reducing individual students’ depressive symptoms, schools in matched pairs were randomly assigned to the 4Rs intervention or the control condition. Class quality was hypothesized as an important mediator assessed at the classroom level. We reason that the quality of one classroom may affect outcomes of children in another classroom because children interact not simply with their classmates but also with those from other classes in the hallways or on the playground. In investigating the role of class quality as a mediator, failure to account for such spillover effects of one classroom on the outcomes of children in other classrooms can potentially result in bias and problems with interpretation. Using a counterfactual conceptualization of direct, indirect and spillover effects, we provide a framework that can accommodate issues of mediation and spillover effects in group randomized trials. We show that the total effect can be decomposed into a natural direct effect, a within-classroom mediated effect and a spillover mediated effect. We give identification conditions for each of the causal effects of interest and provide results on the consequences of ignoring “interference” or “spillover effects” when they are in fact present. Our modeling approach disentangles these effects. The analysis examines whether the 4Rs intervention has an effect on children's depressive symptoms through changing the quality of other classes as well as through changing the quality of a child's own class. PMID:23997375

Effects of the use of thematic organizers in conjunction with concept mapping on learning, misconceptions, and retention in middle school science class

NASA Astrophysics Data System (ADS)

Keown, Sandra L.

This study was devised to determine effects of the use of interactive thematic organizers and concept maps in middle school science classes during a unit study on minerals. The design, a pretest-posttest control group, consisted of matched groups (three experimental groups and one comparison group). It also included a student survey assessing qualitative aspects of the investigation. The 67 6th-grade students and one science teacher who participated in the study were from an independent K-12 school. Students represented a normal, well-distributed range of abilities. Group I (control) proceeded with their usual method of studying a unit---reading aloud the text and answering workbook questions. Group II worked with interactive thematic organizers, designed to activate prior knowledge and help students make inferences about target concepts in three treatments. Group III created three interactive concept maps, which represented both understandings and misconceptions. Concept maps were reviewed and repaired as students completed each treatment. Group IV participated in both thematic organizer and concept map treatments. Statistical analyses were determined through a pretest and a delayed recall posttest essay for all four groups. Two scores were assigned---one quantitative raw score of correct explicit answers and one rubric score based on the quality of interpretive responses. Group II also received scores for thematic organizer responses. Group III received rubric scores for concept maps. Group IV received all possible scores. Paired t-tests reported comparisons of scores across the treatment groups. A linear regression indicated whether or not concept map misconceptions affected posttest scores. Finally, an ANCOVA reported statistical significance across the four treatment groups. Findings of data analysis indicated statistically significant improvement in posttest scores among students in the three experimental groups. Students who participated in both treatments represented the highest scores among the four groups. Results of the ANCOVA indicated there was statistically significant difference in scores among the four treatments. Recommendations were made to further investigate development of interactive thematic organizers with student-chosen hyperlinks to concepts, as well as a recommendation that researchers investigate teacher understandings of interpretive purpose and form in the creation of thematic organizers.

A Study of Coordination Between Mathematics and Chemistry in the Pre-Technical Program.

ERIC Educational Resources Information Center

Loiseau, Roger A.

This research was undertaken to determine whether the mathematics course offered to students taking courses in chemical technology was adequate. Students in a regular class and an experimental class were given mathematics and chemistry pretests and posttests. The experimental class was taught using a syllabus designed to maximize the coherence…

Attenders versus Slackers: A Classroom Demonstration of Quasi-Experimentation and Self-Selecting Samples

ERIC Educational Resources Information Center

Stellmack, Mark A.

2013-01-01

Studies of the effects of class attendance on class performance typically are quasi-experimental because students choose whether or not to attend class; that is, the samples are self-selecting. The lack of random assignment prevents one from establishing a causal relationship between attendance and performance. Relating attendance to performance…

Peer-led prenatal breast-feeding education: a viable alternative to nurse-led education.

PubMed

Rempel, Lynn A; Moore, Katrina C J

2012-02-01

To evaluate a prenatal breast-feeding class developed and facilitated by peer Breast-feeding Buddies. Non-equivalent control group quasi-experimental study comparing participants of the peer-led class (PLC) to those attending an established hospital-based breast-feeding nurse-led class (NLC). A brief questionnaire was completed immediately prior to the class, and telephone interviews were conducted approximately one week following the class, and one and six months post partum. 54 expectant mothers who registered for the community PLC and 55 expectant mothers who registered for the NLC. Breast-feeding intentions were measured at all time-points. Class evaluations, breast-feeding experiences, and breast-feeding support were measured at all post-class interviews. Both classes were considered worthwhile, but the PLC class was rated as more helpful and participants appreciated learning from the peers' personal experiences. Mothers taught by peers were more likely to access peer breast-feeding support. PLC participants initially decreased their prenatal breast-feeding duration intentions but had significantly stronger intentions to continue breast feeding at six months than did NLC mothers. A peer-led prenatal breast-feeding class is as effective as a traditional model of breast-feeding education and is a valuable tool to promote and support successful breast feeding. RECOMMENDATIONS FOR PRACTICE: Peer-led breast-feeding classes should be provided to enhance the accessibility of breast-feeding education and support for expectant mothers. Copyright © 2010 Elsevier Ltd. All rights reserved.

Jumping into the deep-end: results from a pilot impact evaluation of a community-based aquatic exercise program.

PubMed

Barker, Anna L; Talevski, Jason; Morello, Renata T; Nolan, Genevieve A; De Silva, Renee D; Briggs, Andrew M

2016-06-01

This multi-center quasi-experimental pilot study aimed to evaluate changes in pain, joint stiffness, physical function, and quality of life over 12 weeks in adults with musculoskeletal conditions attending 'Waves' aquatic exercise classes. A total of 109 adults (mean age, 65.2 years; range, 24-93 years) with musculoskeletal conditions were recruited across 18 Australian community aquatic centers. The intervention is a peer-led, 45 min, weekly aquatic exercise class including aerobic, strength, flexibility, and balance exercises (n = 67). The study also included a control group of people not participating in Waves or other formal exercise (n = 42). Outcomes were measured using the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) and EuroQoL five dimensions survey (EQ-5D) at baseline and 12 weeks. Satisfaction with Waves classes was also measured at 12 weeks. Eighty two participants (43 Waves and 39 control) completed the study protocol and were included in the analysis. High levels of satisfaction with classes were reported by Waves participants. Over 90 % of participants reported Waves classes were enjoyable and would recommend classes to others. Waves participants demonstrated improvements in WOMAC and EQ-5D scores however between-group differences did not reach statistical significance. Peer-led aquatic exercise classes appear to improve pain, joint stiffness, physical function and quality of life for people with musculoskeletal conditions. The diverse study sample is likely to have limited the power to detect significant changes in outcomes. Larger studies with an adequate follow-up period are needed to confirm effects.

Mass detection, localization and estimation for wind turbine blades based on statistical pattern recognition

NASA Astrophysics Data System (ADS)

Colone, L.; Hovgaard, M. K.; Glavind, L.; Brincker, R.

2018-07-01

A method for mass change detection on wind turbine blades using natural frequencies is presented. The approach is based on two statistical tests. The first test decides if there is a significant mass change and the second test is a statistical group classification based on Linear Discriminant Analysis. The frequencies are identified by means of Operational Modal Analysis using natural excitation. Based on the assumption of Gaussianity of the frequencies, a multi-class statistical model is developed by combining finite element model sensitivities in 10 classes of change location on the blade, the smallest area being 1/5 of the span. The method is experimentally validated for a full scale wind turbine blade in a test setup and loaded by natural wind. Mass change from natural causes was imitated with sand bags and the algorithm was observed to perform well with an experimental detection rate of 1, localization rate of 0.88 and mass estimation rate of 0.72.

Longitudinal analysis of student performance in a dental hygiene distance education program.

PubMed

Olmsted, Jodi L

2002-09-01

The purpose of the study was to determine if learners who receive face-to-face instruction in an educational program performed statistically better on established benchmark assessments (GPA, course averages, and NBDHE) than learners at a distance from the didactic course instructor. A comparative, quasi-experimental, ex-post facto study was conducted. The treatment variable was program type: face-to-face vs. distance. The performance of five consecutive classes was analyzed, from 1997 to 2001. These five classes consisted of 221 learners, 105 of them at the host site and 115 using distance learning. The experimental groups were divided based upon location--host or cooperating college (distance) site learners. Study results identified no significant difference between host and distance learner performance for the entire educational program. The use of interactive television (ITV) for delivery of an educational program using distance education technology provided acceptable results in learner didactic performance. Learners at both the host and cooperating college (distance) sites performed equally well. The results were used to document program outcomes.

Experiment of Enzyme Kinetics Using Guided Inquiry Model for Enhancing Generic Science Skills

NASA Astrophysics Data System (ADS)

Amida, N.; Supriyanti, F. M. T.; Liliasari

2017-02-01

This study aims to enhance generic science skills of students using guided inquiry model through experiments of enzyme kinetics. This study used quasi-experimental methods, with pretest-posttestnonequivalent control group design. Subjects of this study were chemistry students enrolled in biochemistry lab course, consisted of 18 students in experimental class and 19 students in control class. Instrument in this study were essay test that involves 5 indicators of generic science skills (i.e. direct observation, causality, symbolic language, mathematical modeling, and concepts formation) and also student worksheets. The results showed that the experiments of kinetics enzyme using guided inquiry model have been enhance generic science skills in high category with a value of average of 0.77. Four indicators classified in the high category are direct observation, causality, symbolic language, and mathematical modeling with the value of 0,73 0,70; 0,96; dan 0,85. Meanwhile, indicator of concepts formation in the medium category with a value of 0.62

Training mothers in infant cardiopulmonary resuscitation with an instructional DVD and manikin.

PubMed

Barr, Gavin C; Rupp, Valerie A; Hamilton, Kimberly M; Worrilow, Charles C; Reed, James F; Friel, Kristin S; Dusza, Stephen W; Greenberg, Marna Rayl

2013-07-01

Classes in infant cardiopulmonary resuscitation (CPR) can be time consuming and costly. To determine whether mothers in an obstetric unit could learn infant CPR by using a 22-minute instructional kit and to assess the value and confidence they gained by learning CPR. Quasi-experimental study with enrollment between January and December 2008. Obstetric unit in Lehigh Valley Hospital, a suburban teaching hospital in Allentown, Pennsylvania. Mothers at least 18 years old who had given birth within the previous 24 hours. The experimental group included mothers without prior CPR training who watched a 22-minute instructional DVD and practiced on a manikin. The control group included mothers with prior conventional CPR training. In both groups, knowledge and proficiency were assessed with written and practical examinations developed by certified CPR instructors. Participant surveys were conducted at 3 times: immediately before dissemination of course materials, within 24 hours after the mother agreed to participate in the study, and 6 months after initial evaluation. A total of 126 mothers were enrolled in the study: 79 in the experimental group, 25 in the control group, and 22 who withdrew from the study. Written and practical examinations were used to determine proficiency, and composite scores were generated, with a maximum composite score of 12. The composite scores were statistically significantly higher in the experimental group than in the control group, with median scores of 10 and 7, respectively (P<.001). Twenty-two mothers (21%) had been previously offered CPR training. In the experimental group, 76 mothers (96%) felt more confident as caregivers after learning CPR. Before training in both groups, 84 mothers (81%) stated that learning CPR was extremely important, compared with 100 mothers (96%) after training (P=.001). Use of an instructional kit is an effective method of teaching CPR to new mothers. Mothers reported that learning CPR is extremely important and that it increases their confidence as caregivers.

Effects of Yoga on Stress, Stress Adaption, and Heart Rate Variability Among Mental Health Professionals--A Randomized Controlled Trial.

PubMed

Lin, Shu-Ling; Huang, Ching-Ya; Shiu, Shau-Ping; Yeh, Shu-Hui

2015-08-01

Mental health professionals experiencing work-related stress may experience burn out, leading to a negative impact on their organization and patients. The aim of this study was to examine the effects of yoga classes on work-related stress, stress adaptation, and autonomic nerve activity among mental health professionals. A randomized controlled trial was used, which compared the outcomes between the experimental (e.g., yoga program) and the control groups (e.g., no yoga exercise) for 12 weeks. Work-related stress and stress adaptation were assessed before and after the program. Heart rate variability (HRV) was measured at baseline, midpoint through the weekly yoga classes (6 weeks), and postintervention (after 12 weeks of yoga classes). The results showed that the mental health professionals in the yoga group experienced a significant reduction in work-related stress (t = -6.225, p < .001), and a significant enhancement of stress adaptation (t = 2.128, p = .042). Participants in the control group revealed no significant changes. Comparing the mean differences in pre- and posttest scores between yoga and control groups, we found the yoga group significantly decreased work-related stress (t = -3.216, p = .002), but there was no significant change in stress adaptation (p = .084). While controlling for the pretest scores of work-related stress, participants in yoga, but not the control group, revealed a significant increase in autonomic nerve activity at midpoint (6 weeks) test (t = -2.799, p = .007), and at posttest (12 weeks; t = -2.099, p = .040). Because mental health professionals experienced a reduction in work-related stress and an increase in autonomic nerve activity in a weekly yoga program for 12 weeks, clinicians, administrators, and educators should offer yoga classes as a strategy to help health professionals reduce their work-related stress and balance autonomic nerve activities. © 2015 The Authors. Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Society for Worldviews on Evidence-Based Nursing.

Evaluation of a hepatitis B educational ESL curriculum for Chinese immigrants.

PubMed

Taylor, Victoria M; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Coronado, Gloria; Yasui, Yutaka; Bajdik, Christopher; Hislop, Gregory

2009-01-01

According to recent census data, 1,216,600 Canadians are of Chinese descent, and over 80% of Chinese Canadians are foreign born. Approximately 10% of Chinese immigrants are chronic carriers of hepatitis B, compared with less than 0.5% of the general population. English as a second language (ESL) classes provide ready access for individuals with limited English proficiency who are not reached by English language health education materials and media campaigns. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B ESL educational curriculum for Chinese immigrants. Five community-based organizations that provide ESL education in the greater Vancouver area participated in the study. Forty-one ESL classes (which included 325 Chinese students) were randomly assigned to experimental or control status. A follow-up survey, conducted six months after randomization, assessed knowledge about hepatitis B. Generalized estimating equations were used to analyze the data. Follow-up surveys were completed by 298 (92%) of the students. At follow-up, experimental group students were significantly (p < 0.05) more likely than control group students to know that immigrants have higher hepatitis B infection rates than people who were born in Canada; hepatitis B can be spread during childbirth, during sexual intercourse and by sharing razors; hepatitis B is not spread by sharing eating utensils; and hepatitis B infection can cause cirrhosis and liver cancer. Our findings indicate that ESL curricula can have a positive impact on health knowledge among Chinese immigrants with limited English. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups, as well as other health topics.

Teaching strategies and student achievement in high school block scheduled biology classes

NASA Astrophysics Data System (ADS)

Louden, Cynthia Knapp

The objectives of this study included determining whether teachers in block or traditionally scheduled biology classes (1) implement inquiry-based instruction more often or with different methods, (2) understand the concept of inquiry-based instruction as it is described in the National Science Standards, (3) have classes with significantly different student achievement, and (4) believe that their school schedule facilitates their use of inquiry-based instruction in the classroom. Biology teachers in block and non-block scheduled classes were interviewed, surveyed, and observed to determine the degree to which they implement inquiry-based instructional practices in their classrooms. State biology exams were used to indicate student achievement. Teachers in block scheduled and traditional classes used inquiry-based instruction with nearly the same frequency. Approximately 30% of all teachers do not understand the concept of inquiry-based instruction as described by the National Science Standards. No significant achievement differences between block and traditionally scheduled biology classes were found using ANCOVA analyses and a nonequivalent control-group quasi-experimental design. Using the same analysis techniques, significant achievement differences were found between biology classes with teachers who used inquiry-based instruction frequently and infrequently. Teachers in block schedules believed that their schedules facilitated inquiry-based instruction more than teachers in traditional schedules.

Identifying "social smoking" U.S. young adults using an empirically-driven approach.

