enhancing student performance: Topics by Science.gov

Sample records for enhancing student performance

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

NASA Astrophysics Data System (ADS)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

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

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-01-01

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

PubMed

Hildt, Elisabeth; Lieb, Klaus; Franke, Andreas Günter

2014-03-07

Academic performance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academic performance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students' experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academic performance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The answers reveal that academic performance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academic performance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase motivation and to cope with memorizing. According to the interviews, there is a considerable discrepancy between subjective experiences and objective academic results achieved.
Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

PubMed

Hernick, Marcy

2015-09-25

Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.
Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

PubMed Central

2015-01-01

Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills. PMID:27168610
Life context of pharmacological academic performance enhancement among university students – a qualitative approach

PubMed Central

2014-01-01

Background Academic performance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academic performance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students’ experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. Methods A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academic performance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Results Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. Conclusions The answers reveal that academic performance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academic performance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase motivation and to cope with memorizing. According to the interviews, there is a considerable discrepancy between subjective experiences and objective academic results achieved. PMID:24606831
Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

PubMed

Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.
The Development of Web-Based Collaborative Training Model for Enhancing Human Performances on ICT for Students in Banditpattanasilpa Institute

ERIC Educational Resources Information Center

Pumipuntu, Natawut; Kidrakarn, Pachoen; Chetakarn, Somchock

2015-01-01

This research aimed to develop the model of Web-based Collaborative (WBC) Training model for enhancing human performances on ICT for students in Banditpattanasilpa Institute. The research is divided into three phases: 1) investigating students and teachers' training needs on ICT web-based contents and performance, 2) developing a web-based…
Grade/Study-Performance Contracts, Enhanced Communication, Cooperative Learning, and Student Performance in Undergraduate Organic Chemistry.

ERIC Educational Resources Information Center

Dougherty, Ralph C.

1997-01-01

Describes and evaluates a teaching strategy, designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry, that uses grade/study-performance contracts, enhanced communication using electronic mail, and cooperative learning. Concludes that a series of interventions can substantially…
Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.

1986-01-01

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…
Enhancing Student Performance in First-Semester General Chemistry Using Active Feedback through the World Wide Web

ERIC Educational Resources Information Center

Chambers, Kent A.; Blake, Bob

2007-01-01

The World Wide Web recently launched a new interactive feedback system for the instructors, so that can better understanding about their students and their problems. The feedback, in combination with tailored lectures is expected to enhance student performance in the first semester of general chemistry.
The Impact of a Technology-Enhanced Math Performance Task on Student Cognitive Engagement in Mathematics

ERIC Educational Resources Information Center

Guerreiro, Meg

2017-01-01

Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced…
Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

PubMed

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.
The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

PubMed

van Veggel, Nieky; Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.
Constructive Feedback as a Learning Tool to Enhance Students' Self-Regulation and Performance in Higher Education

ERIC Educational Resources Information Center

du Toit, Erna

2012-01-01

If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to learn from it. A…
Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

PubMed Central

Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-01-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students’ perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students’ metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure. PMID:28496274
Predicting students' intention to use stimulants for academic performance enhancement.

PubMed

Ponnet, Koen; Wouters, Edwin; Walrave, Michel; Heirman, Wannes; Van Hal, Guido

2015-02-01

The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academic performance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.
The Use of Prescription Drugs, Recreational Drugs, and "Soft Enhancers" for Cognitive Enhancement among Swiss Secondary School Students.

PubMed

Liakoni, Evangelia; Schaub, Michael P; Maier, Larissa J; Glauser, Gaëlle-Vanessa; Liechti, Matthias E

2015-01-01

The use of prescription or recreational drugs for cognitive enhancement (CE) is prevalent among students. However, the prevalence of CE among Swiss school students is unknown. We therefore performed a cross-sectional online survey including ≥ 16-year-old students from bridge-year schools (10th grade), vocational schools, and upper secondary schools (10th-12th grade) in the Canton of Zurich to investigate the prevalence of and motives for the use of prescription drugs, recreational drugs, and/or freely available soft enhancers for CE. A total of 1,139 students were included. Of these, 54.5% reported the use of prescription drugs (9.2%), recreational drugs including alcohol (6.2%), or soft enhancers (51.3%) explicitly for CE at least once in their lives. The last-year and last-month prevalence for CE considering all substances was 45.5% and 39.5%, respectively. Soft enhancers were the substances that were most commonly used (ever, last-year, and last-month, respectively), including energy drinks (33.3%, 28.4%, and 24.6%), coffee (29.8%, 25.1%, and 21.9%), and tobacco (12.6%, 9.3%, and 8.3%). CE with methylphenidate was less prevalent (4.0%, 2.8%, and 2.0%). However, the use of prescription drugs, alcohol, or illegal drugs for CE was reported by 13.3% of the participants. The most common motives for use were to stay awake and improve concentration. CE was more prevalent among students who reported higher levels of stress or performance pressure and students with psychiatric disorders. In conclusion, half of the school students had used a substance at least once in their lives to improve school performance. Soft enhancers were most commonly used. Prevalence rates were similar to those reported by Swiss university students, indicating that the use of prescription or recreational drugs for CE already occurs before starting higher education. Performance pressure, stress, and psychiatric disorders may be associated with CE.
14 CFR § 1260.12 - Choice of award instrument.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) Capturing student interest and/or improving student performance in science, mathematics, technology, or related fields; (ii) Enhancing the skill, knowledge, or ability of teachers or faculty members in science... programs or research to increase participation and/or to enhance performance in science, mathematics, or...
Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

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

Caffeine Consumption, Expectancies of Caffeine-Enhanced Performance, and Caffeinism Symptoms among University Students.

ERIC Educational Resources Information Center

Bradley, John R.; Petree, Allen

1990-01-01

Gathered self-report data on college students' (n=797) expectations of caffeine-enhanced performance, level of beverage caffeine consumed daily, and caffeinism signs experienced after consumption of caffeinated beverages. Results supported extending the expectancies model of substance use motivation from alcohol to caffeine. (Author/ABL)
Enhancing Academic Achievement and Retention in Senior Secondary School Chemistry through Discussion and Lecture Methods: A Case Study of Some Selected Secondary Schools in Gboko, Benue State, Nigeria

ERIC Educational Resources Information Center

Omwirhiren, Efe M.

2015-01-01

The present study was initiated to determine how academic achievement and retention in chemistry is enhanced using the two instructional methods among SSII students and ascertained the differential performance of male and female students in chemistry with a view of improving student performance in chemistry. The study adopted a non-equivalent…
The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

PubMed Central

Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925
The Use of Prescription Drugs, Recreational Drugs, and “Soft Enhancers” for Cognitive Enhancement among Swiss Secondary School Students

PubMed Central

Liakoni, Evangelia; Schaub, Michael P.; Maier, Larissa J.; Glauser, Gaëlle-Vanessa; Liechti, Matthias E.

2015-01-01

The use of prescription or recreational drugs for cognitive enhancement (CE) is prevalent among students. However, the prevalence of CE among Swiss school students is unknown. We therefore performed a cross-sectional online survey including ≥ 16-year-old students from bridge-year schools (10th grade), vocational schools, and upper secondary schools (10th-12th grade) in the Canton of Zurich to investigate the prevalence of and motives for the use of prescription drugs, recreational drugs, and/or freely available soft enhancers for CE. A total of 1,139 students were included. Of these, 54.5% reported the use of prescription drugs (9.2%), recreational drugs including alcohol (6.2%), or soft enhancers (51.3%) explicitly for CE at least once in their lives. The last-year and last-month prevalence for CE considering all substances was 45.5% and 39.5%, respectively. Soft enhancers were the substances that were most commonly used (ever, last-year, and last-month, respectively), including energy drinks (33.3%, 28.4%, and 24.6%), coffee (29.8%, 25.1%, and 21.9%), and tobacco (12.6%, 9.3%, and 8.3%). CE with methylphenidate was less prevalent (4.0%, 2.8%, and 2.0%). However, the use of prescription drugs, alcohol, or illegal drugs for CE was reported by 13.3% of the participants. The most common motives for use were to stay awake and improve concentration. CE was more prevalent among students who reported higher levels of stress or performance pressure and students with psychiatric disorders. In conclusion, half of the school students had used a substance at least once in their lives to improve school performance. Soft enhancers were most commonly used. Prevalence rates were similar to those reported by Swiss university students, indicating that the use of prescription or recreational drugs for CE already occurs before starting higher education. Performance pressure, stress, and psychiatric disorders may be associated with CE. PMID:26505633
Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.
Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

2016-01-01

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…
Dealing with requests for pharmacological cognitive enhancement from healthy students.

PubMed

Chandramouleeswaran, Susmita; Edwin, Natasha Catherine; Rajaleelan, Wesley

2016-01-01

The use of drugs to enhance cognitive function and academic performance is clearly a global phenomenon, with the reported prevalence of stimulant use among medical students ranging from 15-20%. A multi-institution study from the USA reported a 6.9% lifetime prevalence of non-prescription use of cognitive enhancers among college students. A comprehensive systematic review indicates a 16-29% use of non-prescribed stimulants among all students for reasons that include increasing concentration and alertness. While mental health professionals and guidance counsellors anecdotally recall requests for pharmacological cognitive enhancement from otherwise healthy students, the exact magnitude of this problem in the Indian context is not clear.
Closed-Captioned Television: A New Technology for Enhancing Reading Skills of Learning Disabled Students.

ERIC Educational Resources Information Center

Koskinen, Patricia S.; And Others

1986-01-01

The measured effects of captioned television upon the sight vocabulary, comprehension, and oral reading performance of 77 learning disabled students from 4 Maryland schools suggest that both captioned television with sound and conventional television enhance the reading skills of learning disabled students. (7 references) (MLF)
Performative Identity as a Resource for Classroom Participation: Scientific Shane vs. Jimmy Neutron

ERIC Educational Resources Information Center

Anderson, Kate T.; Zuiker, Steven J.

2010-01-01

This study introduces performative identity as a lens for understanding student participation in discursive classroom routines and potentials for fostering student agency and enhanced learning. We argue that student negotiation of performative identities can facilitate productive transformations of individual and group trajectories. This study…
The Impact of Supplemental Instruction on Learning Competence and Academic Performance

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2010-01-01

This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…
The use of energy drinks, dietary supplements, and prescription medications by United States college students to enhance athletic performance.

PubMed

Hoyte, Christopher O; Albert, Donald; Heard, Kennon J

2013-06-01

While the use of performance enhancing substances by professional, collegiate, and Olympic athletes is well described, the rate of use in the general population is not well studied. We explored the use of energy drinks, dietary supplements, and prescription medications for the enhancement of athletic performance among college students using an ongoing survey system. We conducted a multi-round online questionnaire collecting data from self-identified students at two-year colleges, four-year colleges, online courses, or technical schools at least part-time during the specified sampling period. The sample is obtained through the use of a survey panel company in which respondents voluntarily register. Survey data were collected from December, 2010 through August, 2011. Subjects who reported participating in athletics were asked if they used any of the following substances to enhance athletic performance (1) energy drinks (2) dietary supplements (3) prescription medications within the last year. Data were analyzed from October, 2011 through January, 2012. There were 462 college students who responded to the survey reporting they participate in sports at various levels. Of these, 397 (85.9 %) responded that within the last year they used energy drinks, dietary supplements, or prescription medications to enhance athletic performance. Energy drinks had the highest prevalence (80.1 %), followed by dietary supplements (64.1 %) and prescription medications (53.3 %). Use was most prevalent amongst intercollegiate athletes (89.4 %) followed by club (88.5 %) and intermural (82.1 %) participants. The vast majority of survey respondents reported using energy drinks, dietary supplements, and prescription medications within the last year for athletic performance enhancement.
An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

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

2014-01-01

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.
The Use of Enhanced Guided Notes in an Electric Circuit Class: An Exploratory Study

ERIC Educational Resources Information Center

Lawanto, O.

2012-01-01

This study was conducted to evaluate students' (n=70) learning performance after their participation in lectures using enhanced guided notes (EGN) in an electric circuits course for non-electrical engineering students. Unlike traditional guided notes, EGN include questions that prompt students to evaluate their metacognitive knowledge. The results…
Mathematical Difficulty: Does Early Intervention Enhance Mathematical Performance?

ERIC Educational Resources Information Center

Graham, Jennifer

2008-01-01

The need to ask educators about their opinions on the subject to what extent early intervention methods enhance mathematical performance is long overdue. The purpose of this quantitative research is to examine the extent to which teachers agree that early intervention methods enhance the mathematical performance of students with mathematical…
IM-Chem: The Use of Instant Messaging to Improve Student Performance and Personalize Large Lecture General Chemistry Courses

ERIC Educational Resources Information Center

Behmke, Derek A.; Atwood, Charles H.

2012-01-01

Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance…
Supporting the Distant Student: The Effect of ARCS-Based Strategies on Confidence and Performance

ERIC Educational Resources Information Center

Huett, Jason Bond; Young, Jon; Huett, Kimberly Cleaves; Moller, Leslie; Bray, Marty

2008-01-01

The purpose of this research was to manipulate the component of confidence found in Keller's ARCS Model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas University. This experiment used SAM Office 2003 and WebCT for the delivery of the tactics, strategies, confidence-enhancing e-mails…
Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

ERIC Educational Resources Information Center

Sharp, Laurie A.; Hamil, Marc

2018-01-01

Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a…
Career-Oriented Performance Tasks: Effects on Students' Interest in Chemistry

ERIC Educational Resources Information Center

Espinosa, Allen A.; Monterola, Sheryl Lyn C.; Punzalan, Amelia E.

2013-01-01

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students' interest in Chemistry. Specifically, it sought to find out if students exposed to COPT have higher interest in Chemistry than those students exposed to the traditional…
Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science

ERIC Educational Resources Information Center

Rich, Jamie; Duncan, Dennis W.; Navarro, Maria; Ricketts, John C.

2009-01-01

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who…
The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

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

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Academic Performance Enhancement: A Qualitative Study of the Perceptions and Habits of Prescription Stimulant-Using College Students

ERIC Educational Resources Information Center

Aikins, Ross D.

2011-01-01

This study explores the developmental implications of cognitive enhancement among college students. Data comes from interviews with a purposive sample of licit and illicit users of stimulant medications at a highly selective West Coast University. A semistructured protocol revolved around students' habits and perceptions relating to stimulant…
Executive Function in the Classroom: Practical Strategies for Improving Performance and Enhancing Skills for All Students

ERIC Educational Resources Information Center

Kaufman, Christopher

2010-01-01

Students with strong executive function skills hold the keys to school and social success--from attention and impulse control to time management and organization. Now K-12 teachers have a practical, highly readable guide to enhancing these critical skills for "all" students, with and without learning disabilities. Through the author's memorable…
Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

ERIC Educational Resources Information Center

Lawanto, Oenardi; Santoso, Harry

2013-01-01

The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…
The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

PubMed

Alotaibi, Khaled N

2016-01-01

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

PubMed

Maier, Larissa J; Liakoni, Evangelia; Schildmann, Jan; Schaub, Michael P; Liechti, Matthias E

2015-01-01

Pharmacological cognitive enhancement (PCE) refers to the nonmedical use of prescription or recreational drugs to enhance cognitive performance. Several concerns about PCE have been raised in the public. The aim of the present study was to investigate students' attitudes toward PCE. Students at three Swiss universities were invited by e-mail to participate in a web-based survey. Of the 29,282 students who were contacted, 3,056 participated. Of these students, 22% indicated that they had used prescription drugs (12%) or recreational substances including alcohol (14%) at least once for PCE. The use of prescription drugs or recreational substances including alcohol prior to the last exam was reported by 16%. Users of pharmacological cognitive enhancers were more likely to consider PCE fair (24%) compared with nonusers (11%). Only a minority of the participants agreed with the nonmedical use of prescription drugs by fellow students when assuming weak (7%) or hypothetically strong efficacy and availability to everyone (14%). Two-thirds (68%) considered performance that is obtained with PCE less worthy of recognition. Additionally, 80% disagreed that PCE is acceptable in a competitive environment. More than half (64%) agreed that PCE in academia is similar to doping in sports. Nearly half (48%) claimed that unregulated access to pharmacological cognitive enhancers increases the pressure to engage in PCE and educational inequality (55%). In conclusion, Swiss students' main concerns regarding PCE were related to coercion and fairness. As expected, these concerns were more prevalent among nonusers than among users of pharmacological cognitive enhancers. More balanced information on PCE should be shared with students, and future monitoring of PCE is recommended.
Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

NASA Astrophysics Data System (ADS)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.
Enhancement of anatomical learning and developing clinical competence of first-year medical and allied health profession students.

PubMed

Keim Janssen, Sarah A; VanderMeulen, Stephane P; Shostrom, Valerie K; Lomneth, Carol S

2014-01-01

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession students. This study integrated teaching the Lachman test into a first-year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First-year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands-on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post-test and survey. Students with hands-on training performed significantly better than students with lecture-only training in completing the checklist, a post-test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands-on training compared to students receiving lecture-only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands-on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. © 2013 American Association of Anatomists.
Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students' Performance in Chemistry

ERIC Educational Resources Information Center

Bamidele, E. F.; Oloyede, E. O.

2013-01-01

This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students' performance in the numerical aspect of Chemistry. The pre-test, post-test…
An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

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

2014-10-27

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.
Enhancing Treatment Integrity Maintenance through Fading with Indiscriminable Contingencies

ERIC Educational Resources Information Center

Gross, Thomas J.; Duhon, Gary J.; Doerksen-Klopp, Bethany

2014-01-01

School psychologists are often asked to develop treatment to remediate students' academic skills or social behavior problems. When teachers implement treatment recommendations with high levels of treatment integrity, students benefit. Treatment integrity has been enhanced by use of direct training, performance feedback, and negative…
Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

PubMed

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

2018-03-01

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

ERIC Educational Resources Information Center

Wang, Ye; Gushta, Matthew

2013-01-01

The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student…
Enhancing Learning in Africa through Students' Collaboration with Parents, Teachers and Peers

ERIC Educational Resources Information Center

Maganda, Dainess

2016-01-01

Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which…
An Integrated Science Course Designed with Information Communication Technologies to Enhance University Students' Learning Performance

ERIC Educational Resources Information Center

Su, King-Dow

2008-01-01

This study evaluated the performance of university students who learned science texts by using, information communication technologies (ICT) including animation, static figures, power point, and e-plus software. The characteristics of students and their achievements and attitudes toward 11 multimedia science courses were analyzed. The 11 samples…
Success Profiling: A Methodological Perspective on the Interactive Nature of Success Predictors on Student Performance at an Open and Distance Learning Institution

ERIC Educational Resources Information Center

Muller, Helene; Swanepoel, Elana; De Beer, Andreas

2010-01-01

The drive to improve the academic performance of students at an open and distance learning (ODL) institution has resulted in the incorporation of a blended learning component, namely satellite classes, in the learning strategy to enhance the academic performance of first year diploma students in Business Management and Management. Monitoring this…
Using Open-Book Exams to Enhance Student Learning, Performance, and Motivation

ERIC Educational Resources Information Center

Green, Steve G.; Ferrante, Claudia J.; Heppard, Kurt A.

2016-01-01

This study investigated an alternative testing protocol used in an undergraduate managerial accounting course. Specifically, we assert that consistent open-book testing approaches will enhance learning and better prepare students for the real-world decision-making they will encounter. A semester-long testing protocol was executed incorporating a…
Deal or No Deal: using games to improve student learning, retention and decision-making

NASA Astrophysics Data System (ADS)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.
An Investigation of Institutional Enhancement Factors on Student College Success

ERIC Educational Resources Information Center

Nwaokoro, Amaechi Nkemakolem

2010-01-01

This study focuses on the importance of students' hard work and institutional factors--technology, advising, mentoring, and tutoring on student's academic performance. It is important for institutions to emphasize both students' hard work and effective institutional factors that will have positive impact on student success.
Innovative assessment paradigm to enhance student learning in engineering education

NASA Astrophysics Data System (ADS)

El-Maaddawy, Tamer

2017-11-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students' feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills.

Federal Student Aid: Additional Management Improvements Would Clarify Strategic Direction and Enhance Accountability. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

To determine what Federal Student Aid (FSA), previously the Office of Student Financial Assistance, had done to develop and implement a strategic direction as mandated by Congress in performance-based organization legislation, the General Accounting Office (GAO) reviewed FSA's strategic and annual performance plans and annual reports, interviewing…
Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self-Efficacy

ERIC Educational Resources Information Center

Martinez, Christy Teranishi; Kock, Ned; Cass, Jeffrey

2011-01-01

Since the inception of the Writing Across the Curriculum movement more than 30 years ago, scholars have explored ways of enhancing students' writing performance. Faculty members across disciplines are often challenged by students' resistance to writing; resistance that may stem from anxiety, poor academic performance, and lack of recognition that…
The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences through Peer-Facilitated Discussion

ERIC Educational Resources Information Center

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-01-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields.…
Enhancing the Performance of Female Students in Spoken English

ERIC Educational Resources Information Center

Inegbeboh, Bridget O.

2009-01-01

Female students have been discriminated against right from birth in their various cultures and this affects the way they perform in Spoken English class, and how they rate themselves. They have been conditioned to believe that the male gender is superior to the female gender, so they leave the male students to excel in spoken English, while they…
The Impact of Various Quizzing Patterns on the Test Performance of High School Economics Students

ERIC Educational Resources Information Center

Robertson, William L.

2010-01-01

Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical…
Enhancing Students' Computer Programming Performances, Critical Thinking Awareness and Attitudes towards Programming: An Online Peer-Assessment Attempt

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen; Liang, Zi-Yun; Wang, Hsiu-Ying

2017-01-01

It has become an important and challenging issue to foster students' concepts and skills of computer programming. Scholars believe that programming training could promote students' higher order thinking performance; however, many school teachers have reported the difficulty of teaching programming courses. Although several previous studies have…
Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class

ERIC Educational Resources Information Center

Addison, Stephen; Wright, Adrienne; Milner, Rachel

2009-01-01

As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students…
Integration of role-playing into technical skills training: a randomized controlled trial.

PubMed

Nikendei, C; Kraus, B; Schrauth, M; Weyrich, P; Zipfel, S; Herzog, W; Jünger, J

2007-11-01

Recently, efforts have been undertaken to enhance the face validity of technical skills training by introducing role-plays and standardised patients. Since little is known about the effects of role-playing with respect to the realism of a training situation and students' objective performance, we performed a randomized controlled trial. 36 medical students participated in videotaped small group skills-lab sessions on the topics of Doppler sonography and gastric tube insertion. One half of the students participated in role-plays and the other half practised without role-playing. Realism of the training situation was analysed by means of post-intervention self-selected student survey evaluations. Technical performance and patient-physician communication were assessed by independent ratings of the videotaped sessions. The physician's role was regarded to be significantly more realistic when performing role-plays. Assessment of videotaped sessions showed that practising technical skills by performing role-plays resulted in significantly better patient-physician communication whereas students' technical performance did not differ between groups. Introducing role-plays enhances the realism of technical skills training and leads to better patient-physician communication. Students do not seem to be overstrained by practising clinical technical skills using role-plays. We conclude that role-playing is a valuable method in practising technical skills.
Improving Student Learning: A Strategic Planning Framework for an Integrated Student Information System in Charlotte-Mecklenburg Schools

ERIC Educational Resources Information Center

Ngoma, Sylvester

2010-01-01

There is growing recognition that an electronic Student Information System (SIS) affects student learning. Given the strategic importance of SIS in supporting school administration and enhancing student performance, school districts are increasingly interested in acquiring the most effective and efficient Student Information Systems for their…
Impact of cognitive absorption on Facebook on students' achievement.

PubMed

Rouis, Sana

2012-06-01

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

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2011-01-01

Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…
Leadership Practices for Student Engagement in Challenging Conditions

ERIC Educational Resources Information Center

Trowler, Vicki

2013-01-01

Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions,…
Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance

ERIC Educational Resources Information Center

Maranan, Veronique M.

2017-01-01

This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99…
The Co-Curricular Record: Enhancing a Postsecondary Education

ERIC Educational Resources Information Center

Elias, Kimberly; Drea, Catherine

2013-01-01

This article reports on the co-curricular record program (CCR) that is created by colleges and universities in Canada to help students engage in activities which will enhance their academic performance, personal development and well-being. It examines the validation of the CCR experience in an official document, opportunity of the students to…
Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards

ERIC Educational Resources Information Center

Bottge, Brian A.; Cho, Sun-Joo

2013-01-01

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…
Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students

ERIC Educational Resources Information Center

Yildiz, Osman; Bal, Abdullah; Gulsecen, Sevinc

2013-01-01

It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the…
The "Mozart Effect" and the Mathematical Connection

ERIC Educational Resources Information Center

Taylor, Judy M.; Rowe, Beverly J.

2012-01-01

Educators are always looking for ways to enhance the performance of students on outcome assessments. There is a growing body of research showing the benefits of music on educational performance. The purpose of this study was to determine if a "Mozart Effect" improves student performance on outcome assessments in mathematics. In this study, during…
Predicting University Performance in Psychology: The Role of Previous Performance and Discipline-Specific Knowledge

ERIC Educational Resources Information Center

Betts, Lucy R.; Elder, Tracey J.; Hartley, James; Blurton, Anthony

2008-01-01

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A-level entry…
Effects of pre-education combined with a simulation for caring for children with croup on senior nursing students.

PubMed

Lee, Myung-Nam; Kang, Kyung-Ah; Park, Sun-Jung; Kim, Shin-Jeong

2017-06-01

Educational outcomes, such as knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods in caring for children with croup, were compared between groups of students that received education through simulation combined with pre-education, simulation only, and pre-education only. In this quasi-experimental design, the educational intervention for the experimental group was the pre-education modality. Data from a convenience sample of 127 senior nursing students were drawn from three nursing schools in South Korea. There were significant differences in the mean scores of knowledge, confidence in performance, satisfaction with the learning method, and ability in nursing practice between the three groups. Pre-education with simulation significantly enhanced students' knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods compared with pre-education or simulation alone. Simulation strategies should focus more on enhancing nursing students' learning outcomes. © 2017 John Wiley & Sons Australia, Ltd.
Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

PubMed Central

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

Enhancing Workgroup Performance.

ERIC Educational Resources Information Center

1998

This document contains four papers from a symposium on enhancing workgroup performance in human resource development (HRD). "Formation of Cross-Cultural Global Teams: Making Informed Choices on Team Composition" (Robert L. Dilworth) describes how a mixed class of U.S. and international students identified their cultural and learning…
The use of prescription stimulants to enhance academic performance among college students in health care programs.