PubMed

Villanti, Andrea C; Johnson, Amanda L; Rath, Jessica M; Williams, Valerie; Vallone, Donna M; Abrams, David B; Hedeker, Donald; Mermelstein, Robin J

2017-07-01

The phenomenon of "social smoking" emerged in the past decade as an important area of research, largely due to its high prevalence in young adults. The purpose of this study was to identify classes of young adult ever smokers based on measures of social and contextual influences on tobacco use. Latent class models were developed using social smoking measures, and not the frequency or quantity of tobacco use. Data come from a national sample of young adult ever smokers aged 18-24 (Truth Initiative Young Adult Cohort Study, N=1564). The optimal models identified three latent classes: Class 1 - nonsmokers (52%); Class 2 - social smokers (18%); and Class 3 - smokers (30%). Nearly 60% of the "social smoker" class self-identified as a social smoker, 30% as an ex-smoker/tried smoking, and 12% as a non-smoker. The "social smoker" class was most likely to report using tobacco mainly or only with others. Past 30-day cigarette use was highest in the "smoker" class. Hookah use was highest in the "social smoker" class. Other tobacco and e-cigarette use was similar in the "social smoker" and "smoker" classes. Past 30-day tobacco and e-cigarette use was present for all products in the "non-smoker" class. Young adult social smokers emerge empirically as a sizable, distinct class from other smokers, even without accounting for tobacco use frequency or intensity. The prevalence of hookah use in "social smokers" indicates a group for which the social aspect of tobacco use could drive experimentation and progression to regular use. Copyright © 2017 Elsevier Ltd. All rights reserved.

Gingival microleakage of class V composite restorations with fiber inserts.

PubMed

Ahmed, Walaa; El-Badrawy, Wafa; Kulkarni, Gajanan; Prakki, Anuradha; El-Mowafy, Omar

2013-07-01

This study investigated the effect of different fiber inserts (glass and polyethylene), bonding agents, and resin composites on the gingival margin microleakage of class V composite restorations. Sixty premolars were sterilized and mounted in acrylic resin bases. Class V cavities were prepared buccally and lingually, 1 mm below the cementoenamel junction, comprising 12 groups (n = 10). In the experimental groups fiber inserts were cut and placed at the gingival seat, while the control groups had no inserts. Combinations of two composite materials, Filtek-Z250 and Filtek-LS (3M-ESPE), and four bonding agents, Clearfil SE bond (Kuraray) (C), Scotch Bond Multipurpose (3M-ESPE) (SB), Prime and Bond NT (Dentsply) (PB), and Filtek-LS (3M-ESPE) (LS) were used. Restorations were incrementally inserted and polymerized for 40s. Specimens were then stored in distilled water for 7 days and thermocycled for 500 cycles. Teeth surfaces were sealed with nail polish except for 1 mm around restoration margins and immersed in 2% red procion dye. Teeth were then sectioned buccolingually and dye penetration was assessed with five-point scale. Data were statistically-analyzed by Kruskal-Wallis, ANOVA and Tukey's tests (α = 5%). Mean microleakage scores varied from 0.40 (Groups C, C with polyethylene, LS, LS with polyethylene) to 1.50 (SB). Different bonding agents led to differences in microleakage scores where C and LS showed significantly lower microleakage than PB. SB had highest mean microleakage score, however, incorporation of fibers resulted in significant reduction in microleakage. Class V resin composite restorations bonded with a total-etch adhesive had a significant reduction in mean microleakage scores when glass or polyethylene fibers were placed at the gingival cavo-surface margin. In contrast, for two self-etch adhesive systems, the incorporation of fibers had no significant effect on mean microleakage scores.

Impact of Jigsaw on the Achievement and Attitudes of Saudi Arabian Male High School Science Students

NASA Astrophysics Data System (ADS)

Alghamdi, Abdulmonem

The aim of the study is to investigate the impact of cooperative learning instruction, specifically by using the Jigsaw instructional strategy on science achievement and attitudes towards science among 11th grade students. Based upon previous research literature, it was hypothesized that significant differences existed on gains between general science achievement of experimental group and control group. The quasi-experimental design was chosen for this study. The study sample consisted of 50 students of 11th grade class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The students' achievement was measured through the implementation of 30-item achievement test used as a pretest, as well as a posttest and deferred (follow-up) test. The experiment group was taught through cooperative learning while control group was taught through the instructions of "traditional teaching". The material was used such as lesson plans, worksheets and quizzes, designed to implement Jigsaw as a cooperative learning methodology. For the attitude scale towards science, a published 30-item Likert scale called Test of Science Related Attitudes (TOSRA) has been translated to Arabic in order to determine the students' attitudes ranging between strongly agree to strongly disagree. The data were analyzed through repeated measure analysis and multivariate analysis of variance with a .05 selected level of significance. The results of this study showed that using Jigsaw as a cooperative learning strategy has improved the students' achievement for the benefit of the experimental group. However, there was no significant change on the students' attitudes towards science for both groups, where the scores of all the attitude subscales were at or near the neutral level.

Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners

ERIC Educational Resources Information Center

Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina

2018-01-01

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…

The Effects of Concept Maps on the Academic Success and Attitudes of 11th Graders while Teaching Urinary System

ERIC Educational Resources Information Center

Akay, Sumeyye Ozbey; Kaya, Basturk; Kilic, Selda

2012-01-01

The aim of the present study is to support, enrich, and broaden the process of education using concept maps and to determine the effects of concept maps in biology classes on school success, attitude and retention of the knowledge taught. The present study was conducted as an experimental study with pre-test and post-test control groups. The…

The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction on Achievement, Use, and Attitudes toward Literacy and Science. Reading Research Report No. 37.

ERIC Educational Resources Information Center

Morrow, Lesley Mandel; And Others

A study determined the impact of integrating literacy and science programs on literacy achievement, use of literature, and attitude toward reading and science. Six third-grade classes (128 students) of ethnically diverse children were assigned to one control and two experimental groups (literature/science program and literature only program).…

A Literature-Based Basal Reader's Effects on Student Achievement: An Evaluation of Literature-Based Basal Textbook Adoption at Terre Town Elementary.

ERIC Educational Resources Information Center

Burk, Anne

An ex post facto study examined third grade students' achievement test scores both before and after the adoption of a literature-based basal reading text. The experimental groups consisted of five third grade classes at Terre Town Elementary School (Indiana) for each of the years 1988 through 1993. Mean scores were plotted and data were visually…

Does Humor Have an Effect on the Performance of College Freshmen in Improving Scores on the Nelson Denny Reading Post Test?

ERIC Educational Resources Information Center

Schiller, Maryann F.

A study was conducted to investigate the effects of humor on the performance of college freshmen on the Nelson Denny Reading Post Test. The subjects, 36 college freshmen from two developmental reading improvement classes, were randomly assigned to experimental A or B or control sample groups. Students had previously taken forms F and C of the test…

The Effect of nutrition education on knowledge, attitude, and performance about junk food consumption among students of female primary schools.

PubMed

Vardanjani, Ali Esmaeili; Reisi, Mahnoush; Javadzade, Homamodin; Pour, Zabihollah Gharli; Tavassoli, Elahe

2015-01-01

Undoubtedly, proper nutrition has important role in safeguarding the individual from many diseases, especially chronic ones, and increasing ones physical and intellectual efficiency. Considering the importance of nutrition education to school-age kids, this research was done with the purpose of determining the effect of nutrition education on the knowledge, attitude, and performance of female students at primary school about junk food consumption. This is an experimental intervention study in Shahr-e-kord city about the reduction of junk foods consumption in 2011. Seventy-two primary girl students were randomly divided into 2 groups, experimental (36) and controls (36). Before of the educational program, self-administrative questionnaire and FFQ (Food Frequency Questionnaire) questionnaire were filled out for both the groups. The self-administrative questionnaire was completed 3 times (before, immediately, and 2 months after education), and FFQ questionnaire was completed 2 times (before and 2 months after education) by students. After pre-test, 4 educational session classes in experimental group were performed. Finally, data were collected and analyzed by SPSS 16 computer software. Demographic variables of the studied population in 2 groups were similar. Before intervention, there were no significant differences regarding the knowledge, attitude, and performance in 2 groups (P > 0/05). After intervention, there were significant differences in the levels of knowledge, attitude, and performance between experimental and control groups (P < 0.001). According to the results, intervention has positive impact on pattern of nutrition, and it can be concluded that intervention is effective on increasing or improving the knowledge, attitude, and performance of the students.

The Effects of Two Self-Regulation Interventions to Increase Self-Efficacy and Group Exercise Behavior in Fitness Clubs

PubMed Central

Middelkamp, Jan; van Rooijen, Maaike; Wolfhagen, Peter; Steenbergen, Bert

2016-01-01

Studies on the adoption and maintenance of group exercise behavior are scarce. The objective of this study is to test two self-efficacy based interventions to increase barrier self-efficacy and group exercise behavior. In total 122 participants (Mage 42.02 yr.; SD 12.29; 67% females) were recruited and randomly assigned to one control and two experimental groups. The control group was limited to participate in one virtual group exercise program only (group 1). The first experimental group was able to self-set their activities and participate in multiple group exercise programs (group 2). The second experimental group received an additional monthly coaching protocol to manage self-set goals (group 3). A validated scale for barrier self-efficacy was used, group exercise sessions were measured and drop-out rates were registered. An ANOVA indicated that mean amount of sessions of group 1 and 3, and 2 and 3 differed significantly (p < 0.05) in 12 weeks. Descriptive statistics demonstrate mean group exercise sessions over the total of 12 weeks of 2.74 (SD 4.65) in the control group; 4.75 (SD 6.08) in the first experimental group, and 12.25 (SD 9.07) for the second experimental group. Regression analysis indicated that self-efficacy at 8-weeks explained the highest variance in overall group exercise sessions (R2 = 0.18; p < 0.05). Overall drop-out rates were 88% in group 1, 78% in group 2 and 48% in group 3. The results showed that group exercise behavior can significantly be improved by a coaching protocol on self-set goals. Future research should address the effectiveness of self-set activities and self-set goals for a longer period of time and in other types of exercise programs. Key points Approximately 144 million individuals exercise in fitness clubs worldwide. About 50% participate in at least one group exercise program and 23% participate only in group exercise classes with instructor. Research on attendance and exercise behavior in fitness clubs is limited but there are strong indications that the frequencies are low. This study demonstrates that group exercise behavior in fitness clubs can be improved significantly by a coaching protocol on self-set goals based on tenets of self-efficacy theory. PMID:27274676

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

PubMed

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

2015-10-01

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

Can the Arts Get Under the Skin? Arts and Cortisol for Economically Disadvantaged Children.

PubMed

Brown, Eleanor D; Garnett, Mallory L; Anderson, Kate E; Laurenceau, Jean-Philippe

2017-07-01

This within-subjects experimental study investigated the influence of the arts on cortisol for economically disadvantaged children. Participants were 310 children, ages 3-5 years, who attended a Head Start preschool and were randomly assigned to participate in different schedules of arts and homeroom classes on different days of the week. Cortisol was sampled at morning baseline and after arts and homeroom classes on two different days at start, middle, and end of the year. For music, dance, and visual arts, grouped and separately, results of piecewise hierarchical linear modeling with time-varying predictors suggested cortisol was lower after an arts versus homeroom class at middle and end of the year but not start of the year. Implications concern the impact of arts on cortisol for children facing poverty risks. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Using multimedia learning modules in a hybrid-online course in electricity and magnetism

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2011-06-01

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a “prelecture assignment” in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a controlled study utilizing modules on electricity and magnetism as a part of a blended hybrid-online course. We asked students in the experimental section to view the MLMs prior to attending the face-to-face class, and to make sure this would not result in additional instructional time, we reduced the weekly class time by one-third. We found that despite reduced class time, student-learning outcomes were not hindered; in fact, the implementation of the UIUC MLMs resulted in a positive effect on student performance on conceptual tests and classroom discussion questions.

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

A summary of research-based assessment of students' beliefs about the nature of experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2018-03-01

Within the undergraduate physics curriculum, students' primary exposure to experimental physics comes from laboratory courses. Thus, as experimentation is a core component of physics as a discipline, lab courses can be gateways in terms of both recruiting and retaining students within the physics major. Physics lab courses have a wide variety of explicit and/or implicit goals for lab courses, including helping students to develop expert-like beliefs about the nature and importance of experimental physics. To assess students' beliefs, attitudes, and expectations about the nature of experimental physics, there is currently one research-based assessment instrument available—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Since its development, the E-CLASS has been the subject of multiple research studies aimed at understanding and evaluating the effectiveness of various laboratory learning environments. This paper presents a description of the E-CLASS assessment and a summary of the research that has been done using E-CLASS data with a particular emphasis on the aspects of this work that are most relevant for instructors.

[The specificity of blastocysts (Rhizopoda: Lobosea)].

PubMed

Belova, L M; Krylov, M V

1994-01-01

The analysis of specificity of blastocysts was based on the data on host association and on experimental data. In experiments we failed to infect the geese (Anser anser) with Blastocystis galli taken from the fowl (Gallus gallus) and also failed to infect the fowl with B. suis taken from the pigs (Sus scrofa domestica). Experimental data and field observations of blastocysts distribution among different groups of hosts point out that the same species of blastocysts can not parasitize in hosts belonging to different classes and orders. The examination of 89 fish specimens belonging to 14 species of Osteichthyes taken from the Neman delta did not discover any blastocysts.

Putting the person back into psychopathology: an intervention to reduce mental illness stigma in the classroom.

PubMed

Mann, Caroline E; Himelein, Melissa J

2008-07-01

This research aims to compare the effectiveness of two methods of teaching psychopathology in reducing stigma toward mental illness. Based on previous stigma research, a first-person, narrative approach was contrasted with traditional, diagnosis-centered education. STUDY 1 Participants consisted of 53 undergraduates at a small, public university enrolled in two introductory psychology classes. During six hours of class time focused on psychopathology, one class received the experimental pedagogy while the other served as a control, receiving traditional instruction. Stigma was assessed pre- and post-intervention using a social distance scale and vignette design. Statistical analyses compared means and change scores between the two classes. STUDY 1 Students in the experimental classroom showed a significant decrease in stigma following the intervention, whereas those in the control group showed no change. STUDY 2 A follow-up study was conducted to replicate the promising effects demonstrated in Study 1. Two additional classrooms (n = 48) were both exposed to the first-person, narrative pedagogy, and their stigma monitored pre- and post- intervention. STUDY 2 Students reported a significant decrease in stigma following the intervention. Together, these studies suggest that traditional methods of teaching psychopathology do not lessen mental illness stigma, a serious concern that can potentially be reconciled by incorporating more person-centered instructional methods. Results are discussed in terms of their implications for the way psychopathology is taught throughout the mental health field, as well as the practical application of stigma interventions woven into the curriculum.

The effect of creative problem solving on students’ mathematical adaptive reasoning

NASA Astrophysics Data System (ADS)

Muin, A.; Hanifah, S. H.; Diwidian, F.

2018-01-01

This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

The virtual child: evaluation of an internet-based pediatric behavior management simulation.

PubMed

Boynton, James R; Green, Thomas G; Johnson, Lynn A; Nainar, S M Hashim; Straffon, Lloyd H

2007-09-01

This article describes an Internet-based instructional tool designed to give predoctoral dental students a virtual simulation of clinical pediatric dentistry to develop their pediatric behavior management knowledge. Effectiveness of this tool was evaluated using two consecutive classes of junior dental students. The control group was exposed to the traditional behavior management curriculum (two lectures) in a spring term course. The next class of dental students was exposed to the two lectures and, in addition, completed the behavior management simulation during the following spring term. Both groups completed a two-part examination (objective section=18 questions; open-ended section=responses to a clinical situation) designed to test their behavior management knowledge. The simulation group performed significantly better in both parts of the examination (objective section: p=.028; open-ended section: p=.012). The simulation was evaluated by students and perceived by most to be an effective addition to the curriculum. It was concluded that the experimental behavior management simulation, when added to the traditional lecture curriculum, improved pediatric behavior management knowledge in predoctoral dental students.

Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom1

PubMed Central

Barrish, Harriet H.; Saunders, Muriel; Wolf, Montrose M.

1969-01-01

Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several “problem children”. After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams “to play a game”. Each out-of-seat and talking-out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs. PMID:16795208

Social learning by imitation in a reptile (Pogona vitticeps).