PubMed

Herman, Lawrence; Shtayermman, Oren; Aksnes, Brittany; Anzalone, Michelle; Cormerais, Andre; Liodice, Christina

2011-01-01

Prescription stimulant use as academic performance enhancers is increasingly widespread among college students. The purpose of this study was to evaluate the prevalence of prescription stimulant use among health care students attending a university in the northeastern United States. The study investigated the specific stimulants being used and the frequency of usage. It also examined the rates of nicotine, alcohol, and drug abuse versus dependence. A web-based survey was administered to medical and health profession students regarding prescription stimulant use for nonprescribed purposes. Tobacco, alcohol, and recreational drug use were also surveyed. Approximately 10.4% (32) of students surveyed have either used a stimulant or are currently using prescription stimulants illegally. The most common reason for stimulant use was to focus and concentrate during studying (93.5%). Of the 308 students, 45.2% were female, 83.9% were Caucasian, and amphetamine-dextroamphetamine was the most commonly abused stimulant (71.4%). Results from this study are consistent with previous research of undergraduate students regarding prescription stimulant use for nonprescribed purposes, specifically for academic performance enhancement. Data from the study support that alcohol abuse and dependence among students is a pertinent concern, suggesting that substance abuse in general must be addressed. Substance abuse and awareness programs combined with stress management programs in an overall substance-abuse reduction strategy, including the use of prescription stimulant use beyond the originally intended purpose, may be beneficial. Because of the lack of research focusing on graduate health care students, further investigations should use similar populations.
Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE).

PubMed

Skúladóttir, Hafdís; Svavarsdóttir, Margrét Hrönn

2016-09-01

The aim of this study was to develop a valid assessment tool to guide clinical education and evaluate students' performance in clinical nursing education. The development of the Clinical Assessment Tool for Nursing Education (CAT-NE) was based on the theory of nursing as professional caring and the Bologna learning outcomes. Benson and Clark's four steps of instrument development and validation guided the development and assessment of the tool. A mixed-methods approach with individual structured cognitive interviewing and quantitative assessments was used to validate the tool. Supervisory teachers, a pedagogical consultant, clinical expert teachers, clinical teachers, and nursing students at the University of Akureyri in Iceland participated in the process. This assessment tool is valid to assess the clinical performance of nursing students; it consists of rubrics that list the criteria for the students' expected performance. According to the students and their clinical teachers, the assessment tool clarified learning objectives, enhanced the focus of the assessment process, and made evaluation more objective. Training clinical teachers on how to assess students' performances in clinical studies and use the tool enhanced the quality of clinical assessment in nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.
Drink Availability is Associated with Enhanced Examination Performance in Adults

ERIC Educational Resources Information Center

Pawson, Chris; Gardner, Mark R.; Doherty, Sarah; Martin, Laura; Soares, Rute; Edmonds, Caroline J.

2013-01-01

While dehydration has negative effects on memory and attention, few studies have investigated whether drinking water can enhance cognitive performance, and none have addressed this in a real-world setting. In this study we explored the potential benefits of the availability of water for undergraduates. The exam performance of students who brought…
Innovators.

ERIC Educational Resources Information Center

NEA Today, 2001

2001-01-01

Describes various innovations that have been developed to enhance education. These innovations include: helping educators help at-risk students succeed; promoting high school journalism; ensuring quality online learning experiences; developing a student performing group that uses theater to address social issues; and having students design their…
Can Tracking Improve Learning?

ERIC Educational Resources Information Center

Duflo, Esther; Dupas, Pascaline; Kremer, Michael

2009-01-01

Tracking students into different classrooms according to their prior academic performance is controversial among both scholars and policymakers. If teachers find it easier to teach a homogeneous group of students, tracking could enhance school effectiveness and raise test scores of both low- and high-ability students. If students benefit from…
Digital multimedia instruction enhances teaching oral and maxillofacial suturing.

PubMed

Weaver, J M; Lu, Mei; McCloskey, K L; Herndon, E S; Tanaka, W

2009-12-01

To develop digital multimedia instruction on intraoral suturing. A DVD was developed to describe instruments, materials, and techniques. Two groups of dental students were asked to close an incision in a simulated model. One used written materials only and another used additional DVD. The performance was evaluated using 10 grading criteria. Students who used the DVD performed better than students who did not. This DVD could be used widely in teaching dental students.
Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students

ERIC Educational Resources Information Center

Vande Broek, Gert; Boen, Filip; Claessens, Manu; Feys, Jos; Ceux, Tanja

2011-01-01

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the…
Enhancing a Face-to-Face Course with Online Lectures: Instructional and Pedagogical Issues.

ERIC Educational Resources Information Center

Keefe, Thomas

Since 1999, and as part of an Ameritech grant, the author has systematically investigated use of streaming media to enhance face-to-face classes. Technology invites experimentation but raises questions about such things as student acceptance, student use, academic performance, and what to do with class time when lectures are put online. Students…
Enhancement of Anatomical Learning and Developing Clinical Competence of First-Year Medical and Allied Health Profession Students

ERIC Educational Resources Information Center

Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S.

2014-01-01

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…
Enhancing Physics Demos Using iPhone Slow Motion

ERIC Educational Resources Information Center

Lincoln, James

2017-01-01

Slow motion video enhances our ability to perceive and experience the physical world. This can help students and teachers especially in cases of fast moving objects or detailed events that happen too quickly for the eye to follow. As often as possible, demonstrations should be performed by the students themselves and luckily many of them will…
Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study

ERIC Educational Resources Information Center

Toppin, Ian N.; Chitsonga, Shadreck

2016-01-01

The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…
Pursuing Pleasures of Productivity: University Students' Use of Prescription Stimulants for Enhancement and the Moral Uncertainty of Making Work Fun.

PubMed

Petersen, Margit Anne; Nørgaard, Lotte Stig; Traulsen, Janine M

2015-12-01

This article presents ethnographic data on the use of prescription stimulants for enhancement purposes by university students in New York City. The study shows that students find stimulants a helpful tool in preventing procrastination, particularly in relation to feeling disinterested, overloaded, or insecure. Using stimulants, students seek pleasure in the study situation, for example, to get rid of unpleasant states of mind or intensify an already existing excitement. The article illustrates the notion that enhancement strategies do not only concern productivity in the quantitative sense of bettering results, performances, and opportunities. Students also measure their own success in terms of the qualitative experience of working hard. The article further argues that taking an ethnographic approach facilitates the study of norms in the making, as students experience moral uncertainty-not because they improve study skills and results-but because they enhance the study experience, making work fun. The article thereby seeks to nuance simplistic neoliberal ideas of personhood.
[Empathy-building of physicians. Part III. Students exposure to literature, theatre, film and the arts].

PubMed

Ziółkowska-Rudowicz, Elzbieta; Kładna, Aleksandra

2010-11-01

Literature, theatrical performances, films and the arts could be used to enhance empathy among students of medicine and residents. The use of these media enables them to learn how feelings are expressed. Through study of literature and the performing arts students can also gain new insights into their own emotional responses to illness and suffering as well as into the moral and ethical issues posed by medical practice. The objective of this paper is to describe ways in which literature, film, drama, and the arts are used in medical schools to enhance empathy in students of medicine. We also want to show the rational purpose for the inclusion of these media in medical school training. We searched PubMed, ProQuest, ERIC, MedLine, and Polish Medical Bibliography (Polska Bibliografia Lekarska) published from 1990 to the present--for studies that address use of literature, drama, film and the arts for teaching empathy to medical students. Analysis of papers reporting use of different forms of literary, artistic, and performing arts productions within the context of medical education indicates that exposure to these types of media, when used properly, may trigger attitude change, foster understanding of the illness experience and enhance empathy for the patients.
14 CFR 1260.12 - Choice of award instrument.

Code of Federal Regulations, 2013 CFR

2013-01-01

... improving student performance in science, mathematics, technology, or related fields; (ii) Enhancing the skill, knowledge, or ability of teachers or faculty members in science, mathematics, or technology; (iii... participation and/or to enhance performance in science, mathematics, or technology education at all levels; and...
14 CFR 1260.12 - Choice of award instrument.

Code of Federal Regulations, 2011 CFR

2011-01-01

... improving student performance in science, mathematics, technology, or related fields; (ii) Enhancing the skill, knowledge, or ability of teachers or faculty members in science, mathematics, or technology; (iii... participation and/or to enhance performance in science, mathematics, or technology education at all levels; and...
14 CFR 1260.12 - Choice of award instrument.

Code of Federal Regulations, 2010 CFR

2010-01-01

... improving student performance in science, mathematics, technology, or related fields; (ii) Enhancing the skill, knowledge, or ability of teachers or faculty members in science, mathematics, or technology; (iii... participation and/or to enhance performance in science, mathematics, or technology education at all levels; and...
The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

NASA Astrophysics Data System (ADS)

Made Rajendra, I.; Made Sudana, I.

2018-01-01

Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.
The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

NASA Astrophysics Data System (ADS)

Latham, Patricia S.

The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.
The mediating role of spirituality on professional values and self-efficacy: a study of senior nursing students.

PubMed

Jun, Won Hee; Lee, Gyungjoo

2016-12-01

The aim of this study was to identify the significance of spirituality in enhancing self-efficacy related to professional values in senior nursing students. Self-efficacy can predict job satisfaction and performance as professional nurses in clinical settings. Senior nursing students should have the level of self-efficacy that enables them to perform professional roles based on professional values, because they will enter clinical settings immediately after graduation. Spirituality may help senior nursing students during the transition to professional life to reflect on their skills, knowledge and situations to enhance self-efficacy based on professional values. An exploratory, cross-sectional design was used in this study. A total of 194 senior nursing students in South Korea were recruited in 2014. They completed self-reported questionnaires consisting of demographic questions, Spiritual Assessment Scale, Self-Efficacy Scale and Nursing Professional Values inventory. A Sobel test was done to determine the mediating effect of spirituality on the relationship between nursing professional values and self-efficacy. The findings showed a positive correlation between professional values, spirituality and self-efficacy in nursing students. According to the Sobel test, spirituality had a mediating effect on the relationship between professional values and self-efficacy in senior nursing students. Spirituality can be a foundation that provides senior nursing students with higher self-efficacy so that they are able to perform their professional roles based on their professional values. The findings can guide nursing educators to include spiritual development of nursing students to enhance the self-efficacy of senior nursing students, the future of the nursing profession. © 2016 John Wiley & Sons Ltd.

Turking Statistics: Student-Generated Surveys Increase Student Engagement and Performance

ERIC Educational Resources Information Center

Whitley, Cameron T.; Dietz, Thomas

2018-01-01

Thirty years ago, Hubert M. Blalock Jr. published an article in "Teaching Sociology" about the importance of teaching statistics. We honor Blalock's legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In…
The Impact of Physical Facilities on Students' Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria

ERIC Educational Resources Information Center

Akomolafe, Comfort Olufunke; Adesua, Veronica Olubunmi

2016-01-01

The paper examines the relevance of physical facilities in enhancing the level of motivation and the academic performance of senior secondary school students in South West Nigeria. The study adopted ex-post facto design. The population consists of all senior secondary students in South West Nigeria. The sample for the study include one thousand…
Instructional Resources as Determinants of English Language Performance of Secondary School High-Achieving Students in Ibadan, Oyo State

ERIC Educational Resources Information Center

Adelodun, Gboyega Adelowo; Asiru, Abdulahi Babatunde

2015-01-01

This study examined the role played by instructional resources in enhancing performance of students, especially that of high-achievers, in English Language. The study is descriptive in nature and it adopted a survey design. Simple random sampling technique was used for the selection of fifty (50) SSI-SSIII students from five schools in Ibadan…
Technology enhanced learning for occupational and environmental health nursing: a global imperative.

PubMed

Olson, D K; Cohn, S; Carlson, V

2000-04-01

One strategy for decreasing the barriers to higher education and for increasing the competency and performance of the occupational and environmental health nurse in the information age is technology enhanced learning. Technology enhanced learning encompasses a variety of technologies employed in teaching and learning activities of presentation, interaction, and transmission to on campus and distant students. Web based learning is growing faster than any other instructional technology, offering students convenience and a wealth of information.
Meditation in Higher Education: Does It Enhance Cognition?

ERIC Educational Resources Information Center

Helber, Casey; Zook, Nancy A.; Immergut, Matthew

2012-01-01

We predicted that students in a sociology course that included contemplative practices (i.e., mindfulness meditation) would show an increase in performance on higher level cognitive abilities (executive functions) over the semester compared to a control group of students. Change in executive functions performance was not significantly different…
Follow-Up with Students after 6 Years of Participation in Project Excite

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

2009-01-01

Project EXCITE is a program for minority students that supplements the regular school offerings with an emphasis on enhancing students' interest and performance in math and science. This study examines the experience and perceptions of 14 student participants in the program and their parents. In student and parent interviews, Project EXCITE was…
Collaborative Design of Assessment Criteria to Improve Undergraduate Student Engagement and Performance

ERIC Educational Resources Information Center

Leslie, Laura J.; Gorman, Paul C.

2017-01-01

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next…
Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring

PubMed Central

Fallatah, Hind I; Soo Park, Yoon; Farsi, Jamila; Tekian, Ara

2018-01-01

Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority (P = .024) and motivation (P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful mentoring program. PMID:29497707
Gamification and Student Motivation

ERIC Educational Resources Information Center

Buckley, Patrick; Doyle, Elaine

2016-01-01

The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a…
Development and Application of a Computer Simulation Program to Enhance the Clinical Problem-Solving Skills of Students.

ERIC Educational Resources Information Center

Boh, Larry E.; And Others

1987-01-01

A project to (1) develop and apply a microcomputer simulation program to enhance clinical medication problem solving in preclerkship and clerkship students and (2) perform an initial formative evaluation of the simulation is described. A systematic instructional design approach was used in applying the simulation to the disease state of rheumatoid…
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,…
Use of notebook computers for third-year surgical students.

PubMed

Prystowsky, J B; Hassan, M B; Nahrwold, D L

1996-08-01

Computer-aided instruction has become increasingly popular in medical education. Notebook computers (NCs) are attractive, convenient microcomputers. We hypothesized that use of NCs by third-year surgical students would enhance their performance of educational activities. During the 1994-1995 academic year 25 student volunteers used NCs during the surgery clerkship. NC software included questions for self-examination, anatomy self-instruction program, word processing and electronic mail (e-mail) for recording and sending history and physicals (H & Ps) to faculty for review, and MEDLINE search software. Identical software was available to all students at on-campus computer centers. All students were asked to record the number of hours that they used the self-examination and anatomy programs, number of H & Ps performed and reviewed by faculty, and number of literature searches performed. NC users were interviewed regarding the value of NC use and their rating of software programs. NC users (n = 25) used the self-examination and anatomy programs more often, performed more literature searches, and had a greater percentage of their H & Ps reviewed by faculty compared with non-NC users (n = 143) (p < 0.05 for all outcomes). Most NC users agreed that NC use was enjoyable and valuable, and they believed that all students should have NCs during the surgery clerkship. Students rated software in order of preference: e-mail > self-examination > MEDLINE search > anatomy program. NC use enhanced performance of educational activities in the surgery clerkship. Effort toward developing educational software for surgical students is warranted because students are likely to use such programs.
Effectiveness of team-based learning in microbiology: a non-randomized control study.

PubMed

Harakuni, Sheetal U; Nagamoti, Jyoti M; Mallapur, Maheshwar D

2015-01-01

As per the present curriculum in India, pre- and paraclinical subjects are taught away from the clinical setting. Therefore, students fail to connect the subject taught through didactic lectures to the clinical setting. Team-based learning (TBL) can be used in conjunction with lectures to teach applied microbiology. This study aims to evaluate the effectiveness of TBL sessions in conjunction with lectures to enhance learning of applied microbiology, among Indian students. All students enrolled in the study were taught systemic bacteriology through lectures. Of the 88 students, 49 students (study group) attended TBL sessions on the topics of diarrhea, fever of unknown origin, urinary tract infection and 39 students (control group) preferred self-study on the topics without attending the TBL sessions. Students' feedback on their perception on TBL sessions was collected using a questionnaire of 10 items. The performance of both the groups on the pre- and post-test were analyzed using unpaired t-test and analysis of variance (ANOVA). Gender-wise performance within the teams was analyzed by paired t-test using SPSS version 12. The TBL group outperformed the self-study group on the post-test [F 1 = 5.521, P = 0.021]. Female students as a whole performed better than males on the pre-test, scoring higher within both the TBL and self-study groups. Male students in the TBL group performed significantly better on the post-test than female students who participated in TBL sessions (P = 0.013). Students generally enjoyed and appreciated the TBL sessions. TBL sessions can be used judiciously in combination with the lectures to enhance learning of applied microbiology in India. In this study, TBL improved the performance of male students over self-study, but performance for female students following TBL was no better than when they simply studied by themselves.
Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

PubMed Central

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. PMID:28408408
Swiss University Students’ Attitudes toward Pharmacological Cognitive Enhancement

PubMed Central

Maier, Larissa J.; Liakoni, Evangelia; Schildmann, Jan; Schaub, Michael P.; Liechti, Matthias E.

2015-01-01

Pharmacological cognitive enhancement (PCE) refers to the nonmedical use of prescription or recreational drugs to enhance cognitive performance. Several concerns about PCE have been raised in the public. The aim of the present study was to investigate students’ attitudes toward PCE. Students at three Swiss universities were invited by e-mail to participate in a web-based survey. Of the 29,282 students who were contacted, 3,056 participated. Of these students, 22% indicated that they had used prescription drugs (12%) or recreational substances including alcohol (14%) at least once for PCE. The use of prescription drugs or recreational substances including alcohol prior to the last exam was reported by 16%. Users of pharmacological cognitive enhancers were more likely to consider PCE fair (24%) compared with nonusers (11%). Only a minority of the participants agreed with the nonmedical use of prescription drugs by fellow students when assuming weak (7%) or hypothetically strong efficacy and availability to everyone (14%). Two-thirds (68%) considered performance that is obtained with PCE less worthy of recognition. Additionally, 80% disagreed that PCE is acceptable in a competitive environment. More than half (64%) agreed that PCE in academia is similar to doping in sports. Nearly half (48%) claimed that unregulated access to pharmacological cognitive enhancers increases the pressure to engage in PCE and educational inequality (55%). In conclusion, Swiss students’ main concerns regarding PCE were related to coercion and fairness. As expected, these concerns were more prevalent among nonusers than among users of pharmacological cognitive enhancers. More balanced information on PCE should be shared with students, and future monitoring of PCE is recommended. PMID:26657300
Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2005-01-01

Project-based learning (PBL), which is increasingly supported by information technologies (IT), contributes to fostering student-directed scientific inquiry of problems in a real-world setting. This study investigated the integration of PBL in an IT environment into three undergraduate chemistry courses, each including both experimental and control students. Students in the experimental group volunteered to carry out an individual IT-based project, whereas the control students solved only traditional problems. The project included constructing computerized molecular models, seeking information on scientific phenomena, and inquiring about chemistry theories. The effect of the PBL was examined both quantitatively and qualitatively. The quantitative analysis was based on a pretest, a posttest, and a final examination, which served for comparing the learning gains of the two research groups. For the qualitative analysis, we looked into the experimental students' performance, as reflected by the projects they had submitted. In addition, think alou interviews and observations helped us gain insight into the students' conceptual understanding of molecular structures. Students who participated in the IT-enhanced PBL performed significantly better than their control classmates not only on their posttest but also on their course final examination. Analyzing the qualitative findings, we concluded that the construction of computerized models and Web-based inquiry activities helped promote students' ability of mentally traversing the four levels of chemistry understanding: symbolic, macroscopic, microscopic, and process. More generally, our results indicated that incorporating IT-rich PBL into freshmen courses can enhance students' understanding of chemical concepts, theories, and molecular structures.
Considering the Labor Contributions of Students: An Alternative to the Student-as-Customer Metaphor.

ERIC Educational Resources Information Center

Halbesleben, Jonathon R. B.; Becker, Jennifer A. H.; Buckley, M. Ronald

2003-01-01

Labels the student-as-customer metaphor in higher education as problematic and proposes a more appropriate conception using the notion of customer labor contributions, in which students do not merely purchase education but make contributions that enhance it. Presents implications for performance management and motivation. (SK)
Teachers', Administrators', and Students' Perception of Recess at Public Elementary Schools: A Mixed Method Study Using Online Surveys, Interview Questions, and Students' Essays with Drawings

ERIC Educational Resources Information Center

Beni, Krisztina

2013-01-01

Recess contributes to enhanced academic performance as well as social, emotional and physical development of the child. All of these are important parts of a successful education. Yet, time on recess is being reduced due to increased focus on academic performance on standardized tests. This study examined administrators', teachers' and students'…
Poster session in instructional technology course

NASA Astrophysics Data System (ADS)

Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

2017-12-01

Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.
Performing the Future. On the Use of Drama in Philosophy Courses for Science Students

NASA Astrophysics Data System (ADS)

Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub

2016-10-01

Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education.

Students Apply Research Methods to Consumer Decisions About Cognitive Enhancing Drinks

PubMed Central

Walters, Charles B.; Hill, Katherine G.; Zavilla, Anastasia R.; Erickson, Cynthia A.

2014-01-01

The goal of this class project was to provide students with a hands-on research experience that allowed autonomy, but eliminated duplication of effort and could be completed within one semester. Our resources were limited to a small supply budget and an introductory psychology subject pool. Six students from a behavioral neuroscience class tested claims made by a drink company that their product improves cognitive function. The students each chose a cognitive task for their part of the project. The tasks included the Donders Reaction Time Task, the Stroop Task, the Raven’s Progressive Matrices, a short-term memory span test, the Rey-Osterrieth Complex Figure Test and a simple measure of prefrontal EEG activity. Participants were randomly assigned to an experimental or control drink. The experimental group received the putative cognitive enhancing drink and the control group received a placebo drink that was very similar in color and taste. The two drinks shared no active ingredients. Results suggest that the putative cognitive enhancing drink did not improve performance on any of the tasks and decreased performance on the short-term memory task. These findings are discussed in regard to implications for consumers as well as further research into supplements and their ability to improve cognitive performance. Each student presented his/her results at a university-wide research conference. This project provided a rich experience in which students had the opportunity to carry out a research project from conception to presentation. PMID:25565916
The Influence of the Complexity of Student Educational Goals on Student Performance at Community College.

ERIC Educational Resources Information Center

Secolsky, Charles

It is a commonly held belief that student educational achievement is enhanced when students have goals. But individual goals may vary in terms of difficulty, as well as in terms of their importance and the commitment students make to achieve them. In this study, goal complexity was viewed as the influence of commitment, difficulty, and importance…
Faculty Response to Department Leadership: Strategies for Creating More Supportive Academic Work Environments

ERIC Educational Resources Information Center

Miller, Michael T.; Murry, John W., Jr.

2015-01-01

Having a strong, positive departmental chair is critical to enhancing and assuring faculty performance and student learning. Poor leadership, however, can result in increased faculty turn over, poor teaching and research performance, and even the discouragement of students from enrolling. The current study explored response strategies by faculty…
Evaluating Attitudes, Skill, and Performance in a Learning-Enhanced Quantitative Methods Course: A Structural Modeling Approach.

ERIC Educational Resources Information Center

Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

2002-01-01

Used a structural modeling approach to evaluate relations among attitudes, initial skills, and performance in a Quantitative Methods course that involved students in active learning. Results largely confirmed hypotheses offering support for educational reform efforts that propose actively involving students in the learning process, especially in…
Enhancing Effective Chemistry Learning through Hypermedia Instructional Mode of Delivery

ERIC Educational Resources Information Center

Abanikannda, Mutahir Oluwafemi

2016-01-01

This study provides a framework for the production of Hypermedia Instructional package. It also assessed the effectiveness of hypermedia instructional mode of delivery on students? performance in Chemistry. This is with a view of improving the learning of Chemistry which may eventually help to improve students? performance. The developmental study…
Prior-to-Exam: What Activities Enhance Performance?

ERIC Educational Resources Information Center

Rhoads, C. J.; Healy, Therese

2013-01-01

Can instructors impact their student performance by recommending an activity just prior to taking an exam? In this study, college students were randomly assigned to one of three treatment groups (study, exercise, or meditation) or a control group. Each group was given two different types of tests; a traditional concept exam, and a non-traditional…
Changes in Elementary Teachers' Implementation of Comprehension Strategies While Engaged in Collaborative Coaching

ERIC Educational Resources Information Center

Carter, Teresa J.

2012-01-01

Students in a rural elementary school in the southeastern United States were not performing well in comprehension development. Educators at the school needed more information on ways to enhance student understanding and performance. The purpose of this qualitative case study was to explore how elementary teachers' implemented comprehension…
The Relationship between Student Achievement and Multilingualism: A Quantitative Causal-Comparative Study

ERIC Educational Resources Information Center

Thomson, Jennifer Barbara

2010-01-01

Student performance in basic math and reading skills in the United States trails behind other developed countries, providing the rationale for more research to determine how performance might be improved. Following evidence to conclude that multilingualism enhances cognitive, neuro-linguistic and meta-linguistic development, it is proposed that…
An Intensive ICT-Integrated Environmental Learning Strategy for Enhancing Student Performance

ERIC Educational Resources Information Center

Su, King-Dow

2011-01-01

The purpose of this study is to design information communication technology (ICT) courses related to experimental chemistry for junior college freshmen (aged from 16 to 18), entitled "ICT-integrated environmental learning", and to assess the learning performance of these students after completing the courses. This study adopts a quasi-experimental…
Effect of the Use of Instructional Anatomy Videos on Student Performance

ERIC Educational Resources Information Center

Saxena, Varun; Natarajan, Pradeep; O'Sullivan, Patricia S.; Jain, Sharad

2008-01-01

Medical schools have reduced the time allotted to anatomy instruction. Consequently, schools engage students in more independent settings using information and communication technologies (ICT). There has been limited research in the use of video aids, a type of ICT, to enhance anatomy examination performance. The objective of this study is to…
Medical students' note-taking in a medical biochemistry course: an initial exploration.

PubMed

Morrison, Elizabeth H; McLaughlin, Calvin; Rucker, Lloyd

2002-04-01

Beginning medical students spend numerous hours every week attending basic science lectures and taking notes. Medical faculty often wonder whether they should give students pre-printed instructors' notes before lectures. Proponents of this strategy argue that provided notes enhance learning by facilitating the accurate transmission of information, while opponents counter that provided notes inhibit students' cognitive processing or even discourage students from attending lectures. Little if any research has directly addressed medical students' note-taking or the value of providing instructors' notes. The educational literature does suggest that taking lecture notes enhances university students' learning. University students perform best on post-lecture testing if they review a combination of provided notes and their own personal notes, particularly if the provided notes follow a 'skeletal' format that encourages active note-taking.
PixEye Virtual Reality Training has the Potential of Enhancing Proficiency of Laser Trabeculoplasty Performed by Medical Students: A Pilot Study.