PubMed

Kis, Anna; Huber, Ludwig; Wilkinson, Anna

2015-01-01

The ability to learn through imitation is thought to be the basis of cultural transmission and was long considered a distinctive characteristic of humans. There is now evidence that both mammals and birds are capable of imitation. However, nothing is known about these abilities in the third amniotic class-reptiles. Here, we use a bidirectional control procedure to show that a reptile species, the bearded dragon (Pogona vitticeps), is capable of social learning that cannot be explained by simple mechanisms such as local enhancement or goal emulation. Subjects in the experimental group opened a trap door to the side that had been demonstrated, while subjects in the ghost control group, who observed the door move without the intervention of a conspecific, were unsuccessful. This, together with differences in behaviour between experimental and control groups, provides compelling evidence that reptiles possess cognitive abilities that are comparable to those observed in mammals and birds and suggests that learning by imitation is likely to be based on ancient mechanisms.

Effects of Epstein's TARGET on adolescents' intentions to be physically active and leisure-time physical activity.

PubMed

Cecchini, Jose A; Fernandez-Rio, Javier; Mendez-Gimenez, Antonio

2014-06-01

The aim of this study was to examine the effects of Epstein's TARGET strategies on adolescents' intentions to be physically active and leisure-time physical activity (LTPA) levels. A total of 447 secondary education students (193 females and 254 males), range age 12-17 years, were divided in two groups: control (N = 224) and experimental (N = 223). Epstein's TARGET strategies were applied by especially trained teachers only to the experimental group in their physical education (PE) classes during 12 consecutive weeks. Participants' intentions to be physically active and their LTPA levels were assessed prior to the intervention (pre), at the end of it (post-1) and 3 months after the intervention (post-2). Significant increases were observed only in the experimental group in post-1 and post-2 on both variables. PE interventions based on TARGET strategies seem to be effective increasing adolescents' intentions to be physically active, as well as time spent in LTPA. As most adolescents participate in PE, these interventions could lead to substantial public health benefits. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

An open source multivariate framework for n-tissue segmentation with evaluation on public data.

PubMed

Avants, Brian B; Tustison, Nicholas J; Wu, Jue; Cook, Philip A; Gee, James C

2011-12-01

We introduce Atropos, an ITK-based multivariate n-class open source segmentation algorithm distributed with ANTs ( http://www.picsl.upenn.edu/ANTs). The Bayesian formulation of the segmentation problem is solved using the Expectation Maximization (EM) algorithm with the modeling of the class intensities based on either parametric or non-parametric finite mixtures. Atropos is capable of incorporating spatial prior probability maps (sparse), prior label maps and/or Markov Random Field (MRF) modeling. Atropos has also been efficiently implemented to handle large quantities of possible labelings (in the experimental section, we use up to 69 classes) with a minimal memory footprint. This work describes the technical and implementation aspects of Atropos and evaluates its performance on two different ground-truth datasets. First, we use the BrainWeb dataset from Montreal Neurological Institute to evaluate three-tissue segmentation performance via (1) K-means segmentation without use of template data; (2) MRF segmentation with initialization by prior probability maps derived from a group template; (3) Prior-based segmentation with use of spatial prior probability maps derived from a group template. We also evaluate Atropos performance by using spatial priors to drive a 69-class EM segmentation problem derived from the Hammers atlas from University College London. These evaluation studies, combined with illustrative examples that exercise Atropos options, demonstrate both performance and wide applicability of this new platform-independent open source segmentation tool.

An Open Source Multivariate Framework for n-Tissue Segmentation with Evaluation on Public Data

PubMed Central

Tustison, Nicholas J.; Wu, Jue; Cook, Philip A.; Gee, James C.

2012-01-01

We introduce Atropos, an ITK-based multivariate n-class open source segmentation algorithm distributed with ANTs (http://www.picsl.upenn.edu/ANTs). The Bayesian formulation of the segmentation problem is solved using the Expectation Maximization (EM) algorithm with the modeling of the class intensities based on either parametric or non-parametric finite mixtures. Atropos is capable of incorporating spatial prior probability maps (sparse), prior label maps and/or Markov Random Field (MRF) modeling. Atropos has also been efficiently implemented to handle large quantities of possible labelings (in the experimental section, we use up to 69 classes) with a minimal memory footprint. This work describes the technical and implementation aspects of Atropos and evaluates its performance on two different ground-truth datasets. First, we use the BrainWeb dataset from Montreal Neurological Institute to evaluate three-tissue segmentation performance via (1) K-means segmentation without use of template data; (2) MRF segmentation with initialization by prior probability maps derived from a group template; (3) Prior-based segmentation with use of spatial prior probability maps derived from a group template. We also evaluate Atropos performance by using spatial priors to drive a 69-class EM segmentation problem derived from the Hammers atlas from University College London. These evaluation studies, combined with illustrative examples that exercise Atropos options, demonstrate both performance and wide applicability of this new platform-independent open source segmentation tool. PMID:21373993

Assessment of the effectiveness of physical activity interventions in the Brazilian Unified Health System

PubMed Central

Ribeiro, Evelyn Helena Corgosinho; Garcia, Leandro Martin Totaro; Salvador, Emanuel Péricles; Costa, Evelyn Fabiana; Andrade, Douglas Roque; Latorre, Maria do Rosario Dias de Oliveira; Florindo, Alex Antonio

2017-01-01

ABSTRACT OBJECTIVE To assess the effect of interventions on the levels of physical activity of healthy adults, users of the Brazilian Unified Health System and attended by the Family Health Strategy. METHODS Non-randomized experimental study with 157 adults allocated in three groups: 1) physical exercise classes (n = 54), 2) health education (n = 54), 3) control (n = 49). The study lasted for18 months, with 12 months of interventions and six months of follow-up after intervention. Assessments took place at the beginning, in the 12 months, and in the 18 months of study. Physical activity has been assessed by questionnaires and accelerometry. For the analyses, we have used the intention-to-treat principle and generalized estimating equations. RESULTS After 12 months, both intervention groups have increased the minutes of weekly leisure time physical activity and annual scores of physical exercise, leisure and transport-related physical activity. The exercise class group has obtained the highest average annual physical exercises score when compared to the other groups (p < 0.001). In the follow-up period, the exercise class group reduced its annual score (average: -0.3; 95%CI -0.5–-0.1), while the health education group increased this score (average: 0.2; 95%CI 0.1–0.4). There have been no differences in the levels of physical activity measured by accelerometry. CONCLUSIONS The interventions have been effective in increasing the practice of physical activity. However, we have observed that the health education intervention was more effective for maintaining the practice of physical activity in the period after intervention. We recommend the use of both interventions to promote physical activity in the Brazilian Unified Health System, according to the local reality of professionals, facilities, and team objectives. PMID:28678906

Effect of a Physical Education-Based Stretching Programme on Sit-and-Reach Score and Its Posterior Reduction in Elementary Schoolchildren

ERIC Educational Resources Information Center

Merino-Marban, Rafael; Mayorga-Vega, Daniel; Fernandez-Rodriguez, Emilio; Estrada, Francisco Vera; Viciana, Jesús

2015-01-01

The purpose of this study was to examine the effects of a 1-minute stretching programme and 5 weeks of detraining on sit-and-reach score among schoolchildren aged 5-6 years in a physical education setting. Forty-five schoolchildren 5-6 years old from two classes were clustered randomly assigned to an experimental group (n = 23) or a control group…

Does Gender Make a Difference? Results from the German "Tandem Study" on the Pedagogical Activity of Female and Male ECE Workers

ERIC Educational Resources Information Center

Brandes, Holger; Andrä, Markus; Röseler, Wenke; Schneider-Andrich, Petra

2015-01-01

Based on an everyday quasi-experimental situation with multiple materials, the behavior of male and female early childhood education (ECE) workers is recorded and compared. The research is based on a sample of 41 female and 41 male ECE workers, who in each case work together in tandem in a kindergarten class, as well as a control group of 12…

Effects of a Physical Education-Based Programme on Health-Related Physical Fitness and Its Maintenance in High School Students: A Cluster-Randomized Controlled Trial

ERIC Educational Resources Information Center

Mayorga-Vega, Daniel; Montoro-Escaño, Jorge; Merino-Marban, Rafael; Viciana, Jesús

2016-01-01

The purpose of this study was to examine the effects of a physical education-based development and maintenance programme on objective and perceived health-related physical fitness in high school students. A sample of 111 students aged 12-14 years old from six classes were cluster-randomly assigned to an experimental group (n = 54) or a control…

An Experimental Study of a Televised Science Series, Grades 1-4, Comparing the Quality and Sequence of Television and Classroom Questions with a Proposed Strategy of Science Instruction.

ERIC Educational Resources Information Center

Beisenherz, Paul Chalmers

The effectiveness of a televised science series used in the Seattle metropolitan area was investigated, using factorial design to provide a treatment variable representing four degrees of utilization of TV science and non-TV science. Teachers and their intact classes were randomly assigned to one of four treatment groups: TV science only, plus…

In vitro microleakage of luting cements and crown foundation material.

PubMed

Lindquist, T J; Connolly, J

2001-03-01

Microleakage is a concern for the long-term prognosis of a cemented crown and foundation. The aims of this investigation were, first, to evaluate microleakage of zinc phosphate cement and resin-reinforced glass ionomer cement under ideal (dry) versus contaminated (wet) conditions, and second, to compare 3 foundations under both ideal and contaminated conditions. One hundred forty extracted molar teeth were cleaned and mounted. Tooth preparations for complete veneer cast crowns were completed with a chamfer finish line. A mesial surface class II cavity preparation 4 mm wide buccolingually and 2 mm deep was made in each tooth. Seven restorative groups were formed: amalgam/cavity varnish, amalgam/dentinal bonding agent, and composite/dentinal bonding agent, each with dry and contaminated groups, and a seventh group of class II cavity preparations without foundations. Finish lines for crown margins were refined 1.5 mm gingival to the restoration. Artificial crowns were cast in type III gold. Treatment groups were divided into 4 cement groups: dry and contaminated zinc phosphate cement and dry and contaminated resin-reinforced glass ionomer cement. The specimens were thermocycled and immersed in erythrosine B solution for 24 hours. Subsequently, they were rinsed, and their coronal portions were embedded in clear resin. Teeth were sectioned mesiodistally, and standard photomicrographs were made. The microleakage of each restoration and crown was measured. The least foundation microleakage was recorded for amalgam/dentinal bonding agents (ideal group) and composite/dentinal bonding agents (ideal group). The most microleakage was observed within the group without a foundation. In cement groups, the control and experiment sides were evaluated separately but displayed the same order of finding. The least leakage was recorded with resin-reinforced glass ionomer cement (ideal group); the most microleakage was noted with zinc phosphate cement (ideal group). An interaction was demonstrated on the experimental side between cements and the foundations (P=.0001). Within the experimental conditions of this study, less microleakage was recorded with resin-reinforced glass ionomer cement (ideal or contaminated) than with zinc phosphate cement (ideal or contaminated). There also was less microleakage evident with a foundation of silver amalgam or composite when a dentinal bonding agent was used under ideal conditions.

Improving students’ mathematical representational ability through RME-based progressive mathematization

NASA Astrophysics Data System (ADS)

Warsito; Darhim; Herman, T.

2018-01-01

This study aims to determine the differences in the improving of mathematical representation ability based on progressive mathematization with realistic mathematics education (PMR-MP) with conventional learning approach (PB). The method of research is quasi-experiments with non-equivalent control group designs. The study population is all students of class VIII SMPN 2 Tangerang consisting of 6 classes, while the sample was taken two classes with purposive sampling technique. The experimental class is treated with PMR-MP while the control class is treated with PB. The instruments used are test of mathematical representation ability. Data analysis was done by t-test, ANOVA test, post hoc test, and descriptive analysis. The result of analysis can be concluded that: 1) there are differences of mathematical representation ability improvement between students treated by PMR-MP and PB, 2) no interaction between learning approach (PMR-MP, PB) and prior mathematics knowledge (PAM) to improve students’ mathematical representation; 3) Students’ mathematical representation improvement in the level of higher PAM is better than medium, and low PAM students. Thus, based on the process of mathematization, it is very important when the learning direction of PMR-MP emphasizes on the process of building mathematics through a mathematical model.

A Simple Laboratory Class Using a "Pseudomonas aeruginosa" Auxotroph to Illustrate UV-Mutagenic Killing, DNA Photorepair and Mutagenic DNA Repair

ERIC Educational Resources Information Center

Sobrero, Patricio; Valverde, Claudio

2013-01-01

A simple and cheap laboratory class is proposed to illustrate the lethal effect of UV radiation on bacteria and the operation of different DNA repair mechanisms. The class is divided into two sessions, an initial 3-hour experimental session and a second 2-hour analytical session. The experimental session involves two separate experiments: one…

Influences of Aerobic Dance on Cognitive Performance in Adults with Schizophrenia.

PubMed

Chen, Ming-De; Kuo, Yu-Hsin; Chang, Yen-Ching; Hsu, Su-Ting; Kuo, Chang-Chih; Chang, Jyh-Jong

2016-12-01

Cognitive impairment is one of the core features of schizophrenia. This study examined the influences of an aerobic dance programme on the cognitive functions of people with schizophrenia. A quasi-experimental matched-control design was applied. The experimental group (n = 17) participated in a 60-minute aerobic dance group class three times a week for 3 months. The control group (n = 19) participated in colouring and handwriting activities. Cognitive functions were measured before and after the interventions for both groups. The intervention group experienced significant improvements in processing speed, memory and executive function, whereas no significant changes were noted in any measures in the control group. While there were no significant between-group differences, the data showed approximately medium effect sizes that favoured the intervention group in regard to processing speed (Cohen's d = 0.51), memory (d = 0.35-0.41) and the spontaneity and fluency aspects of executive function (d = 0.51). While the small sample size and lack of randomization were the primary methodological shortcomings, this study provides preliminary results supporting aerobic dance as an adjunct activity-based intervention to improve cognitive functions in people with schizophrenia. More rigorous studies are needed to validate the findings. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Gastric-sparing nitric oxide-releasable 'true' prodrugs of aspirin and naproxen.

PubMed

Gund, Machhindra; Gaikwad, Parikshit; Borhade, Namdev; Burhan, Aslam; Desai, Dattatraya C; Sharma, Ankur; Dhiman, Mini; Patil, Mohan; Sheikh, Javed; Thakre, Gajanan; Tipparam, Santhosh G; Sharma, Somesh; Nemmani, Kumar V S; Satyam, Apparao

2014-12-15

Nitric oxide-releasing non-steroidal anti-inflammatory drugs (NO-NSAIDs) are gaining attention as potentially gastric-sparing NSAIDs. Herein, we report a novel class of '1-(nitrooxy)ethyl ester' group-containing NSAIDS as efficient NO releasing 'true' prodrugs of aspirin and naproxen. While an aspirin prodrug exhibited comparable oral bioavailability and antiplatelet activity (i.e., TXB2 inhibition) to those of aspirin, a naproxen prodrug exhibited better bioavailability than naproxen. These promising NO-NSAIDs protected experimental rats from gastric damage. We therefore believe that these promising NO-NSAIDs could represent a new class of potentially 'Safe NSAIDs' for the treatment of arthritic pain, inflammation and cardiovascular disorders in the case of NO-aspirin. Copyright © 2014 Elsevier Ltd. All rights reserved.

GOexpress: an R/Bioconductor package for the identification and visualisation of robust gene ontology signatures through supervised learning of gene expression data.

PubMed

Rue-Albrecht, Kévin; McGettigan, Paul A; Hernández, Belinda; Nalpas, Nicolas C; Magee, David A; Parnell, Andrew C; Gordon, Stephen V; MacHugh, David E

2016-03-11

Identification of gene expression profiles that differentiate experimental groups is critical for discovery and analysis of key molecular pathways and also for selection of robust diagnostic or prognostic biomarkers. While integration of differential expression statistics has been used to refine gene set enrichment analyses, such approaches are typically limited to single gene lists resulting from simple two-group comparisons or time-series analyses. In contrast, functional class scoring and machine learning approaches provide powerful alternative methods to leverage molecular measurements for pathway analyses, and to compare continuous and multi-level categorical factors. We introduce GOexpress, a software package for scoring and summarising the capacity of gene ontology features to simultaneously classify samples from multiple experimental groups. GOexpress integrates normalised gene expression data (e.g., from microarray and RNA-seq experiments) and phenotypic information of individual samples with gene ontology annotations to derive a ranking of genes and gene ontology terms using a supervised learning approach. The default random forest algorithm allows interactions between all experimental factors, and competitive scoring of expressed genes to evaluate their relative importance in classifying predefined groups of samples. GOexpress enables rapid identification and visualisation of ontology-related gene panels that robustly classify groups of samples and supports both categorical (e.g., infection status, treatment) and continuous (e.g., time-series, drug concentrations) experimental factors. The use of standard Bioconductor extension packages and publicly available gene ontology annotations facilitates straightforward integration of GOexpress within existing computational biology pipelines.

Leader genes in osteogenesis: a theoretical study.

PubMed

Orlando, Bruno; Giacomelli, Luca; Ricci, Massimiliano; Barone, Antonio; Covani, Ugo

2013-01-01

Little is still known about the molecular mechanisms involved in the process of osteogenesis. In this paper, the leader genes approach, a new bioinformatics method which has already been experimentally validated, is adopted in order to identify the genes involved in human osteogenesis. Interactions among genes are then calculated and genes are ranked according to their relative importance in this process. In total, 167 genes were identified as being involved in osteogenesis. Genes were divided into 4 groups, according to their main function in the osteogenic processes: skeletal development; cell adhesion and proliferation; ossification; and calcium ion binding. Seven genes were consistently identified as leader genes (i.e. the genes with the greatest importance in osteogenesis), while 14 were found to have slightly less importance (class B genes). It was interesting to notice that the larger part of leader and class B genes belonged to the cell adhesion and proliferation or to the ossification sub-groups. This finding suggested that these two particular sub-processes could play a more important role in osteogenesis. Moreover, among the 7 leader genes, it is interesting to notice that RUNX2, BMP2, SPARC, PTH play a direct role in bone formation, while the 3 other leader genes (VEGF, IL6, FGF2) seem to be more connected with an angiogenetic process. Twenty-nine genes have no known interactions (orphan genes). From these results, it may be possible to plan an ad hoc experimentation, for instance by microarray analyses, focused on leader, class B and orphan genes, with the aim to shed new light on the molecular mechanisms underlying osteogenesis. Copyright © 2012 Elsevier Ltd. All rights reserved.

Cervical microleakage in Class II cavities restored with the Sonicsys approx system.

PubMed

Rominu, Mihai; Florita, Zeno; Lakatos, Sorin; Rominu, Roxana Otilia

2009-04-01

To investigate the cervical microleakage in Class II cavities restored with Sonicsys approx ceramic inserts and four resin-based materials. Forty noncarious and crack-free mandibular third molars were used. These teeth were randomly assigned to four groups each containing 10 teeth. No control group was created. On each tooth, one mesial boxlike cavity was prepared using the active head Sonicsys approx no. 3. The cervical margin of each cavity was in enamel about 1 mm coronal to the cementoenamel junction. According to manufacturer's instructions, the prepared cavities were restored using a Sonicsys approx ceramic inserts no.3 and four resin-based materials as follows: group 1, Tetric Flow; group 2, Admira Flow; group 3, Nexus 2; group 4, X-Flow. After finishing and polishing, all specimens were stored in distilled water for 7 days at 37 degrees C, thermocycled 1,000 cycles between 5 degrees and 55 degrees C, and stored for 24 hours in basic fuchsine 2%. All specimens were then embedded in clear acrylic resin and sectioned along a mesial-distal plane through the middle of the cervical margin. The cervical areas of the resulting sections were examined using an optical microscope to assess the dye penetration. The registered scores were analyzed using Kruskal-Wallis and Mann-Whitney U tests. Microleakage was detected in each experimental group. Kruskal-Wallis test revealed statistically significant differences among groups (P = .009, alpha = .01). The Mann-Whitney U test showed significant differences between Admira Flow group and Tetric Flow (P = .011, alpha = .05), Nexus 2 (P = .001, alpha = .01), and X-Flow (P = .004, alpha = .01), respectively. Within the limitations of this study, the extent of microleakage in the cervical area (enamel) of Class II cavities restored with Sonicsys approx ceramic inserts depends on the material used for luting. The highest leakage occurred when Admira flow was used.

The effect of EDTA in attachment gain and root coverage.

PubMed

Kassab, Moawia M; Cohen, Robert E; Andreana, Sebastiano; Dentino, Andrew R

2006-06-01

Root surface biomodification using low pH agents such as citric acid and tetracycline has been proposed to enhance root coverage following connective tissue grafting. The authors hypothesized that root conditioning with neutral pH edetic acid would improve vertical recession depth, root surface coverage, pocket depth, and clinical attachment levels. Twenty teeth in 10 patients with Miller class I and II recession were treated with connective tissue grafting. The experimental sites received 24% edetic acid in sterile distilled water applied to the root surface for 2 minutes before grafting. Controls were pretreated with only sterile distilled water. Measurements were evaluated before surgery and 6 months after surgery. Analysis of variance was used to determine differences between experimental and control groups. We found significant postoperative improvements in vertical recession depth, root surface coverage, and clinical attachment levels in test and control groups, compared to postoperative data. Pocket depth differences were not significant (P<.01).

Evaluation of a Hepatitis B Educational ESL Curriculum for Chinese Immigrants

PubMed Central

Taylor, Victoria M.; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Coronado, Gloria; Yasui, Yutaka; Bajdik, Christopher; Hislop, Gregory

2010-01-01

Objectives According to recent census data, 1,216,600 Canadians are of Chinese descent, and over 80% of Chinese Canadians are foreign born. Approximately 10% of Chinese immigrants are chronic carriers of hepatitis B, compared with less than 0.5% of the general population. English as a second language (ESL) classes provide ready access for individuals with limited English proficiency who are not reached by English language health education materials and media campaigns. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B ESL educational curriculum for Chinese immigrants. Methods Five community-based organizations that provide ESL education in the greater Vancouver area participated in the study. Forty-one ESL classes (which included 325 Chinese students) were randomly assigned to experimental or control status. A follow-up survey, conducted six months after randomization, assessed knowledge about hepatitis B. Generalized estimating equations were used to analyze the data. Results Follow-up surveys were completed by 298 (92%) of the students. At follow-up, experimental group students were significantly (p<0.05) more likely than control group students to know that immigrants have higher hepatitis B infection rates than people who were born in Canada; hepatitis B can be spread during childbirth, during sexual intercourse and by sharing razors; hepatitis B is not spread by sharing eating utensils; and hepatitis B infection can cause cirrhosis and liver cancer. Conclusion Our findings indicate that ESL curricula can have a positive impact on health knowledge among Chinese immigrants with limited English. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups, as well as other health topics. PMID:20209742

Hepatitis B ESL education for Asian immigrants.

PubMed

Taylor, Vicky M; Gregory Hislop, T; Bajdik, Christopher; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Yasui, Yutaka

2011-02-01

Asian communities in North America include large numbers of immigrants with limited English proficiency. Hepatitis B virus (HBV) infection is endemic in most Asian countries and, therefore, Asian immigrant groups have high rates of chronic HBV infection. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B English as a second language (ESL) educational curriculum for Asian immigrants. Eighty ESL classes were randomized to experimental (hepatitis B education) or control (physical activity education) status. Students who reported they had not received a HBV test (at baseline) completed a follow-up survey 6 months after randomization. The follow-up survey assessed recent HBV testing and HBV-related knowledge. Provider reports were used to verify self-reported HBV tests. The study group included 218 students who reported they had not been tested for HBV. Follow-up surveys were completed by 180 (83%) of these students. Provider records verified HBV testing for 6% of the experimental group students and 0% of the control group students (P = 0.02). Experimental group students were significantly (P < 0.05) more likely than control group students to know that immigrants have high HBV infection rates, HBV can be spread during sexual intercourse and by sharing razors, and HBV infection can cause liver cancer. Our ESL curriculum had a meaningful impact on HBV-related knowledge and a limited impact on HBV testing levels. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups and other health topics, as well as other intervention approaches to increasing levels of HBV testing in Asian immigrant communities.

Hepatitis B ESL Education for Asian Immigrants

PubMed Central

Taylor, Vicky M.; Hislop, T. Gregory; Bajdik, Christopher; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Yasui, Yutaka

2010-01-01

Objectives Asian communities in North America include large numbers of immigrants with limited English proficiency. Hepatitis B virus (HBV) infection is endemic in most Asian countries and, therefore, Asian immigrant groups have high rates of chronic HBV infection. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B English as a second language (ESL) educational curriculum for Asian immigrants Methods Eighty ESL classes were randomized to experimental (hepatitis B education) or control (physical activity education) status. Students who reported they had not received a HBV test (at baseline) completed a follow-up survey six months after randomization. The follow-up survey assessed recent HBV testing and HBV-related knowledge. Provider reports were used to verify self-reported HBV tests. Results The study group included 218 students who reported they had not been tested for HBV. Follow-up surveys were completed by 180 (83%) of these students. Provider records verified HBV testing for 6% of the experimental group students and 0% of the control group students (p=0.02). Experimental group students were significantly (p<0.05) more likely than control group students to know that immigrants have high HBV infection rates, HBV can be spread during sexual intercourse and by sharing razors, and HBV infection can cause liver cancer. Conclusion Our ESL curriculum had a meaningful impact on HBV-related knowledge and a limited impact on HBV testing levels. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups and other health topics, as well as other intervention approaches to increasing levels of HBV testing in Asian immigrant communities. PMID:20559696

HD-MTL: Hierarchical Deep Multi-Task Learning for Large-Scale Visual Recognition.

PubMed

Fan, Jianping; Zhao, Tianyi; Kuang, Zhenzhong; Zheng, Yu; Zhang, Ji; Yu, Jun; Peng, Jinye

2017-02-09

In this paper, a hierarchical deep multi-task learning (HD-MTL) algorithm is developed to support large-scale visual recognition (e.g., recognizing thousands or even tens of thousands of atomic object classes automatically). First, multiple sets of multi-level deep features are extracted from different layers of deep convolutional neural networks (deep CNNs), and they are used to achieve more effective accomplishment of the coarseto- fine tasks for hierarchical visual recognition. A visual tree is then learned by assigning the visually-similar atomic object classes with similar learning complexities into the same group, which can provide a good environment for determining the interrelated learning tasks automatically. By leveraging the inter-task relatedness (inter-class similarities) to learn more discriminative group-specific deep representations, our deep multi-task learning algorithm can train more discriminative node classifiers for distinguishing the visually-similar atomic object classes effectively. Our hierarchical deep multi-task learning (HD-MTL) algorithm can integrate two discriminative regularization terms to control the inter-level error propagation effectively, and it can provide an end-to-end approach for jointly learning more representative deep CNNs (for image representation) and more discriminative tree classifier (for large-scale visual recognition) and updating them simultaneously. Our incremental deep learning algorithms can effectively adapt both the deep CNNs and the tree classifier to the new training images and the new object classes. Our experimental results have demonstrated that our HD-MTL algorithm can achieve very competitive results on improving the accuracy rates for large-scale visual recognition.

A promotores de salud intervention to reduce cardiovascular disease risk in a high-risk Hispanic border population, 2005-2008.

PubMed

Balcázar, Héctor G; de Heer, Hendrik; Rosenthal, Lee; Aguirre, Melissa; Flores, Leticia; Puentes, Flor A; Cardenas, Victor M; Duarte, Maria O; Ortiz, Melchor; Schulz, Leslie O

2010-03-01

The high prevalence of cardiovascular disease (CVD) in the Hispanic population of the United States, together with low rates of health insurance coverage, suggest a potential cardiovascular health crisis. The objective of Project HEART (Health Education Awareness Research Team) was to promote behavior changes to decrease CVD risk factors in a high-risk Hispanic border population. Project HEART took place from 2005 through 2008 as a randomized community trial with a community-based participatory research framework using promotores de salud (community health workers). A total of 328 participants with at least 1 CVD risk factor were selected by randomizing 10 US Census tracts in El Paso, Texas, to either the experimental or the control group. The experimental group (n = 192) was assigned to a series of 8 health classes using the Su Corazón, Su Vida curriculum. After 2 months of educational sessions, the group was followed for 2 months. The control group (n = 136) was given basic educational materials at baseline, and no other intervention was used. Main outcomes of interest included changes in health behaviors and clinical measures. Participants in the experimental group showed more awareness of CVD risk factors, more confidence in the control of these factors, and improved dietary habits (ie, lower salt and cholesterol intake, better weight-control practices) compared with the control group. Total cholesterol was 3% lower in the experimental than in the control participants, and nonhigh-density lipoprotein cholesterol and low-density lipoprotein cholesterol were both 5% lower. The HEART trial suggests that community health education using promotores de salud is a viable strategy for CVD risk reduction in a Hispanic border community.

The Effect of nutrition education on knowledge, attitude, and performance about junk food consumption among students of female primary schools

PubMed Central

Vardanjani, Ali Esmaeili; Reisi, Mahnoush; Javadzade, Homamodin; Pour, Zabihollah Gharli; Tavassoli, Elahe

2015-01-01

Background: Undoubtedly, proper nutrition has important role in safeguarding the individual from many diseases, especially chronic ones, and increasing ones physical and intellectual efficiency. Considering the importance of nutrition education to school-age kids, this research was done with the purpose of determining the effect of nutrition education on the knowledge, attitude, and performance of female students at primary school about junk food consumption. Materials and Methods: This is an experimental intervention study in Shahr-e-kord city about the reduction of junk foods consumption in 2011. Seventy-two primary girl students were randomly divided into 2 groups, experimental (36) and controls (36). Before of the educational program, self-administrative questionnaire and FFQ (Food Frequency Questionnaire) questionnaire were filled out for both the groups. The self-administrative questionnaire was completed 3 times (before, immediately, and 2 months after education), and FFQ questionnaire was completed 2 times (before and 2 months after education) by students. After pre-test, 4 educational session classes in experimental group were performed. Finally, data were collected and analyzed by SPSS 16 computer software. Results: Demographic variables of the studied population in 2 groups were similar. Before intervention, there were no significant differences regarding the knowledge, attitude, and performance in 2 groups (P > 0/05). After intervention, there were significant differences in the levels of knowledge, attitude, and performance between experimental and control groups (P < 0.001). Conclusion: According to the results, intervention has positive impact on pattern of nutrition, and it can be concluded that intervention is effective on increasing or improving the knowledge, attitude, and performance of the students. PMID:26430680

Variations in tooth size and arch dimensions in Malay schoolchildren.

PubMed

Hussein, Khalid W; Rajion, Zainul A; Hassan, Rozita; Noor, Siti Noor Fazliah Mohd

2009-11-01

To compare the mesio-distal tooth sizes and dental arch dimensions in Malay boys and girls with Class I, Class II and Class III malocclusions. The dental casts of 150 subjects (78 boys, 72 girls), between 12 and 16 years of age, with Class I, Class II and Class III malocclusions were used. Each group consisted of 50 subjects. An electronic digital caliper was used to measure the mesio-distal tooth sizes of the upper and lower permanent teeth (first molar to first molar), the intercanine and intermolar widths. The arch lengths and arch perimeters were measured with AutoCAD software (Autodesk Inc., San Rafael, CA, U.S.A.). The mesio-distal dimensions of the upper lateral incisors and canines in the Class I malocclusion group were significantly smaller than the corresponding teeth in the Class III and Class II groups, respectively. The lower canines and first molars were significantly smaller in the Class I group than the corresponding teeth in the Class II group. The lower intercanine width was significantly smaller in the Class II group as compared with the Class I group, and the upper intermolar width was significantly larger in Class III group as compared with the Class II group. There were no significant differences in the arch perimeters or arch lengths. The boys had significantly wider teeth than the girls, except for the left lower second premolar. The boys also had larger upper and lower intermolar widths and lower intercanine width than the girls. Small, but statistically significant, differences in tooth sizes are not necessarily accompanied by significant arch width, arch length or arch perimeter differences. Generally, boys have wider teeth, larger lower intercanine width and upper and lower intermolar widths than girls.