PubMed

Alwadani, Fahad; Morsi, Mohammed Saad

2012-01-01

To compare the surgical proficiency of medical students who underwent traditional training or virtual reality training for argon laser trabeculoplasty with the PixEye simulator. The cohort comprised of 47 fifth year male medical students from the College of Medicine, King Faisal University, Saudi Arabia. The cohort was divided into two groups: students (n = 24), who received virtual reality training (VR Group) and students (n = 23), who underwent traditional training (Control Group). After training, the students performed the trabeculoplasty procedure. All trainings were included concurrent power point presentations describing the details of the procedure. Evaluation of surgical performance was based on the following variables: missing the exact location with the laser, overtreatment, undertreatment and inadvertent laser shots to iris and cornea. The target was missed by 8% of the VR Group compared to 55% in the Control Group. Overtreatment and undertreatment was observed in 7% of the VR Group compared to 46% of the Control Group. Inadvertent laser application to the cornea or iris was performed by 4.5% of the VR Group compared to 34% of the Control Group. Virtual reality training on PixEye simulator may enhance the proficiency of medical students and limit possible surgical errors during laser trabeculoplasty. The authors have no financial interest in the material mentioned in this study.
Development of a Learning Model for Enhancing Social Skills on Elementary Students

ERIC Educational Resources Information Center

Traisorn, Rattanaporn; Soonthornrojana, Wimonrat; Chano, Jiraporn

2015-01-01

The goals of this study were: 1) to study the situation, problems and needs for a learning model to enhance the social skills of sixth grade students; 2) to develop a learning model that would address those needs; 3) to study the effectiveness of that learning model; 4) to compare performance on pretests and posttests of social skills; and 5) to…
Enhancing Understanding of Transformation Matrices

ERIC Educational Resources Information Center

Dick, Jonathan; Childrey, Maria

2012-01-01

With the Common Core State Standards' emphasis on transformations, teachers need a variety of approaches to increase student understanding. Teaching matrix transformations by focusing on row vectors gives students tools to create matrices to perform transformations. This empowerment opens many doors: Students are able to create the matrices for…
Impact of self-assessment by students on their learning.

PubMed

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

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.
The Effect of Scaffolding Students' Context-Generating Cognitive Activity in Technology-Enhanced Case-Based Learning

ERIC Educational Resources Information Center

Demetriadis, S. N.; Papadopoulos, P. M.; Stamelos, I. G.; Fischer, F.

2008-01-01

This study investigates the hypothesis that students' learning and problem-solving performance in ill-structured domains can be improved, if elaborative question prompts are used to activate students' context-generating cognitive processes, during case study. Two groups of students used a web-based learning environment to criss-cross and study…
Teachers' and Students' Perceptions Regarding Technology-Assisted Instruction in 10th-Grade Mathematics Classrooms

ERIC Educational Resources Information Center

Brown, Martha Jean Ware

2012-01-01

Tenth grade students in a high school in the southern United States were not meeting minimum mathematics competencies. Educators, families, and students needed more information on ways to enhance mathematics understanding and performance. The purpose of this qualitative case study was to examine students' and teachers' perceptions…
Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes.

PubMed

Higazi, Tarig B

2011-01-01

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital imaging (LDI) of microscopic slides on a SMART board to enhance Histology laboratory teaching. The interactive LDI system consists of a digital camera-equipped microscope that projects live images on a wall-mounted SMART board via a computer. This set-up allows real-time illustration of microscopic slides with highlighted key structural components, as well as the ability to provide the students with relevant study and review material. The impact of interactive LDI on student learning of Histology was then measured based on performance in subsequent laboratory tests before and after its implementation. Student grades increased from a mean of 76% (70.3-82.0, 95% CI) before to 92% (88.8-95.3, 95% CI) after integration of LDI indicating highly significant (P < 0.001) enhancement in students' Histology laboratory performance. In addition, student ratings of the impact of the interactive LDI on their Histology learning were strongly positive, suggesting that a majority of students who valued this learning approach also improved learning and understanding of the material as a result. The interactive LDI technique is an innovative, highly efficient and affordable tool to enhance student Histology learning, which is likely to expand knowledge and student perception of the subject and in turn enrich future science careers. Copyright © 2011 American Association of Anatomists.
Improving Academic Achievement through Continuous Assessment Methods: In the Case of Year Two Students of Animal and Range Sciences Department in Wolaita Sodo University, Ethiopia

ERIC Educational Resources Information Center

Sarka, Samuel; Lijalem, Tsegay; Shibiru, Tilaye

2017-01-01

The aim of this study was to assessing and implementing of continuous assessment to enhance academic performance of 2nd year Animal and Range Sciences department students in Wolaita sodo university; and to take action (train) to raise the academic performance to a desirable state. For the purpose of surveying the students' level of performance…
Students' experiences of learning manual clinical skills through simulation.

PubMed

Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

2013-03-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

The Impact of Feedback as Formative Assessment on Student Performance

ERIC Educational Resources Information Center

Owen, Leanne

2016-01-01

This article provides an evaluation of the redesign of a research methods course intended to enhance students' learning for understanding and transfer. Drawing on principles of formative assessment from the existing academic literature, the instructor introduced a number of increasingly complex low-stakes assignments for students to complete prior…
Academic Performance Enhancement Drugs in Higher Education

ERIC Educational Resources Information Center

Aikins, Ross Douglas

2012-01-01

Higher education is a place where students are known to navigate various stages of psychosocial development, and experiment with psychoactive substances. Extant research detailing the relationship between drugs and student development typically frame the impact of substance use as exclusively negative or harmful to student health and the outcomes…
Using Technology to Enhance Feedback to Student Teachers

ERIC Educational Resources Information Center

Gibson, Lenwood; Musti-Rao, Shobana

2016-01-01

The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limited experiences, supervisors deliver performance feedback that is designed to improve the way student teachers implement evidence-based practices and/or…
Best Practices in Preparing Students for Mock Interviews

ERIC Educational Resources Information Center

Hansen, Katharine; Oliphant, Gary C.; Oliphant, Becky J.; Hansen, Randall S.

2009-01-01

Studies have shown the importance of employment interview preparation in boosting the confidence and performance of students and jobseekers when they interview. This article reviews several techniques for preparing students for mock job interviews and, hence, actual job interviews. For instructors who would like to enhance the learning value of…
Digital Technology in the 21st Century: Considerations for Clinical Supervision in Rehabilitation Education

ERIC Educational Resources Information Center

Byrne, Andrew M.; Hartley, Michael T.

2010-01-01

Technological innovations are increasingly affecting the delivery of clinical supervision. Yet there is limited information on how supervisors can use digital technology to broaden settings in which students record client interviews, enhance evaluation of students' clinical performance, and increase accessibility for students with disabilities.…
Learning to See: Enhancing Student Learning through Videotaped Feedback

ERIC Educational Resources Information Center

Yakura, Elaine K.

2009-01-01

Feedback is crucial to developing skills, but meaningful feedback is difficult to provide. Classroom videotaping can provide effective feedback on student performance, but for video feedback to be most helpful, students must develop a type of "visual intelligence"--analytical skills that increase critical thinking and self-awareness. The author…
Formative Assessment and Writing: A Meta-Analysis

ERIC Educational Resources Information Center

Graham, Steve; Hebert, Michael; Harris, Karen R.

2015-01-01

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…
Student Achievement in Title I Schools

ERIC Educational Resources Information Center

Diaz, Abby T.

2017-01-01

This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to…
Individual versus Group Argumentation: Student's Performance in a Malaysian Context

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2014-01-01

Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total…
Exploratory Evaluation of Audio Email Technology in Formative Assessment Feedback

ERIC Educational Resources Information Center

Macgregor, George; Spiers, Alex; Taylor, Chris

2011-01-01

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a…
Promoting Discussion in Peer Instruction: Discussion Partner Assignment and Accountability Scoring Mechanisms

ERIC Educational Resources Information Center

Chou, Chih-Yueh; Lin, Pin-Hsun

2015-01-01

Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form…
Examining Internships as a High-Impact Educational Practice

ERIC Educational Resources Information Center

Keller, Kerri Day

2012-01-01

Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several "high-impact" educational practices that appear to generate higher levels of student performance, learning, and development than the traditional…
International Students' Enhanced Academic Performance: Effects of Campus Resources

ERIC Educational Resources Information Center

Banjong, Delphine N.

2015-01-01

This article investigates international students' challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student…
Theoretical Perspectives on Factors Affecting the Academic Performance of Students

ERIC Educational Resources Information Center

Jama, M. P.; Mapesela, M. L. E.; Beylefeld, A. A.

2008-01-01

Whilst the government, higher education authorities and institutions, academics, academic development practitioners, researchers etc. recognize that there is an increasing number and diversity of students accessing higher education, do the stake-holders really know who these students are before even thinking of enhancing their learning and…
The influence of psychosocial factors on academic performance of adolescents: a quality assurance project.

PubMed

Gulzar, Saleema A; Ali, Tazeen Saeed; Aijaz, Amina; Hussain, Neesha

2010-07-01

Adolescence is a time of rapid psychological and physiological changes and is associated with anxiety and mental distress. This project looks at the potential of school-based programs to reduce these negative effects of academic performance in both the short- and long-term. This study was conducted in a private school in Karachi, Pakistan between October 1998 and December 2006 on 305 students with low academic performance. Results show that students scoring low grades had a mean of 55 + 2.8 and postintervention score of 56 + 2.6. The intervention package significantly created a difference in reducing the number of students receiving low grades. Qualitative analysis showed that study participants had enhanced self-esteem, confidence levels, positive attitudes towards learning, improved time management and decision-making skills. This suggests that in an academic institution, the presence of a professional support system enhances learning and coping mechanisms.
Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

PubMed Central

Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

2016-01-01

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784
Enhancing Student Employability?: Current Practice and Student Experiences in HE Performing Arts

ERIC Educational Resources Information Center

Brown, Ralph

2007-01-01

PALATINE, the Higher Education Academy Subject Centre for Dance, Drama and Music, received dedicated HEFCE funding (2003-2004) to address issues surrounding graduate employability, particularly focusing on the distinctive features of the labour market in the performing arts and creative industries. In the world of the Arts, the job market is very…
Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?

ERIC Educational Resources Information Center

Jones, C. M.; Green, J. P.; Higson, H. E.

2017-01-01

This study investigates whether the completion of an optional sandwich work placement enhances student performance in final year examinations. Using Propensity Score Matching, our analysis departs from the literature by controlling for self-selection. Previous studies may have overestimated the impact of sandwich work placements on performance…
Evaluating Web 2.0 Technologies in Higher Education Using Students' Perceptions and Performance

ERIC Educational Resources Information Center

Karvounidis, T.; Chimos, K.; Bersimis, S.; Douligeris, C.

2014-01-01

In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand-alone entities as well in terms of their cross-operability and integration (confluence) to synergistic contributions towards the enhancement of student…
The Impact of a Professional Learning Intervention Designed to Enhance Year Six Students' Computational Estimation Performance

ERIC Educational Resources Information Center

Mildenhall, Paula; Hackling, Mark

2012-01-01

This paper reports on the analysis of a study of a professional learning intervention focussing on computational estimation. Using a multiple case study design it was possible to describe the impact of the intervention of students' beliefs and computational estimation performance. The study revealed some noteworthy impacts on computational…

Can a Self-Efficacy-Based Intervention Decrease Burnout, Increase Engagement, and Enhance Performance? A Quasi-Experimental Study

ERIC Educational Resources Information Center

Breso, Edgar; Schaufeli, Wilmar; Salanova, Marisa

2011-01-01

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before…
Podcasts and Mobile Assessment Enhance Student Learning Experience and Academic Performance

ERIC Educational Resources Information Center

Morris, Neil P.

2010-01-01

The aim of this study was to combine podcasts of lectures with mobile assessments (completed via SMS on mobile telephones) to assess the effect on examination performance. Students (n = 100) on a final year, research-led, module were randomly divided into equal sized control and trial groups. The trial group were given access to podcasts/mobile…
The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

ERIC Educational Resources Information Center

Tajudin, Nor'ain Mohd.; Chinnappan, Mohan

2016-01-01

Students' performances in TIMSS have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS trends showed that most high school students in Malaysia continue to perform at less than satisfactory levels, particularly, in tasks that are…
Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students

ERIC Educational Resources Information Center

Velasco, Jonathan B.; Stains, Marilyne

2015-01-01

It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are…
A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children.

PubMed

Khng, Kiat Hui

2017-11-01

A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.
Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy

NASA Astrophysics Data System (ADS)

Kadir; Adelina, R.; Fatma, M.

2018-01-01

Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics. The problem-posing skill in mathematics covers problem reformulation, reconstruction, and imitation. The purpose of the present study was to examine the effect of WiPT strategy on students’ mathematical problem-posing skill. The research was conducted at a Public Junior Secondary School in Tangerang Selatan. It used a quasi-experimental method with randomized control group post-test. The samples were 64 students consists of 32 students of the experiment group and 32 students of the control. A cluster random sampling technique was used for sampling. The research data were obtained by testing. The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy. The research concludes that the WiPT strategy is more effective in enhancing the students’ mathematical problem-posing skill compared to the conventional strategy.
How Do Tests and Summary Writing Tasks Enhance Long-Term Retention of Students with Different Levels of Test Anxiety?

ERIC Educational Resources Information Center

Mok, Wilson Shun; Chan, Winnie Wai

2016-01-01

Testing has been found to facilitate students' long-term retention of information. However, the learning performance of highly test-anxious students can be impaired by tests. Thus, these students may learn ineffectively in a testing context. By contrast, summary writing may not trigger test anxiety and is therefore another learning strategy to…
Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

PubMed Central

Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

2007-01-01

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. PMID:17785403
Enhancing e-Learning Content by Using Semantic Web Technologies

ERIC Educational Resources Information Center

García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

2017-01-01

We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.
A Performance Enhanced Interactive Learning Workshop Model as a Supplement for Organic Chemistry Instruction

ERIC Educational Resources Information Center

Phillips, Karen E. S.; Grose-Fifer, Jilliam

2011-01-01

In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes public presentations by students and other whole-class-discussion components that have not been thoroughly investigated in the…
Randomized response estimates for the 12-month prevalence of cognitive-enhancing drug use in university students.