Active-learning versus teacher-centered instruction for learning acids and bases

NASA Astrophysics Data System (ADS)

Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p < 0.05). Additionally, in this study 54 misconceptions, 14 of them not reported in the literature before, were observed in the following terms: 'acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at improving students' learning achievement and preventing misconceptions.

Utilization of agro-industrial waste for biosurfactant production under submerged fermentation and its application in oil recovery from sand matrix.

PubMed

Das, Amar Jyoti; Kumar, Rajesh

2018-07-01

This study reports biosurfactant production by Pseudomonas azotoformans AJ15 under submerged fermentation via utilizing the agro-industrial wastes (bagasse and potato peels). The extracted biosurfactant was characterized for its classification (nature, group, and class) and stability against environmental stresses. Further, the biosurfactant was employed to explore its oil recovery efficiency from the sand matrix with 2000 ppm salt concentration. Results revealed that substrates developed by mixing both the agro-industrial wastes account for high yield of biosurfactant. The subsequent experimental studies demonstrated that the biosurfactant might belong to glycolipid group and rhamnolipid class. Moreover, the biosurfactant was stable at a high temperature of 90 °C and enable to persist its activity in the high salt concentration of 6% and varying pH. The biosurfactant was found to be effective in recovering up to 36.56% of trapped oil under saline condition. Copyright © 2018 Elsevier Ltd. All rights reserved.

Pilates, Mindfulness and Somatic Education.

PubMed

Caldwell, Karen; Adams, Marianne; Quin, Rebecca; Harrison, Mandy; Greeson, Jeffrey

2013-12-01

The Pilates Method is a form of somatic education with the potential to cultivate mindfulness - a mental quality associated with overall well-being. However, controlled studies are needed to determine whether changes in mindfulness are specific to the Pilates Method or also result from other forms of exercise. This quasi-experimental study compared Pilates Method mat classes and recreational exercise classes on measures of mindfulness and well-being at the beginning, middle and end of a 15 week semester. Total mindfulness scores increased overall for the Pilates Method group but not for the exercise control group, and these increases were directly related to end of semester ratings of self-regulatory self-efficacy, perceived stress and mood. Findings suggest that the Pilates Method specifically enhances mindfulness, and these increases are associated with other measures of wellness. The changes in mindfulness identified in this study support the role of the Pilates Method in the mental well-being of its practitioners and its potential to support dancers' overall well-being.

Pilates, Mindfulness and Somatic Education

PubMed Central

Caldwell, Karen; Quin, Rebecca; Harrison, Mandy; Greeson, Jeffrey

2014-01-01

The Pilates Method is a form of somatic education with the potential to cultivate mindfulness – a mental quality associated with overall well-being. However, controlled studies are needed to determine whether changes in mindfulness are specific to the Pilates Method or also result from other forms of exercise. This quasi-experimental study compared Pilates Method mat classes and recreational exercise classes on measures of mindfulness and well-being at the beginning, middle and end of a 15 week semester. Total mindfulness scores increased overall for the Pilates Method group but not for the exercise control group, and these increases were directly related to end of semester ratings of self-regulatory self-efficacy, perceived stress and mood. Findings suggest that the Pilates Method specifically enhances mindfulness, and these increases are associated with other measures of wellness. The changes in mindfulness identified in this study support the role of the Pilates Method in the mental well-being of its practitioners and its potential to support dancers’ overall well-being. PMID:25328542

Cultivating engineering innovation ability based on optoelectronic experimental platform

NASA Astrophysics Data System (ADS)

Li, Dangjuan; Wu, Shenjiang

2017-08-01

As the supporting experimental platform of the Xi'an Technological University education reform experimental class, "optical technological innovation experimental platform" integrated the design and comprehensive experiments of the optical multi-class courses. On the basis of summing up the past two years teaching experience, platform pilot projects were improve. It has played a good role by making the use of an open teaching model in the cultivating engineering innovation spirit and scientific thinking of the students.

Treatment stability with the eruption guidance appliance.

PubMed

Janson, Guilherme; Nakamura, Alexandre; Chiqueto, Kelly; Castro, Renata; de Freitas, Marcos Roberto; Henriques, José Fernando Castanha

2007-06-01

Although the eruption guidance appliance has been used to correct Class II malocclusions for many years and its effects have been demonstrated, there is no study on the stability of the changes it produces. Therefore, the objective of this study was to investigate the long-term stability of cephalometric dentoskeletal and occlusal changes after eruption guidance appliance therapy. Thirty-nine patients were evaluated. Occlusal evaluations were made with the peer asseessment rating index, and anterior tooth irregularity was evaluated with the Little irregularity index. Cephalometric and occlusal data were obtained at pretreatment, posttreatment, and postretention. The data were analyzed by dependent 1-way analysis of variance (ANOVA) for comparison between the 3 stages of the experimental group, with the Newman-Keuls test as a second step. To compare the cephalometric experimental group changes with mean population changes, the t test was used. Cephalometrically, in the postretention stage, overjet remained stable, overbite showed significant relapse, and molar relationship improved toward a Class I relationship. The peer asseessment rating index showed stability of the occlusion. The Little irregularity index demonstrated a statistically significant relapse of crowding in the postretention stage. Cephalometrically, overjet and molar relationship were stable in the long term after treatment with the eruption guidance appliance; however, there was relapse of the overbite. Occlusally, correction of the malocclusion elevated by the peer assessment rating was stable. There was relapse of the anterior teeth crowding.

Anteroposterior condylar position: a comparative study between subjects with normal occlusion and patients with Class I, Class II Division 1, and Class III malocclusions.

PubMed

Fraga, Marcelo Reis; Rodrigues, Andréia Fialho; Ribeiro, Luiz Claudio; Campos, Marcio José da Silva; Vitral, Robert Willer Farinazzo

2013-10-29

The present study aimed to determine and compare the anteroposterior position of the condyle in the mandibular fossa between groups of asymptomatic subjects with normal occlusion and asymptomatic subjects with Class I, Class II Division 1, and Class III malocclusions. Thirty persons with normal occlusion, 30 with Class I malocclusion, 30 with Class II Division 1, and 30 with Class III had computed tomography scans of their temporomandibular joints. The anterior joint space/posterior joint space (AJS/PJS) ratio was determined for the right and left joints. The paired t test was used to analyze the AJS/PJS ratio between both sides for each group. The ANOVA test was applied to verify the differences between the groups for the measurements of the right and left sides. In case the ANOVA test confirmed significance, the Dunnett's t test was performed to compare the groups of malocclusion with that of normal occlusion. The paired t test between the AJS/PJS relationships in the right and left sides showed the following p values: Class I (0.168), Class II Division 1 (0.662), Class III (0.991), and normal occlusion (0.390). The ANOVA test showed a p value of 0.445 for the comparisons of the right side and 0.040 for the left side. The Dunnett's t test demonstrated a statistically significant difference between the Class II group and the normal occlusion group (p value of 0.026) in the joints of the left side. Bilateral symmetry and lack of condyle centralization were common characteristics among all groups. The greatest condylar decentralization was observed in the Class II group, whereas the least condylar decentralization was found in the normal occlusion group.

40 CFR 146.81 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... INJECTION CONTROL PROGRAM: CRITERIA AND STANDARDS Criteria and Standards Applicable to Class VI Wells § 146... control programs to regulate any Class VI carbon dioxide geologic sequestration injection wells. (b) This...-authorized Class I, Class II, or Class V experimental carbon dioxide injection projects who seek to apply for...

40 CFR 146.81 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... INJECTION CONTROL PROGRAM: CRITERIA AND STANDARDS Criteria and Standards Applicable to Class VI Wells § 146... control programs to regulate any Class VI carbon dioxide geologic sequestration injection wells. (b) This...-authorized Class I, Class II, or Class V experimental carbon dioxide injection projects who seek to apply for...

40 CFR 146.81 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... INJECTION CONTROL PROGRAM: CRITERIA AND STANDARDS Criteria and Standards Applicable to Class VI Wells § 146... control programs to regulate any Class VI carbon dioxide geologic sequestration injection wells. (b) This...-authorized Class I, Class II, or Class V experimental carbon dioxide injection projects who seek to apply for...

40 CFR 146.81 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... INJECTION CONTROL PROGRAM: CRITERIA AND STANDARDS Criteria and Standards Applicable to Class VI Wells § 146... control programs to regulate any Class VI carbon dioxide geologic sequestration injection wells. (b) This...-authorized Class I, Class II, or Class V experimental carbon dioxide injection projects who seek to apply for...

Fair Play for Kids: effects on the moral development of children in physical education.

PubMed

Gibbons, S L; Ebbeck, V; Weiss, M R

1995-09-01

Commitment to the principles of sportspersonship is an acknowledged goal for school physical education. However, few programs have been implemented to investigate moral development changes in physical activity settings. A field experiment was designed to examine the effect of participation in educational activities selected from Fair Play for Kids (1990) on the moral judgment, reason, intention, and prosocial behavior of children (N = 452) in the 4th through 6th grades. Six intact classrooms at each grade level (N = 18) were randomly assigned to the following groups: (a) control, (b) Fair Play for Kids curriculum during physical education only, or (c) Fair Play for Kids curriculum during all school subjects. Experimental protocol extended for 7 months of an academic year, and moral development indicators were assessed prior to and following the intervention. Using class as the unit of analysis, 3 x 2 (Group x Time) repeated measures analyses of variance revealed that both treatment groups were significantly higher than the control group at posttest for moral judgment, reason, and intention scores. For students within classes, repeated measures analyses showed that treatment group participants had significantly higher posttest scores on all 4 measures as compared to students in the control group. Results provide initial validation of the Fair Play For Kids curriculum for effecting change in the moral development of elementary school students.

Systematic study of rapidity dispersion parameter in high energy nucleus-nucleus interactions

NASA Astrophysics Data System (ADS)

Bhattacharyya, Swarnapratim; Haiduc, Maria; Neagu, Alina Tania; Firu, Elena

2014-03-01

A systematic study of rapidity dispersion parameter as a quantitative measure of clustering of particles has been carried out in the interactions of 16O, 28Si and 32S projectiles at 4.5 A GeV/c with heavy (AgBr) and light (CNO) groups of targets present in the nuclear emulsion. For all the interactions, the total ensemble of events has been divided into four overlapping multiplicity classes depending on the number of shower particles. For all the interactions and for each multiplicity class, the rapidity dispersion parameter values indicate the occurrence of clusterization during the multiparticle production at Dubna energy. The measured rapidity dispersion parameter values are found to decrease with the increase of average multiplicity for all the interactions. The dependence of rapidity dispersion parameter on the average multiplicity can be successfully described by a relation D(η) = a + b + c2. The experimental results have been compared with the results obtained from the analysis of Monte Carlo simulated (MC-RAND) events. MC-RAND events show weaker clusterization among the pions in comparison to the experimental data.

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

NASA Astrophysics Data System (ADS)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course.

PubMed

Chao, S-Y; Chang, Y-C; Yang, S C; Clark, M J

2017-08-01

Ethical competence, which is reflected in the ability to detect ethical challenges in clinical situations and engage in deliberate thinking on ethical actions, is one of the core competencies of nursing practice. The purpose of this study was to develop and implement an interactive situational e-learning system, integrating nursing ethical decisions into a nursing ethics course, and to evaluate the effects of this course on student nurses' ethical decision-making competence. The project was designed to be carried out in two phases. In the first phase, an interactive situated e-learning system was developed and integrated into the nursing ethics course. The second phase involved implementing the course and evaluating its effects in a quasi-experimental study. The course intervention was designed for 2h per week over one semester (18weeks). A total of 100 two-year technical college nursing students in their second year of the program participated in the study, with 51 in the experimental group and 49 in the control group. After completing the course, the students in the experimental group showed significant improvement in nursing ethical decision-making competence, including skills in "raising questions," "recognizing differences," "comparing differences," "self-dialogue," "taking action," and "identifying the implications of decisions made," compared to their performance prior to the class. After controlling for factors influencing learning effects, students in the experimental group showed superiority to those in the control group in the competency of "recognizing differences." The students in the experimental group reported that the course pushed them to search for and collect information needed to resolve the ethical dilemma. The interactive situational e-learning system developed by our project was helpful in developing the students' competence in ethical reasoning. The e-learning system and the situational teaching materials used in this study may be applicable in nursing and related professional ethics courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.

PubMed

Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G

2018-03-01

Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

A Stochastic Kinematic Model of Class Averaging in Single-Particle Electron Microscopy

PubMed Central

Park, Wooram; Midgett, Charles R.; Madden, Dean R.; Chirikjian, Gregory S.

2011-01-01

Single-particle electron microscopy is an experimental technique that is used to determine the 3D structure of biological macromolecules and the complexes that they form. In general, image processing techniques and reconstruction algorithms are applied to micrographs, which are two-dimensional (2D) images taken by electron microscopes. Each of these planar images can be thought of as a projection of the macromolecular structure of interest from an a priori unknown direction. A class is defined as a collection of projection images with a high degree of similarity, presumably resulting from taking projections along similar directions. In practice, micrographs are very noisy and those in each class are aligned and averaged in order to reduce the background noise. Errors in the alignment process are inevitable due to noise in the electron micrographs. This error results in blurry averaged images. In this paper, we investigate how blurring parameters are related to the properties of the background noise in the case when the alignment is achieved by matching the mass centers and the principal axes of the experimental images. We observe that the background noise in micrographs can be treated as Gaussian. Using the mean and variance of the background Gaussian noise, we derive equations for the mean and variance of translational and rotational misalignments in the class averaging process. This defines a Gaussian probability density on the Euclidean motion group of the plane. Our formulation is validated by convolving the derived blurring function representing the stochasticity of the image alignments with the underlying noiseless projection and comparing with the original blurry image. PMID:21660125

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

The effect of mechanical load cycling and polishing time on microleakage of class V glass-ionomer and composite restorations: A scanning electron microscopy evaluation

PubMed Central

Mirzaie, Mansoreh; Yasini, Esmail; Kermanshah, Hamid; Omidi, Baharan Ranjbar

2014-01-01

Background: Microleakage is one of the challenging concerns in direct filling restorations. Understanding of its related factors is important in clinical practice. The aim of this study was scanning electron microscopy (SEM) evaluation of marginal integrity in three types of tooth-colored restorative materials in class V cavity preparations and the effect of load cycling and polishing time on the microleakage. Materials and Methods: In this in vitro experimental study, class V cavity preparations were prepared on the buccal and lingual surfaces of 60 bovine incisors. The specimens were divided into three groups each containing 20 teeth: group 1: Filtek Z350, Group 2: Fuji IX/G Coat Plus, Group 3: Fuji II LC/GC varnish. In each group, 2 subgroups (n = 20) were established based on finishing time (immediate or delayed by 24 h). All specimens were thermocycled (×2,000, 5-50°C). In each sub groups, half of the teeth were load cycled. Epoxy resin replicas of 24 specimens were evaluated under field emission-SEM and interfacial gaps were measured. All teeth were then immersed in 0.5% basic fuchsin dye for 24 h, sectioned and observed under stereomicroscope. Data were analyzed with Kruskal-Wallis’ test and Mann-Whitney U test and a comparison between incisal and cervical microleakage was made with Wilcoxon test. P < 0.05 was considered as significant. Results: Load cycling and filling material had a significant effect on microleakage, but polishing time did not. Cervical microleakage in Z350/load cycle/immediate polish and Fuji IX/load cycle/immediate or delayed polish and Fuji IX/no load cycle/immediate polish were significantly higher than incisal microleakage. Conclusion: It was concluded that the cervical sealing ability of Fuji IX under load cycling was better than Fuji II LC. Under load cycling and immediate polishing Z350 showed better marginal integrity than both Fuji II LC and Fuji IX. The immediate polishing didn’t cause a statistically significant increase in microleakage of evaluated tooth-colored class V restorations. PMID:24688568

The effect of mechanical load cycling and polishing time on microleakage of class V glass-ionomer and composite restorations: A scanning electron microscopy evaluation.

PubMed

Mirzaie, Mansoreh; Yasini, Esmail; Kermanshah, Hamid; Omidi, Baharan Ranjbar

2014-01-01

Microleakage is one of the challenging concerns in direct filling restorations. Understanding of its related factors is important in clinical practice. The aim of this study was scanning electron microscopy (SEM) evaluation of marginal integrity in three types of tooth-colored restorative materials in class V cavity preparations and the effect of load cycling and polishing time on the microleakage. In this in vitro experimental study, class V cavity preparations were prepared on the buccal and lingual surfaces of 60 bovine incisors. The specimens were divided into three groups each containing 20 teeth: group 1: Filtek Z350, Group 2: Fuji IX/G Coat Plus, Group 3: Fuji II LC/GC varnish. In each group, 2 subgroups (n = 20) were established based on finishing time (immediate or delayed by 24 h). All specimens were thermocycled (×2,000, 5-50°C). In each sub groups, half of the teeth were load cycled. Epoxy resin replicas of 24 specimens were evaluated under field emission-SEM and interfacial gaps were measured. All teeth were then immersed in 0.5% basic fuchsin dye for 24 h, sectioned and observed under stereomicroscope. Data were analyzed with Kruskal-Wallis' test and Mann-Whitney U test and a comparison between incisal and cervical microleakage was made with Wilcoxon test. P < 0.05 was considered as significant. Load cycling and filling material had a significant effect on microleakage, but polishing time did not. Cervical microleakage in Z350/load cycle/immediate polish and Fuji IX/load cycle/immediate or delayed polish and Fuji IX/no load cycle/immediate polish were significantly higher than incisal microleakage. It was concluded that the cervical sealing ability of Fuji IX under load cycling was better than Fuji II LC. Under load cycling and immediate polishing Z350 showed better marginal integrity than both Fuji II LC and Fuji IX. The immediate polishing didn't cause a statistically significant increase in microleakage of evaluated tooth-colored class V restorations.

The evolution of flaring and non-flaring active regions

NASA Astrophysics Data System (ADS)

Kilcik, A.; Yurchyshyn, V.; Sahin, S.; Sarp, V.; Obridko, V.; Ozguc, A.; Rozelot, J. P.

2018-06-01

According to the modified Zurich classification, sunspot groups are classified into seven different classes (A, B, C, D, E, F and H) based on their morphology and evolution. In this classification, classes A and B, which are small groups, describe the beginning of sunspot evolution, while classes D, E and F describe the large and evolved groups. Class C describes the middle phase of sunspot evolution and the class H describes the end of sunspot evolution. Here, we compare the lifetime and temporal evolution of flaring and non-flaring active regions (ARs), and the flaring effect on ARs in these groups in detail for the last two solar cycles (1996 through 2016). Our main findings are as follows: (i) Flaring sunspot groups have longer lifetimes than non-flaring ones. (ii) Most of the class A, B and C flaring ARs rapidly evolve to higher classes, while this is not applicable for non-flaring ARs. More than 50 per cent of the flaring A, B and C groups changed morphologically, while the remaining D, E, F and H groups did not change remarkably after the flare activity. (iii) 75 per cent of all flaring sunspot groups are large and complex. (iv) There is a significant increase in the sunspot group area in classes A, B, C, D and H after flaring activity. In contrast, the sunspot group area of classes E and F decreased. The sunspot counts of classes D, E and F decreased as well, while classes A, B, C and H showed an increase.

Research-Based Assessment of Students' Beliefs about Experimental Physics: When is Gender a Factor?

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2016-12-01

The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and persists in their postinstruction responses. However, one area in which the presence of gender differences has not been extensively explored is undergraduate laboratory courses. For example, one of the few laboratory focused research-based assessments, the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), has not been tested for the existence of gender differences in students' responses. Here, we utilize a national data set of responses to the E-CLASS to determine if they demonstrate significant gender differences. We also investigate how these differences vary along multiple student and course demographic slices, including course level (first-year vs beyond-first-year) and major (physics vs nonphysics). We observe a gender gap in pre- and postinstruction E-CLASS scores in the aggregate data both for the overall score and for most items individually. However, for some subpopulations (e.g., beyond-first-year students) the size or even existence of the gender gap depends on another dimension (e.g., student major). We also find that for all groups the gap in postinstruction scores vanishes or is greatly reduced when controlling for preinstruction scores, course level, and student major.

Learning Electron Transport Chain Process in Photosynthesis Using Video and Serious Game

NASA Astrophysics Data System (ADS)

Espinoza Morales, Cecilia

This research investigates students' learning about the electron transport chain (ETC) process in photosynthesis by watching a video followed by playing a serious board game-Electron Chute- that models the ETC process. To accomplish this goal, several learning outcomes regarding the misconceptions students' hold about photosynthesis and the ETC process in photosynthesis were defined. Middle school students need opportunities to develop cohesive models that explain the mechanistic processes of biological systems to support their learning. A six-week curriculum on photosynthesis included a one day learning activity using an ETC video and the Electron Chute game to model the ETC process. The ETC model explained how sunlight energy was converted to chemical energy (ATP) at the molecular level involving a flow of electrons. The learning outcomes and the experiences were developed based on the Indiana Academic Standards for biology and the Next Generation Science Standards (NGSS) for the life sciences. Participants were 120 eighth grade science students from an urban public school. The participants were organized into six classes based on their level of academic readiness, regular and challenge, by the school corporation. Four classes were identified as regular classes and two of them as challenge classes. Students in challenge classes had the opportunity to be challenged with more difficult content knowledge and required higher level thinking skills. The regular classes were the mainstream at school. A quasi-experimental design known as non-equivalent group design (NEGD) was used in this study. This experimental design consisted of a pretest-posttest experiment in two similar groups to begin with-the video only and video+game treatments. Intact classes were distributed into the treatments. The video only watched the ETC video and the video+game treatment watched the ETC video and played the Electron Chute game. The instrument (knowledge test) consisted of a multiple-choice section addressing general knowledge of photosynthesis and specific knowledge about ETC, and an essay section where students were asked to interpret each part of a diagram about the ETC process. Considering only the effect of treatments on score gain, regular and challenge groups reached higher scores in the posttest in comparison to the pretest after playing Electron Chute in both section of the test. However, the effect of treatments between the classes for each treatment was inconclusive. In the essay, the score gain was higher in the challenge than the regular class, but there was not a significant difference between both classes in the multiple-choice section. In regard to the learning outcomes, the initial model provided by the ETC video was mostly effective on addressing the misconception related to the oxygen production, which derives from the photolysis -or splitting-of the water molecules. Playing Electron Chute was effective on addressing most of the misconceptions targeted in the instruction design used for study. Most of these misconceptions were related to ATP and NADPH production and the cell structures where the ETC process takes place. At the end of the video+game learning treatment, a survey was used to collect data about students' experiences while playing the game. The majority of students agreed that playing the game increased their ability to explain how plants use light energy, but only about a third of them felt they could explain how ETC worked. Enjoyment and need for more explanations were different between students who attended the regular and challenge classes. The majority of the students who attended a regular class indicated they liked the ETC video and playing Electron Chute, percentage of agreement that was significantly higher than students who attended the challenge class. As a result, more students in the regular class indicated an interest in learning other science concepts like ETC. Students who attended the regular class reported that clear rules about how to play the game were helpful for learning. Further, the challenge group indicated the video and the Electron Chute game could include more explanations. These results suggest the video and game learning experience has the potential for engaging students’ interest in science when they participated in a regular class. This study also demonstrates a principled approach for designing a video and game to illustrate important methods for creating content knowledge that supports students’ ability to make sense of how complex systems work. Through more refinements of the game, the learning experiences could be a viable learning experience that accommodates the needs of a diverse population of students who might prefer different learning methods.

Virtual classroom helps medical education for both Chinese and foreign students.

PubMed

Shi, C; Wang, L; Li, X; Chai, S; Niu, W; Kong, Y; Zhou, W; Yin, W

2015-11-01

The rapid development of computer and internet technology has a strong influence over one's quality of education within different fields of study. To determine the potential benefits of introducing internet into medical school classes, a pilot study was conducted in three different Chinese medical schools. Seven hundred and eight medical school undergraduates, 385 dental school students and 366 foreign students were randomly recruited to complete a self-administered questionnaire. The contents included personal information, current usage of computer and internet, and attitudes towards the computerised teaching methods. Two forum groups were created using instant message software and were randomly assigned to two classes, allowing students to freely ask or discuss questions with the help of their teachers in these two virtual classrooms. All 1539 questionnaires were accepted and analysed. Although there were some differences between Chinese and foreign undergraduates, both group of students were highly proficient in internet usage and navigation. Overwhelmingly, 88.37% of the students owned a computer and frequently logged onto the internet. Most of them believed that the internet is a helpful adjunct to their studies and held positive attitudes towards computerised teaching. Compared to the classes that were not assigned internet forums, the two experimental classes performed significantly better on the examination. Our results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Students’ Mathematical Creative Thinking through Problem Posing Learning

NASA Astrophysics Data System (ADS)

Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

Achieving effective learning effects in the blended course: a combined approach of online self-regulated learning and collaborative learning with initiation.

PubMed

Tsai, Chia-Wen

2011-09-01

In many countries, undergraduates are required to take at least one introductory computer course to enhance their computer literacy and computing skills. However, the application software education in Taiwan can hardly be deemed as effective in developing students' practical computing skills. The author applied online self-regulated learning (SRL) and collaborative learning (CL) with initiation in a blended computing course and examined the effects of different combinations on enhancing students' computing skills. Four classes, comprising 221 students, participated in this study. The online SRL and CL with initiation (G1, n = 53), online CL with initiation (G2, n = 68), and online CL without initiation (G3, n = 68) were experimental groups, and the last class, receiving traditional lecture (G4, n = 32), was the control group. The results of this study show that students who received the intervention of online SRL and CL with initiation attained significantly best grades for practical computing skills, whereas those that received the traditional lectures had statistically poorest grades among the four classes. The implications for schools and educators who plan to provide online or blended learning for their students, particularly in computing courses, are also provided in this study.

Experimental study of teaching critical thinking in civic education in Taiwanese junior high school.

PubMed

Yang, Shu Ching; Chung, Tung-Yu

2009-03-01

To effectively respond to the need for greater CT (critical thinking) in the classroom, this study examines the effects of cultivating CT skills within civic education to maximize its potential. Despite realizing the importance of CT in education, schools do not tend to apply it. Furthermore, since students frequently do not raise questions or otherwise think critically, CT modules are incorporated into civic learning to encourage students to question facts, interpret and analyse evidence, make reasoned inferences regarding events, and independently develop informed opinions. These skills are fundamental to cultivating an informed and humane citizenry. This investigation examines how teaching critical thinking in civic education affects the CT skills and disposition of junior high school students. The participants were two classes of eighth grade students in southern Taiwan, and were distributed into experimental and control groups. Each group comprised 34 students, with the experimental group containing 16 boys and 18 girls and the control group containing 18 boys and 16 girls. The teaching experiment in this study was initiated and performed using equivalent pre-test and post-test group design. During the 10-week experiment, the experimental group was taught using CT instruction in civic education, while the control group was not taught with any CT programme. The data analysis included: quantitative statistics of the two main sets of instruments for measuring the CT ability and disposition of experimental treatment, qualitative analysis of learning sheets, and surveys of student perceptions of instruction in CT. Statistical analysis showed that the experimental group significantly outperformed the control group on the scales of CT skill and disposition, but did not perform well on certain subscales (e.g. recognition of assumptions and deductions, truth-seeking, analyticity, and inquisitiveness). Notably however, when triangulating with qualitative analysis of learner transcripts and surveys, learners attempted to perform various dimensions of CT skill and disposition to various degrees. Student surveys indicated that the CT programme fostered their active listening and respect for different ideas, and moreover they learned to tolerate divergent views and examine their ideas for possible bias. The programme boosted student learning interest and sense of accomplishment, and nurtured their teamwork/communicative skills. Furthermore, a few students experienced improvements in their speaking skills and courage as their confidence and ability to express themselves improved. Finally, limitations of this investigation and implications for further research are discussed.

HARNESSING VALUES TO PROMOTE MOTIVATION IN EDUCATION.

PubMed

Harackiewicz, Judith M; Tibbetts, Yoi; Canning, Elizabeth; Hyde, Janet S

2014-01-01

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement? We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values - students' perceptions of the value of academic tasks and students' personal values that shape their experiences in academic contexts. We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work. These interventions are exciting for their broad applicability in improving students' academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

HARNESSING VALUES TO PROMOTE MOTIVATION IN EDUCATION

PubMed Central

Harackiewicz, Judith M.; Tibbetts, Yoi; Canning, Elizabeth; Hyde, Janet S.

2017-01-01

Purpose We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement? Design/methodology/approach We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts. Findings We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work. Originality/value These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts. PMID:28890603

The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science

NASA Astrophysics Data System (ADS)

Lewis, Ann S.

The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11 th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 x 2 mixed model ANOVA with the teacher as the random effect and the condition (trade books) as the fixed effect. The statistical analysis of this study showed that the students in the experimental classes did not score higher than the control classes on the Children's Environmental Attitude and Knowledge Scale or on a subset of "water" questions. Several limitations were placed on this research. These limitations included the following: (1) a small number of classes and a small number of teachers, (2) change from the original plan of using environmental science classes to aquatic science classes, (3) possible indifference of the students, and (4) restrictive teaching strategies of the teachers.

Optimizing otoscopy competency in audiology students through supplementary otoscopy training.

PubMed

Kaf, Wafaa A; Masterson, Caleb G; Dion, Nancy; Berg, Susan L; Abdelhakiem, Mohamed K

2013-10-01

Scope of practice in audiology encompasses proficiency in visual inspection of ear canal and tympanic membrane (TM) as well as otoscopy interpretation skills to determine normal versus abnormal conditions of outer and middle ear. Audiology students can develop skills in otoscopy through education and supervised training. Studies have shown that additional otoscopy training increased skills in medical students and general practitioners. However, educational and supervised practices targeting otoscopy competency during audiology graduate coursework are lacking. Also, no studies have attempted to determine otoscopy skills among audiology students. To determine the effectiveness of the otoscopy training model on clinical competency and confidence level of audiology students in performing and interpreting otoscopy. A combination of experimental treatment design with random assignment of treatment and control groups and delayed treatment for control group. Thirty-two first- and second-year audiology graduate students who were enrolled in a pediatric audiology class participated in this study. Students were randomly assigned to the control (n = 16, 14 females) or experimental (n = 16, 14 females) group. Participants in the experimental group received supplementary otoscopy training including didactic otoscopy lectures as well as clinical training using manikin ears. The control group received the same pretest and posttest and then completed a third assessment (posttest 2) after receiving the same training. An evaluation of knowledge and skills regarding otoscopy between groups and time was conducted at three times: (a) pretraining, (b) upon completion of training for the experimental group, (c) upon completion of training by the control group. The evaluation consisted of a written exam, a clinical exam, and a self-perception rating of confidence. Both written exam scores and clinical exam scores (otoscopy manikin) were analyzed via two-way analyses of variance (ANOVAs), whereas chi-square (χ²) statistic was conducted to evaluate the effects of training on the confidence level of students of both groups. Experimental and control groups demonstrated significant increased overall competency in otoscopy following the otoscopy training model with didactic and laboratory components. Posttest confidence ratings showed increases in all groups, and there were no significant differences between groups. The need for supplementary otoscopy training was warranted by low knowledge and clinical competency in otoscopy skills of audiology students as measured by pretest mean scores. After completing the training, both experimental and control groups showed significant improvement in knowledge and competency. Results also suggest that perceived confidence ratings may be misleading in determining students' clinical otoscopy skills. American Academy of Audiology.

Modified kernel-based nonlinear feature extraction.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ma, J.; Perkins, S. J.; Theiler, J. P.

2002-01-01

Feature Extraction (FE) techniques are widely used in many applications to pre-process data in order to reduce the complexity of subsequent processes. A group of Kernel-based nonlinear FE ( H E ) algorithms has attracted much attention due to their high performance. However, a serious limitation that is inherent in these algorithms -- the maximal number of features extracted by them is limited by the number of classes involved -- dramatically degrades their flexibility. Here we propose a modified version of those KFE algorithms (MKFE), This algorithm is developed from a special form of scatter-matrix, whose rank is not determinedmore » by the number of classes involved, and thus breaks the inherent limitation in those KFE algorithms. Experimental results suggest that MKFE algorithm is .especially useful when the training set is small.« less

Death before disco: the effectiveness of a musical metronome in layperson cardiopulmonary resuscitation training.