PubMed

Dietz, Pavel; Striegel, Heiko; Franke, Andreas G; Lieb, Klaus; Simon, Perikles; Ulrich, Rolf

2013-01-01

To estimate the 12-month prevalence of cognitive-enhancing drug use. Paper-and-pencil questionnaire that used the randomized response technique. University in Mainz, Germany. A total of 2569 university students who completed the questionnaire. An anonymous, specialized questionnaire that used the randomized response technique was distributed to students at the beginning of classes and was collected afterward. From the responses, we calculated the prevalence of students taking drugs only to improve their cognitive performance and not to treat underlying mental disorders such as attention-deficit-hyperactivity disorder, depression, and sleep disorders. The estimated 12-month prevalence of using cognitive-enhancing drugs was 20%. Prevalence varied by sex (male 23.7%, female 17.0%), field of study (highest in students studying sports-related fields, 25.4%), and semester (first semester 24.3%, beyond first semester 16.7%). To our knowledge, this is the first time that the randomized response technique has been used to survey students about cognitive-enhancing drug use. Using the randomized response technique, our questionnaire provided data that showed a high 12-month prevalence of cognitive-enhancing drug use in German university students. Our study suggests that other direct survey techniques have underestimated the use of these drugs. Drug prevention programs need to be established at universities to address this issue. © 2013 Pharmacotherapy Publications, Inc.
Evaluation of the Use of a Virtual Patient on Student Competence and Confidence in Performing Simulated Clinic Visits.

PubMed

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

2017-06-01

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

PubMed

Mills, Brennen W; Miles, Alecka K; Phan, Tina; Dykstra, Peggy M C; Hansen, Sara S; Walsh, Andrew S; Reid, David N; Langdon, Claire

2018-04-18

Many healthcare education commentators suggest that moulage can be used in simulation to enhance scenario realism. However, few studies investigate to what extent using moulage in simulation impacts learners. We undertook a mixed-methods pilot study investigating how moulage influences student immersion and performance in simulation. Fifty undergraduate paramedicine students were randomized into two groups completing a trauma-based scenario with or without patient moulage. Task immersion was determined via a self-report questionnaire (National Aeronautics and Space Administration Task Load Index), eye-tracking, and postsimulation interviews. Performance was measured via independent observation of video by two paramedic clinical educators and time-to-action-when students first applied pressure to the primary wound. Eye-tracking suggested that students attended to the thigh wound more often with the inclusion of moulage than without. National Aeronautics and Space Administration Task Load Index data suggested that the inclusion of moulage heightened students' feeling of being rushed throughout the scenario. This elicited an expedited performance of tasks with moulage present compared with not. Students experienced greater immersion with the inclusion of moulage. However, including moulage enhanced scenario difficulty to the extent that overall clinical performance was negatively affected. However, no differences were found when more heavily weighting items felt to contribute most to the survivability of the patient. Including moulage engendered immersion and a greater sense of urgency and did not sacrifice performance of key life-saving interventions. As a result of undertaking this pilot project, we suggest that a large-scale randomized controlled trial is feasible and should be undertaken before implementing change to curricula.
The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one unit over the other, and that there was a difference between the achievements of the general education students over the at-risk/special education students. Findings also revealed a significant correlation between time on task and student test scores. There was a difference between student reports of engagement and teacher reports of allocated time. Results indicated that the use of the activities was a preferred method of review for quizzes and tests. Finally, taken as a whole, teachers' perceptions of the activities were positive.
Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

ERIC Educational Resources Information Center

Rocco, Richard A.; Whalen, D. Joel

2014-01-01

In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…
Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Deatline-Buchman, Andria; Jitendra, Asha K.

2006-01-01

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…
Revision Workshops in Elementary Mathematics Enhance Student Performance in Routine Laboratory Calculations

ERIC Educational Resources Information Center

Sawbridge, Jenny L.; Qureshi, Haseeb K.; Boyd, Matthew J.; Brown, Angus M.

2014-01-01

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill…
Enhancing Student Performance through Cooperative Learning in Physical Sciences

ERIC Educational Resources Information Center

Gupta, Madan L.

2004-01-01

Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer-…
Using Learning Analytics to Assess Student Learning in Online Courses

ERIC Educational Resources Information Center

Martin, Florence; Ndoye, Abdou

2016-01-01

Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…
Building Lectures and Building Bridges with Socio-Economically Disadvantaged Students

ERIC Educational Resources Information Center

Phillips, Peter; Loch, Birgit

2011-01-01

This paper is an empirical analysis of the first stage of an ongoing effort to introduce technology to enhance student learning in introductory corporate finance within a multi-campus and multi-mode regional Australian University. The engagement and performance of low socio-economic status (SES) students is of particular interest because…

Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes.

ERIC Educational Resources Information Center

Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Hung, Ya-Hui

2002-01-01

A study examined the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-graders with and without disabilities in inclusive classrooms. Students without disabilities profited from contextualized instruction, but benefits for the students with disabilities were…
Effects of Using Modified Items to Test Students with Persistent Academic Difficulties

ERIC Educational Resources Information Center

Elliott, Stephen N.; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander; Compton, Elizabeth; McGrath, Dawn; Bruen, Charles; Hinton, Kent; Palmer, Porter; Rodriguez, Michael C.; Bolt, Daniel; Roach, Andrew T.

2010-01-01

This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the…
Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students

ERIC Educational Resources Information Center

Lin, Chun-Hung; Liu, Eric Zhi-Feng; Chen, Yu-Liang; Liou, Pey-Yan; Chang, Maiga; Wu, Cheng-Hong; Yuan, Shyan-Ming

2013-01-01

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to…
The Effect of Information Technology on Economic Education

ERIC Educational Resources Information Center

Savage, Scott J.

2009-01-01

The author evaluated the effect on student performance of using a new information technology (IT) enhancement that permits students to participate in the recording of lectures that can be downloaded later from the Internet. The author compared two sections of the same Intermediate Microeconomics class and observed the sample students to be…
The Responsible Use of Youth Fitness Testing to Enhance Student Motivation, Enjoyment, and Performance

ERIC Educational Resources Information Center

Wiersma, Lenny D.; Sherman, Clay P.

2008-01-01

While physical fitness testing has the potential to invoke embarrassment and anxiety, strategies can be developed that can motivate students to exert maximal effort, provide positive feedback on skill improvement, and encourage students to set fitness goals that can be achieved through developmentally appropriate physical activities. The purpose…
Nursing students' self-evaluation using a video recording of foley catheterization: effects on students' competence, communication skills, and learning motivation.

PubMed

Yoo, Moon Sook; Yoo, Il Young; Lee, Hyejung

2010-07-01

An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p < 0.001), communication skills (p < 0.001), and learning motivation (p = 0.018) than the control group at the post-test, which was conducted 8 weeks after the pretest. Self-awareness of one's own performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students. Copyright 2010, SLACK Incorporated.
Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

PubMed

Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-02-17

To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.
Timed Online Tests: Do Students Perform Better with More Time?

ERIC Educational Resources Information Center

Portolese, Laura; Krause, Jackie; Bonner, Julie

2016-01-01

This article focuses on timed tests and specifically on whether increased time enhances test performance. Three courses during the Winter 2015 term (quizzes n = 573) and three courses over the Spring 2015 term (quizzes n = 600) comprised this sample. Students were given the same tests, but the experimental group (Spring 2015) was given 50% more…
Assessment of the Impact of Smart Board Technology System Use on Student Learning, Satisfaction, and Performance

ERIC Educational Resources Information Center

Warnock, Stuart H.; Boykin, Nancy J.; Tung, Wei Chih

2011-01-01

Literature on educational technology touts its potential for enhancing student outcomes such as learning, satisfaction, and performance. But are these benefits universal and do they apply to all applications and/or forms of educational technology? This study focuses on one such system, the Smart Board Technology System (SBTS) and the impact its…
The Impact of Mobile Learning on Student Performance as Gauged by Standardised Test (NAPLAN) Scores

ERIC Educational Resources Information Center

Males, Steven; Bate, Frank; Macnish, Jean

2017-01-01

This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver…
Motivation in medical students: a PhD thesis report.

PubMed

Kusurkar, Rashmi

2012-08-01

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.
Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

PubMed

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

2010-01-01

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

PubMed

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.
Effects of peer tutoring and consequences on the math performance of elementary classroom students1

PubMed Central

Harris, V. William; Sherman, James A.

1973-01-01

The effects of unstructured peer-tutoring procedures on the math performance of fourth- and fifth-grade students were investigated. Students' performances in two daily math sessions, during which they worked problems of the same type and difficulty, were compared. When students tutored each other over the same math problems as they subsequently worked, higher accuracies and rates of performance were associated with the tutored math sessions. The use of consequences for accurate performance seemed to enhance the effects of tutoring on accuracy. The results from an independent-study control condition, which was the same peer-tutoring except that students did not interact with each other, suggested that interactions between students during the tutoring procedure were, in part, responsible for improved accuracy and rate of performance. When students tutored each other over different but related problems to those that they were subsequently asked to solve, accuracies and rates during tutored math sessions were also higher, suggesting the development of generalized skills in solving particular types of math problems. PMID:16795443
Effects of attributional retraining on writing performance and perceived competence of Taiwanese university nursing students.

PubMed

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

2016-09-01

Attributional retraining (AR) has been applied in various professional fields. The application of AR in nursing education is rarely seen. This study explores the effects of AR on university nursing students' writing performance, perceived competence, and the relationship between writing performance and perceived competence using a blended platform of online and face-to-face approaches. A single-group experimental study was used. A total of 187 students participated in this study. The setting was the two-year vocational nursing course in a university. The Scale for Rating Composition Tasks and the Perceived Competence Scale were used before and after the AR intervention. The students' writing performance showed significant improvement after the intervention. AR had effectively influenced the students' perceived competence. The perceived competence of the students interacted with the writing performance improvements after the AR intervention. The AR intervention suggests an alternative teaching approach that can help enhance students' English writing performance as well as perceived competence. The AR programme may be applied in English language teaching and professional courses. Copyright © 2016 Elsevier Ltd. All rights reserved.
A Neuro-Fuzzy Approach in the Classification of Students' Academic Performance

PubMed Central

2013-01-01

Classifying the student academic performance with high accuracy facilitates admission decisions and enhances educational services at educational institutions. The purpose of this paper is to present a neuro-fuzzy approach for classifying students into different groups. The neuro-fuzzy classifier used previous exam results and other related factors as input variables and labeled students based on their expected academic performance. The results showed that the proposed approach achieved a high accuracy. The results were also compared with those obtained from other well-known classification approaches, including support vector machine, Naive Bayes, neural network, and decision tree approaches. The comparative analysis indicated that the neuro-fuzzy approach performed better than the others. It is expected that this work may be used to support student admission procedures and to strengthen the services of educational institutions. PMID:24302928
A neuro-fuzzy approach in the classification of students' academic performance.

PubMed

Do, Quang Hung; Chen, Jeng-Fung

2013-01-01

Classifying the student academic performance with high accuracy facilitates admission decisions and enhances educational services at educational institutions. The purpose of this paper is to present a neuro-fuzzy approach for classifying students into different groups. The neuro-fuzzy classifier used previous exam results and other related factors as input variables and labeled students based on their expected academic performance. The results showed that the proposed approach achieved a high accuracy. The results were also compared with those obtained from other well-known classification approaches, including support vector machine, Naive Bayes, neural network, and decision tree approaches. The comparative analysis indicated that the neuro-fuzzy approach performed better than the others. It is expected that this work may be used to support student admission procedures and to strengthen the services of educational institutions.
Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning

ERIC Educational Resources Information Center

Ennis, Catherine D.

2017-01-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may…
Advancing School and Community Engagement Now for Disease Prevention (ASCEND).

PubMed

Treu, Judith A; Doughty, Kimberly; Reynolds, Jesse S; Njike, Valentine Y; Katz, David L

2017-03-01

To compare two intensity levels (standard vs. enhanced) of a nutrition and physical activity intervention vs. a control (usual programs) on nutrition knowledge, body mass index, fitness, academic performance, behavior, and medication use among elementary school students. Quasi-experimental with three arms. Elementary schools, students' homes, and a supermarket. A total of 1487 third-grade students. The standard intervention (SI) provided daily physical activity in classrooms and a program on making healthful foods, using food labels. The enhanced intervention (EI) provided these plus additional components for students and their families. Body mass index (zBMI), food label literacy, physical fitness, academic performance, behavior, and medication use for asthma or attention-deficit hyperactivity disorder (ADHD). Multivariable generalized linear model and logistic regression to assess change in outcome measures. Both the SI and EI groups gained less weight than the control (p < .001), but zBMI did not differ between groups (p = 1.00). There were no apparent effects on physical fitness or academic performance. Both intervention groups improved significantly but similarly in food label literacy (p = .36). Asthma medication use was reduced significantly in the SI group, and nonsignificantly (p = .10) in the EI group. Use of ADHD medication remained unchanged (p = .34). The standard intervention may improve food label literacy and reduce asthma medication use in elementary school children, but an enhanced version provides no further benefit.
The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance: The Context of Marketing Course Projects

ERIC Educational Resources Information Center

Lancellotti, Matthew P.; Boyd, Thomas

2008-01-01

Marketing courses heavily utilize team projects that can enhance student learning and make students more desirable to recruiters seeking greater teamwork skills and experience from students. Unfortunately team projects that provide opportunities to learn and improve such skills can also be great sources of frustration and dissatisfaction for…

Peerwise Provides Significant Academic Benefits to Biological Science Students across Diverse Learning Tasks, but with Minimal Instructor Intervention

ERIC Educational Resources Information Center

McQueen, H. A.; Shields, C.; Finnegan, D. J.; Higham, J.; Simmen, M. W.