PubMed

Hafner, John W; Jou, Andrew C; Wang, Huaping; Bleess, Brandon B; Tham, Stephanie K

2015-01-01

A novel musical memory aid has been proposed for aiding laypersons in complying with the American Heart Association (AHA) cardiopulmonary resuscitation (CPR) guidelines of 100 compressions per minute (cpm). This study tested usefulness of such a memory aid to improve layperson long-term compliance with CPR compression rate guidelines. A prospective randomized controlled trial was conducted using CPR-untrained laypersons. Subjects received either a standard CPR educational experience (AHA Heartsaver® CPR class) or an experimental CPR educational experience (AHA Heartsaver® CPR class augmented with a musical metronome). Experimental group subjects were taught to perform compressions to the cadence of a pop music song (The Bee Gees "Stayin' Alive"; Saturday Night Fever, The Original Movie Soundtrack; Polygram International Music, 1977) with a tempo of 100 beats/min. Compression rates, depth of compressions, and correct compressions were measured initially and upon retesting ≥6 weeks post-training. Control subjects had a higher mean compression rate both immediately (121 [standard deviation {SD} = 21] vs. 109 [SD = 15] cpm; 95% confidence interval [CI] of mean difference 4-19; p = 0.002) and at follow-up (120 [SD = 20] vs. 111 [SD = 13] cpm; 95% CI of mean difference 2-16; p = 0.014). Compression rates stratified to 100-120 cpm demonstrated no difference between groups initially (39% vs. 48%; p = 0.382), but more experimental subjects maintained these rates at follow-up (43% vs. 74%; p = 0.003). Subjects trained to use a musical metronome more often maintained a compression rate of 100-120 cpm at ≥6-week follow-up, suggesting the memory aid may improve long-term guideline adherence. Copyright © 2015 Elsevier Inc. All rights reserved.

The effects of different gender groupings on middle school students' performance in science lab

NASA Astrophysics Data System (ADS)

Drab, Deborah D.

Grouping students for labs in science classes is a common practice. This mixed methods quasi-experimental action research study examines homogeneous and heterogeneous gender grouping strategies to determine what gender grouping strategy is the most effective in a coeducational science classroom setting. Sixth grade students were grouped in same-gender and mixed-gender groups, alternating each quarter. Over the course of an academic year, data were collected from four sources. The teacher-researcher observed groups working during hands-on activities to collect data on student behaviors. Students completed post-lab questionnaires and an end-of-course questionnaire about their preferences and experiences in the different grouping strategies. Student scores on written lab assignments were also utilized. Data analysis focused on four areas: active engagement, student achievement, student perceptions of success and cooperative teamwork. Findings suggest that teachers may consider grouping students of different ability levels according to different gender grouping strategies to optimize learning.

Can healthy, young adults uncover personal details of unknown target individuals in their dreams?

PubMed

Smith, Carlyle

2013-01-01

We investigated the possibility that undergraduate college students could incubate dreams containing information about unknown target individuals with significant life problems. In Experiment 1, students provided two baseline dreams. They were then exposed to a photo of an individual and invited to dream about a health problem (unknown to them and the experimenter) of that individual and asked to provide two more dreams. From a class of 65 students, 12 dreamers volunteered dreams about the unknown target. In Experiment 2, 66 students were asked to dream about the life problems of a second individual, simply by looking at the photo (experimental group). Another 56 students were exposed to this same paradigm, but the photo that they examined was computer generated and the target individual was fictitious (control group). The dream elements were objectively scored with categories devised using the Hall-Van de Castle system as a model. Data were ordinal, and the nonparametric Wilcoxon signed rank test was used to examine preincubation (baseline) versus postincubation (photo examination and incubation) dream content in Experiment 1. In Experiment 2, a Z score for proportions was used to compare differences in frequency of devised categories between experimental and control groups. In Experiment 1, the comparison of postincubation dreams (all categories combined) was significant compared with the preincubation dreams (Z = 2.09, P = .036). The postincubation dreams reflected the health problem of the target. In Experiment 2, the proportion of scored categories in experimental and control groups were compared at the preincubation and postincubation conditions. The proportions of "Combined" (all categories) was very significantly larger at the postincubation condition (Z = 6.27, P < .00001). The groups did not differ at the preincubation condition (Z = -1.12, not significant). Individual postincubation condition comparisons of the experimental versus control groups revealed significant differences in three of the devised scoring categories, ranging from P < .002 to P < .05. There were no experimental versus control preincubation differences. The postincubation dreams of the experimental group were related to the problems of the target individual. Young, healthy adults are capable of dreaming details about the personal problems of an unknown individual simply by examining a picture of the target and then planning to dream about that individual's problems. Copyright © 2013 Elsevier Inc. All rights reserved.

An examination of student attitudes and understanding of exponential functions using interactive instructional multimedia

NASA Astrophysics Data System (ADS)

Singleton, Cynthia M.

The purpose of this study was to examine students' attitudes and understanding of exponential functions using InterAct Math, a mathematics tutorial software. The researcher used a convenience sampling of a total of 78 students from two intact pre-calculus classes; the students in the experimental group totaled 41 and the control group totaled 37. The two groups were exposed to the same curriculum content taught by the same instructor, the researcher. The experimental group used the mathematics tutorial software as an integral part of the instructional delivery. The control group used traditional instruction without integration of the educational technology. Data were collected during a two week span using a mixed-methodology to address the major research questions: (1) Is there a statistically significant difference in the mean achievement test scores between the experimental and the control groups? (2) Is there a statistically significant difference in students' attitudes toward learning mathematics between the experimental group and the control group? The researcher utilized paired t-tests and independent t-tests as statistical methods to evaluate the effectiveness of the intervention and to establish whether there was a significant difference between the experimental and control groups. Based on the analyses of the quantitative data, it was established that the students who received the InterAct Math tutorial (experimental group) did not perform better than the control group on exponential functions, graphs and applications. However, the quantitative part of the study (Aiken-Dreger Mathematics Attitude Scale) revealed that, while students in the experimental and control groups started with similar attitudes about mathematics and the integration of technology, their attitudes were significantly different at the conclusion of the study. The fear of mathematics was reduced for the experimental group at the end of the study, and their enjoyment of the subject matter was increased as a result of the intervention. No significant difference was reported concerning attitudes toward fear and enjoyment of learning mathematics for the control group. The researcher concluded that the use of InterAct Math tutorial software as part of the instructional delivery was beneficial and contributed to a positive attitude change. Other qualitative data obtained from the unstructured interviews of the treatment group supported these findings and reported that the change in attitudes was attributable to the use of the InterAct software in the instructional delivery of the course. The researcher concluded that the results of the study did not provide evidence that InterAct Math software could be credited with producing better learning outcomes. However, it appears that the InterAct Math tutorial software is an effective tutorial tool in promoting positive change in students' attitudes toward learning mathematics; thus, it is an effective tool for mathematics instruction. Based on the above results, it was concluded that the InterAct Math tutorial is an effective tutorial tool in promoting positive attitude change in students toward learning mathematics.

Qualitative Investigation of Students' Views about Experimental Physics

ERIC Educational Resources Information Center

Hu, Dehui; Zwickl, Benjamin M.; Wilcox, Bethany R.; Lewandowski, H. J.

2017-01-01

This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale…

Breast health educational interventions. Changes in beliefs and practices of working women.

PubMed

Thomas, Barbara; Stamler, Lynnette Leeseberg; Lafreniere, Kathryn D; Delahunt, Tabitha D

2002-10-01

Health education programs supported by women's groups or workplaces have been successful in reaching large populations and changing intentions to perform breast health behaviors. This study examined the responses women working in the automotive industry had to two health education interventions, mailed pamphlets, and a combination of mailed material and classes at the worksite compared to a control group. A quasi-experimental design was used. Of the 948 women completing the pre-test, 437 also completed the post-test and were highly representative of the initial sample. The findings suggest that although the mailed information produced some change in practices and intentions, the classes in combination with the mailed pamphlets produced greater change. In addition, confidence in breast self examination as a method of detecting an existing breast lump increased from pre-test to post-test across all age groups. The reported influences on the women's decisions related to breast health varied across the life span. The results of this study can be used to support the development of effective health promotion programs for use at workplaces to increase the likelihood of women engaging in healthy breast practices.

Student attitudes toward science and sciencerelated careers: A program designed to promote a stimulating gender-free learning environment

NASA Astrophysics Data System (ADS)

Mason, Cheryl L.; Butler Kahle, Jane

A project designed to foster the full and fair participation of girls in high-school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender-free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science-related career.

Third graders' understanding of core political concepts (law, nation-state, government) before and after teaching.

PubMed

Berti, A E; Andriolo, A

2001-11-01

A curriculum of about 22 hr distributed over 3 months on some core political notions (law, the main Italian political offices, the state) was implemented in an Italian 3rd-grade class of 23 children. Another class of 20 children formed the comparison group. The workings of the executive system were exemplified by explaining the running of the school (which in Italy is state-run). Children's learning and retention of these notions were tested twice, 1 month and 10 months after the end of the curriculum. At pre-test, before implementation of the curriculum, the majority of the children did not have a concept of the political domain: They did not know of parliament and government, hardly distinguished between the law and other types of rules, and did not know that teachers, policemen, and judges are public servants. At post- and delayed post-test, most of the children in the experimental group had mastered the concepts, performing significantly better than the comparison group. Thus, the development of political understanding appears to be due to the acquisition of relevant domain-specific knowledge rather than the emergence of across-the-board logic ability.

Biodegradation tests of mercaptocarboxylic acids, their esters, related divalent sulfur compounds and mercaptans.

PubMed

Rücker, Christoph; Mahmoud, Waleed M M; Schwartz, Dirk; Kümmerer, Klaus

2018-04-17

Mercaptocarboxylic acids and their esters, a class of difunctional compounds bearing both a mercapto and a carboxylic acid or ester functional group, are industrial chemicals of potential environmental concern. Biodegradation of such compounds was systematically investigated here, both by literature search and by experiments (Closed Bottle Test OECD 301D and Manometric Respirometry Test OECD 301F). These compounds were found either readily biodegradable or at least biodegradable to a significant extent. Some related compounds of divalent sulfur were tested for comparison (mercaptans, sulfides, disulfides). For the two relevant monofunctional compound classes, carboxylic acids/esters and mercaptans, literature data were compiled, and by comparison with structurally similar compounds without these functional groups, the influence of COOH/COOR' and SH groups on biodegradability was evaluated. Thereby, an existing rule of thumb for biodegradation of carboxylic acids/esters was supported by experimental data, and a rule of thumb could be formulated for mercaptans. Concurrent to biodegradation, abiotic processes were observed in the experiments, rapid oxidative formation of disulfides (dimerisation of monomercaptans and cyclisation of dimercaptans) and hydrolysis of esters. Some problems that compromise the reproducibility of biodegradation test results were discussed.

Comparison of Group Cohesion, Class Participation, and Exam Performance in Live and Online Classes

ERIC Educational Resources Information Center

Galyon, Charles E.; Heaton, Eleanore C. T.; Best, Tiffany L.; Williams, Robert L.

2016-01-01

Though class participation and group cohesion have shown some potential to promote student performance in conventional classrooms, their efficacy has not yet been demonstrated in an online-class setting. Group cohesion, defined as member attraction to and self-identification with a group, is thought to promote positive interdependence and the…

Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

NASA Astrophysics Data System (ADS)

Maraffi, S.

2016-12-01

Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

L'etude de l'apprentissage du vocabulaire en contexte par l'ecoute d'un dialogue scenarise en francais langue seconde (The Study of Vocabulary Learning in Context by Listening to a Dialogue in Scenario Form in French as a Second Language).

ERIC Educational Resources Information Center

Duquette, Lise

A study investigated the relative effectiveness of French second language vocabulary learning when presented in two contexts: video, with attention to extralinguistic factors, or audio, with focus on linguistic factors alone. Four student groups (n=137 university students) were formed from existing classes: experimental with video treatment;…

The Hydractinia echinata test-system. III: Structure-toxicity relationship study of some azo-, azo-anilide, and diazonium salt derivatives.

PubMed

Chicu, Sergiu Adrian; Munteanu, Melania; Cîtu, Ioana; Soica, Codruta; Dehelean, Cristina; Trandafirescu, Cristina; Funar-Timofei, Simona; Ionescu, Daniela; Simu, Georgeta Maria

2014-07-08

Structure-toxicity relationships for a series of 75 azo and azo-anilide dyes and five diazonium salts were developed using Hydractinia echinata (H. echinata) as model species. In addition, based on these relationships, predictions for 58 other azo-dyes were made. The experimental results showed that the measured effectiveness Mlog(1/MRC50) does not depend on the number of azo groups or the ones corresponding to metobolites, but it is influenced by the number of anilide groups, as well as by the substituents' positions within molecules. The conformational analysis pointed out the intramolecular hydrogen bonds, especially the simple tautomerization of quinoidic (STOH) or aminoidic (STNH2) type. The effectiveness is strongly influenced by the "push-pull" electronic effect, specific to two hydroxy or amino groups separated by an azo moiety (double alternate tautomery, (DAT), to the -COOH or -SO3H groups which are located in ortho or para position with respect to the azo group. The levels of the lipophylic/hydrophilic, electronic and steric equilibriums, pointed out by the Mlog(1/MRC50) values, enabled the calculation of their average values Clog(1/MRC50) ("Köln model"), characteristic to one derivative class (class isotoxicity). The azo group reduction and the hydrolysis of the amido/peptidic group are two concurrent enzymatic reactions, which occur with different reaction rates and mechanisms. The products of the partial biodegradation are aromatic amines. No additive or synergic effects are noticed among them.

Effect of a multidisciplinary supportive program for family caregivers of patients with heart failure on caregiver burden, quality of life, and depression: A randomized controlled study.

PubMed

Hu, Xiaolin; Dolansky, Mary A; Su, Yonglin; Hu, Xiuying; Qu, Moying; Zhou, Lingjuan

2016-10-01

Caregivers of patients with heart failure experience burden and negative health outcomes. Adequate support for family caregivers improves their well-being and the quality of care provided to the patients. However, little is known about the benefits of interventions for caregivers of patients with heart failure in China. To test the effects of a multidisciplinary supportive program for family caregivers on caregiver burden, quality of life, and depression. A randomized controlled design with repeated measures was used in this study. A total of 118 participants were randomized into experimental (n=59) and control groups (n=59) from May to December 2014 in one hospital in Chengdu, People's Republic of China. Participants in the experimental group received a 3-month multidisciplinary supportive program, consisting of three 60-min sessions of group classes, three 30-min peer support groups, and regular telephone follow-ups and consultations, while participants in the control group received usual care only. Outcomes were caregiver burden, quality of life, and depression. Data were collected at baseline, post-test (3 months after discharge), and 3 months after post-test (6 months after discharge). The repeated measures analysis of variance was used to examine the effects of groups, changes over time, and time-group interaction on outcome variables. There were significant improvements in caregiver burden, mental health, and depression after post-test and 3 months after post-test in the experimental group. However, there was no significant improvement in caregivers' physical health at either 3 or 6 months following discharge. A multidisciplinary supportive program for caregivers of heart failure patients had positive effects and provides a unique perspective of an intervention considering Chinese culture and customs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Exercise reduces the intensity and prevalence of low back pain in 12-13 year old children: a randomised trial.

PubMed

Fanucchi, Gina L; Stewart, Aimee; Jordaan, Ronél; Becker, Piet

2009-01-01

Does an eight-week exercise program reduce the intensity and prevalence of low back pain in 12-13 year old children? Does it decrease the childhood physical risk factors for low back pain and promote a sense of well-being? Randomised trial with concealed allocation and assessor blinding. Seventy-two 12-13 year old children, who had complained of low back pain in the past three months. The experimental group completed eight exercise classes of 40-45 minutes duration over eight weeks conducted by a physiotherapist, whilst the control group received no intervention. The primary outcome was pain intensity measured on a 10-cm visual analogue scale. Secondary outcomes included 3-month prevalence of pain, childhood physical risk factors for low back pain, and sense of well-being. Measures were taken at baseline (Month 0), post-intervention (Month 3), and three months later (Month 6). Pain intensity over the past month had decreased by 2.2 cm (95% CI 1.0 to 3.5) more for the experimental group than the control group at Month 3 and was still 2.0 cm (95% CI 0.5 to 3.5) less than the control group at Month 6. The absolute risk reduction for 3-month prevalence in low back pain in the experimental group was 24% (95% CI 4 to 41) compared with the control group at Month 3, and 40% (95% CI 18 to 57) at Month 6. There were also statistically-significant between-group differences in neural mobility. Exercise is effective in reducing the intensity and prevalence of low back pain in children. Clinical trials NCT00786864.

Influence of pharyngeal airway respiration pressure on Class II mandibular retrusion in children: A computational fluid dynamics study of inspiration and expiration.

PubMed

Iwasaki, T; Sato, H; Suga, H; Takemoto, Y; Inada, E; Saitoh, I; Kakuno, K; Kanomi, R; Yamasaki, Y

2017-05-01

To examine the influence of negative pressure of the pharyngeal airway on mandibular retraction during inspiration in children with nasal obstruction using the computational fluid dynamics (CFD) method. Sixty-two children were divided into Classes I, II (mandibular retrusion) and III (mandibular protrusion) malocclusion groups. Cone-beam computed tomography data were used to reconstruct three-dimensional shapes of the nasal and pharyngeal airways. Airflow pressure was simulated using CFD to calculate nasal resistance and pharyngeal airway pressure during inspiration and expiration. Nasal resistance of the Class II group was significantly higher than that of the other two groups, and oropharyngeal airway inspiration pressure in the Class II (-247.64 Pa) group was larger than that in the Class I (-43.51 Pa) and Class III (-31.81 Pa) groups (P<.001). The oropharyngeal airway inspiration-expiration pressure difference in the Class II (-27.38 Pa) group was larger than that in the Class I (-5.17 Pa) and Class III (0.68 Pa) groups (P=.006). Large negative inspiratory pharyngeal airway pressure due to nasal obstruction in children with Class II malocclusion may be related to their retrognathia. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The impact of an employee wellness programme in clothing/textile manufacturing companies: a randomised controlled trial.

PubMed

Edries, Naila; Jelsma, Jennifer; Maart, Soraya

2013-01-11

The prevalence of health risk behaviours is growing amongst South African employees. Health risk behaviours have been identified as a major contributor to reduced health related quality of life (HRQoL) and the increased prevalence of non-communicable diseases. Worksite wellness programmes promise to promote behaviour changes amongst employees and to improve their HRQoL. The aim of this study was to evaluate the short-term effects of an employee wellness programme on HRQoL, health behaviour change, body mass index (BMI) and absenteeism amongst clothing and textile manufacturing employees. The study used a randomised control trial design. The sample consisted of 80 subjects from three clothing manufacturing companies in Cape Town, South Africa. The experimental group was subjected to a wellness programme based on the principles of cognitive behaviour therapy (CBT) as well as weekly supervised exercise classes over six weeks. The control group received a once-off health promotion talk and various educational pamphlets, with no further intervention. Measurements were recorded at baseline and at six weeks post-intervention. Outcome measures included the EQ-5D, Stanford Exercise Behaviours Scale, body mass index and absenteeism.Data was analysed with the Statistica-8 software program. Non-parametric tests were used to evaluate the differences in the medians between the two groups and to determine the level of significance. The Sign test was used to determine the within group changes. The Mann-Whitney U test was used to determine the difference between the two groups. At six weeks post intervention the experimental group (39 subjects) demonstrated improvement in almost every parameter. In contrast, apart from an overall decrease in time off work and a reduction in BMI for all study participants, there was no significant change noted in the behaviour of the control group (41 subjects). Seventy percent of the experimental group had improved HRQoL EQ-5D VAS scores post intervention, indicating improved perceived HRQoL. In comparison, only 58% of the control group had improved HRQoL EQ-5D VAS scores post intervention. There was no significant difference between the two groups at baseline or at six weeks post intervention. An employee wellness programme based on the principles of CBT combined with weekly aerobic exercise class was beneficial in improving the perceived HRQoL and changing health-related behaviours of clothing manufacturing employees. However, it cannot be concluded that the EWP was more effective than the once off health promotion talk as no significant changes were noted between the two groups at 6-weeks post intervention.This trial has been registered with ClinicalTrials.gov (trial registration number NCT01625039).

The impact of an employee wellness programme in clothing/textile manufacturing companies: a randomised controlled trial

PubMed Central

2013-01-01

Background The prevalence of health risk behaviours is growing amongst South African employees. Health risk behaviours have been identified as a major contributor to reduced health related quality of life (HRQoL) and the increased prevalence of non-communicable diseases. Worksite wellness programmes promise to promote behaviour changes amongst employees and to improve their HRQoL. The aim of this study was to evaluate the short-term effects of an employee wellness programme on HRQoL, health behaviour change, body mass index (BMI) and absenteeism amongst clothing and textile manufacturing employees. Methods The study used a randomised control trial design. The sample consisted of 80 subjects from three clothing manufacturing companies in Cape Town, South Africa. The experimental group was subjected to a wellness programme based on the principles of cognitive behaviour therapy (CBT) as well as weekly supervised exercise classes over six weeks. The control group received a once-off health promotion talk and various educational pamphlets, with no further intervention. Measurements were recorded at baseline and at six weeks post-intervention. Outcome measures included the EQ-5D, Stanford Exercise Behaviours Scale, body mass index and absenteeism. Data was analysed with the Statistica-8 software program. Non-parametric tests were used to evaluate the differences in the medians between the two groups and to determine the level of significance. The Sign test was used to determine the within group changes. The Mann–Whitney U test was used to determine the difference between the two groups. Results At six weeks post intervention the experimental group (39 subjects) demonstrated improvement in almost every parameter. In contrast, apart from an overall decrease in time off work and a reduction in BMI for all study participants, there was no significant change noted in the behaviour of the control group (41 subjects). Seventy percent of the experimental group had improved HRQoL EQ-5D VAS scores post intervention, indicating improved perceived HRQoL. In comparison, only 58% of the control group had improved HRQoL EQ-5D VAS scores post intervention. There was no significant difference between the two groups at baseline or at six weeks post intervention. Conclusion An employee wellness programme based on the principles of CBT combined with weekly aerobic exercise class was beneficial in improving the perceived HRQoL and changing health-related behaviours of clothing manufacturing employees. However, it cannot be concluded that the EWP was more effective than the once off health promotion talk as no significant changes were noted between the two groups at 6-weeks post intervention.This trial has been registered with ClinicalTrials.gov (trial registration number NCT01625039). PMID:23311458

Effect of occlusal splints on the temporomandibular disorders, dental wear and anxiety of bruxist children.

PubMed

Restrepo, Claudia C; Medina, Isabel; Patiño, Isabel

2011-08-01

To evaluate the effectiveness of occlusal splints to reduce the signs and symptoms of temporomandibular disorders (TMD), dental wear and anxiety in a group of bruxist children. All of the subjects were 3 to 6 years old, had complete primary dentition, class I occlusion and were classified as bruxist according to the minimal criteria of the ICSD for bruxism. For each child, anxiety was evaluated with the Conners' Parent Rating Scales (CPRS). The TMD were evaluated using the RDC/TMD. The dental wear was processed in digital format with Mat Lab® and Lab view® software to determine its size and form. The children were randomized into an experimental (n=19) and a control (n=17) group. The children in the experimental group used rigid bite plates for a two-year period, until mixed dentition. Afterwards, the CPRS and the RDC/TMD were applied again and dental casts were taken. Comparisons of the variables regarding dental wear, signs and symptoms of TMD and anxiety before and after treatment among the groups were analyzed using the t-test, the Wilcoxon rank sum test and the Mann-Whitney test. The subjects in the experimental group showed no statistically significant difference regarding anxiety levels and dental wear when compared with the control group. The signs and symptoms of TMD were not reduced except for the deviation in mouth opening. The use of rigid occlusal bite plates was not efficient in reducing the signs of bruxism as a whole but did reduce the deviation in mouth opening.

40 CFR 146.82 - Required Class VI permit information.

Code of Federal Regulations, 2011 CFR

2011-07-01

..., Class II, or Class V experimental wells, certain maps, cross-sections, tabulations of wells within the.../facies changes based on field data which may include geologic cores, outcrop data, seismic surveys, well...

40 CFR 146.82 - Required Class VI permit information.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., Class II, or Class V experimental wells, certain maps, cross-sections, tabulations of wells within the.../facies changes based on field data which may include geologic cores, outcrop data, seismic surveys, well...

40 CFR 146.82 - Required Class VI permit information.

Code of Federal Regulations, 2014 CFR

2014-07-01

..., Class II, or Class V experimental wells, certain maps, cross-sections, tabulations of wells within the.../facies changes based on field data which may include geologic cores, outcrop data, seismic surveys, well...

40 CFR 146.82 - Required Class VI permit information.

Code of Federal Regulations, 2012 CFR

2012-07-01

..., Class II, or Class V experimental wells, certain maps, cross-sections, tabulations of wells within the.../facies changes based on field data which may include geologic cores, outcrop data, seismic surveys, well...

Evaluation of the chronic disease self-management program in a Chinese population.

PubMed

Siu, Andrew M H; Chan, Chetwyn C H; Poon, Peter K K; Chui, Dominic Y Y; Chan, Sam C C

2007-01-01

This study evaluated the 6-week Chronic Disease Self-Management Program (CDSMP) in Hong Kong. A total of 148 subjects with chronic illness were recruited. Subjects were matched on duration of illness and gender, and then randomly allocated to experimental and comparison groups. The experimental group participated in the CDSMP, while the comparison group joined a Tai-Chi interest class in a mass-activity format. Subjects completed evaluation questionnaires before beginning their program and 1 week following the program. Analysis of covariance showed that the CDSMP participants demonstrated significantly higher self-efficacy in managing their illness, used more cognitive methods to manage pain and symptoms, and felt more energetic than the subjects in the comparison group. The CDSMP participants also demonstrated changes in their profile of coping strategies, having a tendency to adopt the cognitive methods of diverting attention, reinterpreting pain, ignoring sensations, and making positive self-statements. The short-term evaluation results showed that the CDSMP primarily increased the self-efficacy, exercise behavior, and application of cognitive coping strategies of the participants. The effect of the CDSMP in a Chinese population is similar to that found in studies in Western cultures, and the CDSMP could be applied effectively in a Chinese population.

A class of nonideal solutions. 2: Application to experimental data

NASA Technical Reports Server (NTRS)

Zeleznik, F. J.; Donovan, L. F.

1983-01-01

Functions for the representation of the thermodynamic properties of nonideal solutions were applied to the experimental data for several highly nonideal solutions. The test solutions were selected to cover both electrolyte behavior. The results imply that the functions are fully capable of representing the experimental data within their accuracy over the whole composition range and demonstrate that many nonideal solutions can be regarded as members of the defined class of nonideal solutions.

Changes in fruit and vegetable consumption of third-grade students in body quest: food of the warrior, a 17-class childhood obesity prevention program.

PubMed

Struempler, Barbara J; Parmer, Sondra M; Mastropietro, Lisa M; Arsiwalla, Dilbur; Bubb, Robert R

2014-01-01

To increase fruit and vegetable (FV) consumption of youth in Body Quest: Food of the Warrior (BQ), a childhood obesity prevention program. Quasi-experimental. Supplemental Nutrition Assistance Program-Education eligible schools (n = 60). Third-grade students (n = 2,477). Treatment groups (n = 1,674) self-reported foods consumed through the School Lunch Program for 17 weekly assessments; they participated in BQ curriculum, iPad app education, and weekly FV tastings. Control groups (n = 803) completed only pre- and post-assessments. Weekly FV consumed through School Lunch Program. ANCOVA and growth modeling. From before to after the program, the treatment group demonstrated significant, moderate increases in fruit (P < .01) and vegetable (P < .001) consumptions, increasing from 7 to 8 weekly FV servings. After the program, the treatment group consumed significantly (P < .001) more FV than the control group. Fruit and vegetable consumption increased to class 10 and then stabilized. From before to after the program, all FV predictors were significantly higher and included gender (vegetables), race (FV), and free/reduced lunch (fruit). Nutrition programs can increase FV intake. Even moderate increases in FV intake can be an initial step for the prevention of chronic disease. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Overcoming misconceptions of graph interpretation of kinematics motion using calculator based rangers

NASA Astrophysics Data System (ADS)

Olson, John R.

This is a quasi-experimental study of 261 first year high school students that analyzes gains made through the use of calculator based rangers attached to calculators. The study has qualitative components but is based on quantitative tests. Biechner's TUG-K test was used for the pretest, posttest, and post-posttest. The population was divided into one group that predicted the results before using the CBRs and another that did not predict first but completed the same activities. The data for the groups was further disaggregated into learning style groups (based on Kolb's Learning Styles Inventory), type of class (advanced vs. general physics), and gender. Four instructors used the labs developed by the author for this study and created significant differences between the groups by instructor based on interviews, participant observation and one way ANOVA. No significant differences were found between learning styles based on MANOVA. No significant differences were found between predict and nonpredict groups for the one way ANOVAs or MANOVA, however, some differences do exist as measured by a survey and participant observation. Significant differences do exist between gender and type of class (advanced/general) based on one way ANOVA and MANOVA. The males outscored the females on all tests and the advanced physics scored higher than the general physics on all tests. The advanced physics scoring higher was expected but the difference between genders was not.

Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction

PubMed Central

Maher, Jaclyn P.; Gottschall, Jinger S.; Conroy, David E.

2015-01-01

Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant’s evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers’ involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers’ intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens. PMID:26347696

Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction.

PubMed

Maher, Jaclyn P; Gottschall, Jinger S; Conroy, David E

2015-01-01

Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant's evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers' involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers' intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens.

Sealing ability of cermet ionomer cement as a retrograde filling material.

PubMed

Aktener, B O; Pehlivan, Y

1993-03-01

An in vitro dye leakage study was performed to compare the sealing ability of high copper amalgam with cavity varnish and cermet ionomer cement with and without varnish when used as retrofilling materials. The root canals of 54 maxillary anterior teeth were instrumented and obturated with gutta-percha and sealer. The apical 3 mm of the roots were resected and apical class I cavity preparations were made. The roots were then randomly divided into three groups and retrofilled with one of the experimental materials. After 72 h of immersion in India ink, the roots were cleared and evaluated for leakage with a stereomicroscope. Statistical analysis indicated that the cermet ionomer cement with varnish group had significantly less leakage than the amalgam group (P < 0.0014) and the cermet ionomer cement without varnish group (P < 0.001). There was no significant difference between the other two groups (P > 0.05).

The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

NASA Astrophysics Data System (ADS)

Banerjee, Banmali

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (p<.01) compared to the control group. The study demonstrated that urban, high school, ELLs benefited from instruction that placed emphasis on the mathematical vocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success through careful attention to the creation and labeling of diagrams to represent the mathematics involved in standard word problems. Although Learnertype (ELL, EFLL), Classtype (Bilingual and Mixed), and Gender (Female, Male) were not significant indicators of student achievement, there was significant interaction between Treatment and Classtype at the level of the Bilingual students ( p<.01) and between Treatment and Learnertype at the level of the ELLs (p<.01).

The Effect of Integrating Aesthetic Understanding in Reflective Inquiry Activities

NASA Astrophysics Data System (ADS)

Lin, Huann-shyang; Hong, Zuway-R.; Chen, Chung-Chih; Chou, Chien-Ho

2011-06-01

The purpose of this study was to explore the effectiveness of integrating aesthetic understanding in reflective inquiry activities. Three typical classes of Taiwanese eighth graders (n = 106) and nine additional low-achieving students in the same school participated in the study. The treatment for experimental students emphasized scaffolding aesthetic understanding and reflections on inquiry strategies. It was found that the experimental group students consistently outperformed their counterparts on the post-test and the delayed post-test in conceptual understanding and application of science knowledge. In addition, the low-achieving students were motivated by the treatment and made significant progress on the two tests. The results of interview and classroom observation also revealed that the intervention made a difference in students' affective perceptions.