2014-01-01

We demonstrate that student engagement with PeerWise, an online tool that allows students to author and answer multiple-choice questions (MCQs), is associated with enhanced academic performance across diverse assessment types on a second year Genetics course. Benefits were consistent over three course deliveries, with differential benefits…
Closing the Loop: Using Assessment Results to Modify the Curriculum so That Student Quantitative Reasoning Skills Are Enhanced

ERIC Educational Resources Information Center

Johnson, Lynn

2012-01-01

Assurance of student learning through effective assessment has become increasingly important over the past decade as accrediting agencies now require documented efforts to measure and improve student performance. This paper presents the methodology used by the College of Business Administration at California State University, Stanislaus to assess…
Students transcribing tasks: Noticing Fluency, Accuracy, and Complexity

ERIC Educational Resources Information Center

Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin; Kidd, Andrew; Kim, Euna; Stone, Paul; Wyle, Christopher

2010-01-01

Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for…
Factors in Students' Ability to Connect School Science with Community and Real-World Life

ERIC Educational Resources Information Center

Oloruntegbe, K. O.; Ikpe, Adakole; Kukuru, J. D.

2010-01-01

The ability to relate school and home science as a way of enhancing students' performance in chemistry prompted this investigation. 200 high school chemistry students drawn from an urban center in Ondo State, Nigeria constituted the sample. They were made to respond to validated structured questionnaire that sought to discover the ability of…
Student Voice: Using Qualitative Feedback from Students to Enhance Their University Experience

ERIC Educational Resources Information Center

Grebennikov, Leonid; Shah, Mahsood

2013-01-01

Many performance indicators in Australian higher education are based on the quantitative data from student feedback surveys, while the qualitative data usually generated by these surveys receive relatively limited attention. This paper argues that these data, if collected and analysed in a systematic way, can be used as an effective and robust…
Impact of an Inquiry Unit on Grade 4 Students' Science Learning

ERIC Educational Resources Information Center

Di Mauro, María Florencia; Furman, Melina

2016-01-01

This paper concerns the identification of teaching strategies that enhance the development of 4th grade students' experimental design skills at a public primary school in Argentina. Students' performance in the design of relevant experiments was evaluated before and after an eight-week intervention compared to a control group, as well as the…
Enhancing Learning Performance through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ERIC Educational Resources Information Center

Cheng, Louis T. W.; Wang, Jacqueline Wenjie

2018-01-01

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013-2015, our results indicate that students with…
Students' Engagement with a Collaborative Wiki Tool Predicts Enhanced Written Exam Performance

ERIC Educational Resources Information Center

Stafford, Tom; Elgueta, Herman; Cameron, Harriet

2014-01-01

We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score…
Closing the Loop: The Impact of Student Feedback on Students' Subsequent Learning. Research Report Series.

ERIC Educational Resources Information Center

Powney, Janet; Hall, Stuart

Higher education institutions in the United Kingdom (UK) use a variety of ways to collect views from students about the quality of their educational experiences and suggestions for improvements. A small-scale study, funded by Higher Education Quality Council (QAA), explored how this feedback contributes to enhancing subsequent performance. Drawing…
Keeping Students "on Their Toes and on Their Game": Serendipitous Findings in Students' Assessments and Reactions

ERIC Educational Resources Information Center

Pelletier, Kathie L.

2017-01-01

This study extends the empirical findings of the use of continuous, lecture-embedded assessments to increase engagement and enhance learning. Outcome data (exam performance and attendance rates) from college students in three upper-division business course sections who took quizzes and wrote two-minute papers (test group) were compared to outcome…
Effect of Color-Coded Notation on Music Achievement of Elementary Instrumental Students.

ERIC Educational Resources Information Center

Rogers, George L.

1991-01-01

Presents results of a study of color-coded notation to teach music reading to instrumental students. Finds no clear evidence that color-coded notation enhances achievement on performing by memory, sight-reading, or note naming. Suggests that some students depended on the color-coding and were unable to read uncolored notation well. (DK)
Institutional Factors as Predictors of Students' Academic Achievement in Colleges of Education in South Western Nigeria

ERIC Educational Resources Information Center

Adeyemi, Abisola Moradeyo; Adeyemi, Seminu Babatunde

2014-01-01

The enhancement of the academic achievement of the Nigerian students has continued to engage the attention of educational practitioners and policy makers. This paper investigated institutional factors as predictors of students' academic performance in Colleges of Education in South-Western Nigeria. The study employed the ex post facto design using…
One Week, Many Ripples: Measuring the Impacts of the Fall Reading Week on Student Stress

ERIC Educational Resources Information Center

Poole, Heather; Khan, Ayesha; Agnew, Michael

2017-01-01

More and more Canadian post-secondary institutions are introducing a fall break into their term calendars. In 2015, a full week fall break was introduced at our university in order to enhance academic performance and improve mental health amongst students. Our interdisciplinary team surveyed undergraduate students at our university about their…
"The Strawberry Caper": Using Scenario-Based Problem Solving to Integrate Middle School Science Topics

ERIC Educational Resources Information Center

Gonda, Rebecca L.; DeHart, Kyle; Ashman, Tia-Lynn; Legg, Alison Slinskey

2015-01-01

Achieving a deep understanding of the many topics covered in middle school biology classes is difficult for many students. One way to help students learn these topics is through scenario-based learning, which enhances students' performance. The scenario-based problem-solving module presented here, "The Strawberry Caper," not only…
Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

ERIC Educational Resources Information Center

Al Rasheed, Hana S. S.

2014-01-01

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…
Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through theplanned-enacted-experiencedcurriculum model

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2016-07-01

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned-enacted-experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.
Formal appraisal of undergraduate medical students: is it worth the effort?

PubMed

Murdoch-Eaton, Deborah G; Levene, Malcolm I

2004-02-01

Medical student stress is most often related to difficulties of adjusting to university academic standards, and work-social life balance. Faculty systems identify academically failing students for counselling, whilst the majority of students do not have opportunities for individual discussion about progress. This study reports a pilot formal appraisal process for first-year undergraduates. Preparatory material required students to reflect on their academic performance, factors contributing to their university life and satisfaction with career choice. Individual appraisal sessions were held with trained, experienced senior faculty staff, with completion of an appraisal record to document agreed outcomes. Individualized study skills advice was the commonest documented outcome on appraisal records. Students were overwhelmingly positive about the experience, reporting both enhanced perceptions of faculty and reduced anxiety about academic performance. Medical schools have responsibilities to consider ways to optimize students' performance; attainment can be related more to personal and motivational factors than academic ability.
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.
Helping Students Master Improvisation.

ERIC Educational Resources Information Center

Hinz, Bob

1995-01-01

Defines musical improvisation as taking place when a musician's aural and technical facilities combine to create a spontaneous form of musical expression. Discusses the use of improvisation as a means of enhancing student interest and performance. Includes a six-step approach for teaching musical improvisation. (CFR)
Evidence of virtual patients as a facilitative learning tool on an anesthesia course.

PubMed

Leung, Joseph Y C; Critchley, Lester A H; Yung, Alex L K; Kumta, Shekhar M

2015-10-01

Virtual patients are computerised representations of realistic clinical cases. They were developed to teach clinical reasoning skills through delivery of multiple standardized patient cases. The anesthesia course at The Chinese University of Hong Kong developed two novel types of virtual patients, formative assessment cases studies and storyline, to teach its final year medical students on a 2 week rotational course. Acute pain management cases were used to test if these two types of virtual patient could enhance student learning. A 2 × 2 cross over study was performed in academic year 2010-2011 on 130 students divided into four groups of 32-34. Performance was evaluated by acute pain management items set within three examinations; an end of module 60-item multiple choice paper, a short answer modified essay paper and the end of year final surgery modified essay paper. The pain management case studies were found to enhanced student performance in all three examinations, whilst the storyline virtual patient had no demonstrable effect. Student-teaching evaluation questionnaires showed that the case studies were favored more than the storyline virtual patient. Login times showed that students on average logged onto the case studies for 6 h, whereas only half the students logged on and used the storyline virtual patient. Formative assessment case studies were well liked by the students and reinforced learning of clinical algorithms through repetition and feedback, whereas the educational role of the more narrative and less interactive storyline virtual patient was less clear .

Teachers' Conduct in the 21st Century: The Need for Enhancing Students' Academic Performance

ERIC Educational Resources Information Center

Dimkpa, Daisy I.

2015-01-01

This paper explores the teaching profession and the impact of teachers' conduct on the academic performance of students. It noted that as teaching is one of the oldest and well respected professions in the world, the role of the teacher in the effective delivery of knowledge and in bringing about a conducive atmosphere for learning cannot be over…
Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.

PubMed

Yakubova, Gulnoza; Taber-Doughty, Teresa

2013-06-01

The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.
A Systems Approach to Scaffold Communication Skills Development

PubMed Central

Er, Nelson L.

2008-01-01

Objectives To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Design Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Assessment Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. Conclusion The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills. PMID:18483601
Engaging in Online Group Discussions Using Facebook to Enhance Social Presence

NASA Astrophysics Data System (ADS)

Miller, S. T.

2012-08-01

A comparison study between two different methods of conducting online discussions in an introductory astronomy course was performed to determine if the use of Facebook as an online discussion tool has an impact on student participation as well as student response time. This study shows that students using Facebook for their online discussions participated more frequently and responded more quickly than students using a traditional online discussion forum.
Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the students' surveys and final exam scores. Test Pilot has many benefits, including access control, immediate feedback, automated scoring, interactive learning, and data analysis. The enhancement of material permitted by a Web-based system increases the depth and variety of the learning experience by adding perceptual dimensions. Test Pilot also provides the clerkship director with the capability to obtain improved measurements of student performance and captures the student's self-learning and testing process. It can potentially identify weaknesses or inconsistencies across the different sites and recognize students who may need additional help early in the rotation. Over a one-year period, most students have switched from the quiz disks to Test Pilot. The students reported satisfaction with the Web-based format and found it user friendly. They especially liked the immediate feedback. The students have requested more questions and multimedia options be added. We plan to continue the development and assessment of this learning tool.
Beyond the Seat

ERIC Educational Resources Information Center

Rydeen, James E.; Sorenson, Kim A.

2005-01-01

Much has been written about how the design and condition of physical facilities affects student achievement, but schools need to place more emphasis on the importance of furniture in enhancing the facility and improving student performance. Furniture and color are major ingredients in establishing a positive learning environment. Furnishing a…
Does the Consecutive Interpreting Approach enhance medical English communication skills of Japanese-speaking students?

PubMed

Iizuka, Hideki; Lefor, Alan K

2018-04-19

To determine if the Consecutive Interpreting Approach enhances medical English communication skills of students in a Japanese medical university and to assess this method based on performance and student evaluations. This is a three-phase study using a mixed-methods design, which starts with four language reproduction activities for 30 medical and 95 nursing students, followed by a quantitative analysis of perfect-match reproduction rates to assess changes over the duration of the study and qualitative error analysis of participants' language reproduction. The final stage included a scored course evaluation and free-form comments to evaluate this approach and to identify effective educational strategies to enhance medical English communication skills. Mean perfect-match reproduction rates of all participants over four reproduction activities differed statistically significantly (repeated measures ANOVA, p<0.0005). The overall perfect-match reproduction rates improved from 75.3 % to 90.1 % for nursing and 89.5 % to 91.6% for medical students. The final achievement levels of nursing and medical students were equivalent (test of equivalence, p<0.05). Details of lexical- and syntactic-level errors were identified. The course evaluation scores were 3.74 (n=30, SD = 0.59) and 3.77 (n=90, SD=0.54) for medical and nursing students respectively. Participants' medical English communication skills are enhanced using this approach. Participants expressed positive feedback regarding this instruction method. This approach may be effective to enhance the language skills of non-native English-speaking students seeking to practice medicine in English speaking countries.
Does the Consecutive Interpreting Approach enhance medical English communication skills of Japanese-speaking students?

PubMed Central

Lefor, Alan K.

2018-01-01

Objectives To determine if the Consecutive Interpreting Approach enhances medical English communication skills of students in a Japanese medical university and to assess this method based on performance and student evaluations. Methods This is a three-phase study using a mixed-methods design, which starts with four language reproduction activities for 30 medical and 95 nursing students, followed by a quantitative analysis of perfect-match reproduction rates to assess changes over the duration of the study and qualitative error analysis of participants' language reproduction. The final stage included a scored course evaluation and free-form comments to evaluate this approach and to identify effective educational strategies to enhance medical English communication skills. Results Mean perfect-match reproduction rates of all participants over four reproduction activities differed statistically significantly (repeated measures ANOVA, p<0.0005). The overall perfect-match reproduction rates improved from 75.3 % to 90.1 % for nursing and 89.5 % to 91.6% for medical students. The final achievement levels of nursing and medical students were equivalent (test of equivalence, p<0.05). Details of lexical- and syntactic-level errors were identified. The course evaluation scores were 3.74 (n=30, SD = 0.59) and 3.77 (n=90, SD=0.54) for medical and nursing students respectively. Conclusions Participants’ medical English communication skills are enhanced using this approach. Participants expressed positive feedback regarding this instruction method. This approach may be effective to enhance the language skills of non-native English-speaking students seeking to practice medicine in English speaking countries. PMID:29677693
Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial.

PubMed

Deane, Richard P; Murphy, Deirdre J

2015-03-11

A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation. A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation. There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element. The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.
The Influence of Interactive Technology on Student Performance in an Oklahoma Secondary Biology I Program

ERIC Educational Resources Information Center

Feltman, Vallery

2013-01-01

Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by…
The Effect of Context on Iranian EFL Students' Amount of Speech Production of English Language and Their Ways of Using Hedging Devices

ERIC Educational Resources Information Center

Mostofee, Saheb; Pour, Samane Raeis

2016-01-01

Socioculturally and sociolinguistically, gender can have a profound effect on learning and teaching English language as a foreign language. Also learning cooperatively in which both female and male students are involved seems to play a constructive role in creating and enhancing students' performance, achievement and competence of a foreign…
"I Am a Starbucks Worker … My Life No Longer Belongs to Me:" The Performance of Estrangement as a Learning Tool

ERIC Educational Resources Information Center

Keenan, John; Evans, Adrienne

2014-01-01

In this paper, we explore the use of "estrangement" autoethnography as a means to encourage student autonomy and enhance learning. We include a case study of a structured activity requiring estrangement in consumer spaces to challenge student perspectives of normal environments. Our students welcomed the activity as one which changed…
Designing a Technology-Enhanced Flipped Learning System to Facilitate Students' Self-Regulation and Performance

ERIC Educational Resources Information Center

Shyr, Wen-Jye; Chen, Ching-Huei

2018-01-01

In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem-solving, and discussions. Yet the design or use of technology…
The Effect of Group Composition on Individual Student Performance in an Introductory Economics Course

ERIC Educational Resources Information Center

Moore, Robert L.

2011-01-01

What is the best way to allocate students to small teams in those economics courses that rely on small group work to enhance individual student learning? While experts in collaborative learning provide many suggestions, little empirical work has been done. This article begins to fill the gap. It examines whether a variety of characteristics of the…
Reading Achievement, Attitude toward Reading, and Reading Self-Esteem of Historically Low Achieving Students

ERIC Educational Resources Information Center

Kaniuka, Theodore S.

2010-01-01

The main purpose of schools is to improve the academic performance of all students and more recently with special regard to those that have historically struggled to meet state achievement goals. In an effort to attain these goals, educators have utilized many approaches including enhancing student self-esteem as a precursor to improving the…
Academic Delay of Gratification and Self-Efficacy Enhance Academic Achievement among Minority College Students.

ERIC Educational Resources Information Center

Bembenutty, Hefer

The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…
Using an Analogical Thinking Model as an Instructional Tool to Improve Student Cognitive Ability in Architecture Design Learning Process

ERIC Educational Resources Information Center

Wu, Yun-Wu; Weng, Kuo-Hua

2013-01-01

Lack of creativity is a problem often plaguing students from design-related departments. Therefore, this study is intended to incorporate analogical thinking in the education of architecture design to enhance students' learning and their future career performance. First, this study explores the three aspects of architecture design curricula,…
"The Accommodation I Make Is Turning a Blind Eye": Faculty Support for Student Mothers in Higher Education

ERIC Educational Resources Information Center

Dickson, Martina; Tennant, Lilly

2018-01-01

The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely…
Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

PubMed

Lin, Hsin-Hsin

2015-01-01

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.
Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology.

PubMed

Carpenter, Shana K; Rahman, Shuhebur; Lund, Terry J S; Armstrong, Patrick I; Lamm, Monica H; Reason, Robert D; Coffman, Clark R

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. © 2017 S. K. Carpenter et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Student performance and course evaluations before and after use of the Classroom Performance System ™ in a third-year veterinary radiology course.

PubMed

Hecht, Silke; Adams, W H; Cunningham, M A; Lane, I F; Howell, N E

2013-01-01

Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as "clickers," provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education. © 2012 Veterinary Radiology & Ultrasound.
The Web-Driven Learning Ecosystem: Its Structure and Benefits

ERIC Educational Resources Information Center

Raska, David; Shaw, Doris; Keller, Eileen Weisenbach

2012-01-01

We have devised a Web-based learning ecosystem (LECOS) that aligns marketing curriculum, course design, technology, instructors, students, as well as external stakeholders--a system that integrates traditional teaching methods with technological advancements in an attempt to enhance marketing students' motivation, engagement, and performance. A…
Encouraging Self-Regulated Learning through Electronic Portfolios

ERIC Educational Resources Information Center

Abrami, Philip C.; Wade, C. Anne; Pillay, Vanitha; Aslan, Ofra; Bures, Eva M.; Bentley, Caitlin

2008-01-01

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios…
Enhancing Student Motivation: Extensions from Job Enrichment Theory and Practice.

ERIC Educational Resources Information Center

Bloom, Arvid J.; Yorges, Stefani L.; Ruhl, Angela J.

2000-01-01

Explores classroom extensions of job enrichment theory by administering a modified Job Diagnostic Survey, a widely employed organizational research tool that assesses each core job characteristic, to 217 psychology students along with outcome scales assessing their course motivation, satisfaction, performance, absenteeism, interest, and desire to…
Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

PubMed Central

McLaughlin, Jacqueline E.; Griffin, LaToya M.; Esserman, Denise A.; Davidson, Christopher A.; Glatt, Dylan M.; Roth, Mary T.; Gharkholonarehe, Nastaran

2013-01-01

Objective. To determine whether “flipping” a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. Design. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Assessment. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students’ support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. Conclusion. The flipped pharmacy classroom can enhance the quality of satellite students’ experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy. PMID:24249858
Modeling students' instrumental (mis-) use of substances to enhance cognitive performance: Neuroenhancement in the light of job demands-resources theory.

PubMed

Wolff, Wanja; Brand, Ralf; Baumgarten, Franz; Lösel, Johanna; Ziegler, Matthias

2014-01-01

Healthy university students have been shown to use psychoactive substances, expecting them to be functional means for enhancing their cognitive capacity, sometimes over and above an essentially proficient level. This behavior called Neuroenhancement (NE) has not yet been integrated into a behavioral theory that is able to predict performance. Job Demands Resources (JD-R) Theory for example assumes that strain (e.g. burnout) will occur and influence performance when job demands are high and job resources are limited at the same time. The aim of this study is to investigate whether or not university students' self-reported NE can be integrated into JD-R Theory's comprehensive approach to psychological health and performance. 1,007 students (23.56 ± 3.83 years old, 637 female) participated in an online survey. Lifestyle drug, prescription drug, and illicit substance NE together with the complete set of JD-R variables (demands, burnout, resources, motivation, and performance) were measured. Path models were used in order to test our data's fit to hypothesized main effects and interactions. JD-R Theory could successfully be applied to describe the situation of university students. NE was mainly associated with the JD-R Theory's health impairment process: Lifestyle drug NE (p < .05) as well as prescription drug NE (p < .001) is associated with higher burnout scores, and lifestyle drug NE aggravates the study demands-burnout interaction. In addition, prescription drug NE mitigates the protective influence of resources on burnout and on motivation. According to our results, the uninformed trying of NE (i.e., without medical supervision) might result in strain. Increased strain is related to decreased performance. From a public health perspective, intervention strategies should address these costs of non-supervised NE. With regard to future research we propose to model NE as a means to reach an end (i.e. performance enhancement) rather than a target behavior itself. This is necessary to provide a deeper understanding of the behavioral roots and consequences of the phenomenon.
The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

PubMed Central

McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.

2015-01-01

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. PMID:25861105
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Cirino, Paul T; Fuchs, Douglas; Compton, Donald L; Changas, Paul C

2015-07-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge. PMID:26097244
Written feedback and continuity of learning in a geographically distributed medical education program.

PubMed

Harvey, Pam; Radomski, Natalie; O'Connor, Dennis

2013-12-01

The provision of effective feedback on clinical performance for medical students is important for their continued learning. Written feedback is an underutilised medium for linking clinical performances over time. The aim of this study is to investigate how clinical supervisors construct performance orientated written feedback and learning goals for medical students in a geographically distributed medical education (GDME) programme. This qualitative study uses textual analysis to examine the structure and content of written feedback statements in 1000 mini-CEX records from 33 Australian undergraduate medical students during their 36 week GDME programme. The students were in their second clinical year. Forty percent of mini-CEX records contained written feedback statements. Within these statements, 80% included comments relating to student clinical performance. The way in which written feedback statements were recorded varied in structure and content. Only 16% of the statements contained student learning goals focused on improving a student's clinical performance over time. Very few of the written feedback statements identified forward-focused learning goals. Training clinical supervisors in understanding how their feedback contributes to a student's continuity of learning across their GDME clinical placements will enable more focused learning experiences based on student need. To enhance student learning over time and place, effective written feedback should contain focused, coherent phrases that help reflection on current and future clinical performance. It also needs to provide enough detail for other GDME clinical supervisors to understand current student performance and plan future directions for their teaching.
Virtual Reality and Computer-Enhanced Training Devices Equally Improve Laparoscopic Surgical Skill in Novices

PubMed Central

Kanumuri, Prathima; Ganai, Sabha; Wohaibi, Eyad M.; Bush, Ronald W.; Grow, Daniel R.

2008-01-01

Background: The study aim was to compare the effectiveness of virtual reality and computer-enhanced video-scopic training devices for training novice surgeons in complex laparoscopic skills. Methods: Third-year medical students received instruction on laparoscopic intracorporeal suturing and knot tying and then underwent a pretraining assessment of the task using a live porcine model. Students were then randomized to objectives-based training on either the virtual reality (n=8) or computer-enhanced (n=8) training devices for 4 weeks, after which the assessment was repeated. Results: Posttraining performance had improved compared with pretraining performance in both task completion rate (94% versus 18%; P<0.001*) and time [181±58 (SD) versus 292±24*]. Performance of the 2 groups was comparable before and after training. Of the subjects, 88% thought that haptic cues were important in simulators. Both groups agreed that their respective training systems were effective teaching tools, but computer-enhanced device trainees were more likely to rate their training as representative of reality (P<0.01). Conclusions: Training on virtual reality and computer-enhanced devices had equivalent effects on skills improvement in novices. Despite the perception that haptic feedback is important in laparoscopic simulation training, its absence in the virtual reality device did not impede acquisition of skill. PMID:18765042
Implementing online quantitative support modules in an intermediate-level course

NASA Astrophysics Data System (ADS)

Daly, J.

2011-12-01

While instructors typically anticipate that students in introductory geology courses enter a class with a wide range of quantitative ability, we often overlook the fact that this may also be true in upper-level courses. Some students are drawn to the subject and experience success in early courses with an emphasis on descriptive geology, then experience frustration and disappointment in mid- and upper-level courses that are more quantitative. To bolster student confidence in quantitative skills and enhance their performance in an upper-level course, I implemented several modules from The Math You Need (TMYN) online resource with a 200-level geomorphology class. Student facility with basic quantitative skills (rearranging equations, manipulating units, and graphing) was assessed with an online pre- and post-test. During the semester, modules were assigned to complement existing course activities (for example, the module on manipulating units was assigned prior to a lab on measurement of channel area and water velocity, then calculation of discharge). The implementation was designed to be a concise review of relevant skills for students with higher confidence in their quantitative abilities, and to provide a self-paced opportunity for students with less quantitative facility to build skills. This course already includes a strong emphasis on quantitative data collection, analysis, and presentation; in the past, student performance in the course has been strongly influenced by their individual quantitative ability. I anticipate that giving students the opportunity to improve mastery of fundamental quantitative skills will improve their performance on higher-stakes assignments and exams, and will enhance their sense of accomplishment in the course.
Illusions of a Good Grade: Effort or Luck?

ERIC Educational Resources Information Center

Buckelew, Susan P.; Byrd, Nikki; Key, Colin W.; Thornton, Jessica; Merwin, Michelle M.

2013-01-01

This study assessed the relationships among the accuracy of grade predictions, actual grades, self-enhancement bias, and attributions about academic performance. As a group, students anticipated higher grades than were earned. Individual differences in self-enhancement bias were measured using the discrepancy between anticipated and attained…
Utilization of a virtual patient for advanced assessment of student performance in pain management.

PubMed

Smith, Michael A; Waite, Laura H

2017-09-01

To assess student performance and achievement of course objectives following the integration of a virtual patient case designed to promote active, patient-centered learning in a required pharmacy course. DecisionSim™ (Kynectiv, Inc., Chadsford, PA), a dynamic virtual patient platform, was used to implement an interactive patient case to augment pain management material presented during a didactic session in a pharmacotherapy course. Simulation performance data were collected and analyzed. Student exam performance on pain management questions was compared to student exam performance on nearly identical questions from a prior year when a paper-based case was used instead of virtual patient technology. Students who performed well on the virtual patient case performed better on exam questions related to patient assessment (p = 0.0244), primary pharmacological therapy (p = 0.0001), and additional pharmacological therapy (p = 0.0001). Overall exam performance did not differ between the two groups. However, students with exposure to the virtual patient case demonstrated significantly better performance on higher level Bloom's Taxonomy questions that required them to create pharmacotherapy regimens (p=0.0005). Students in the previous year (exposed only to a paper patient case) performed better in calculating conversions of opioids for patients (p = 0.0001). Virtual patient technology may enhance student performance on high-level Bloom's Taxonomy examination questions. This study adds to the current literature demonstrating the value of virtual patient technology as an active-learning strategy. Copyright © 2017 Elsevier Inc. All rights reserved.
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

PubMed Central

Ballen, Cissy J.; Wieman, Carl; Salehi, Shima; Searle, Jeremy B.; Zamudio, Kelly R.

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce. PMID:29054921
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

ERIC Educational Resources Information Center

Ballen, Cissy J.; Wieman, Carl; Salehi, Shima; Searle, Jeremy B.; Zamudio, Kelly R.

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning…
More Strategies for Educating Everybody's Children.

ERIC Educational Resources Information Center

Cole, Robert W., Ed.

This book presents a collection of papers offering practical strategies that teachers can use to enhance student performance at all levels. The authors identify and describe the most effective teaching approaches for helping students learn history, civics, geography, and science. The book extends the notion of diversity by examining different…
Gendered Responses to Online Homework Use in General Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Jackson, Jennifer Kasi

2011-01-01

Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…
Test of a Cardiology Patient Simulator with Students in Fourth-Year Electives.

ERIC Educational Resources Information Center

Ewy, Gordon A.; And Others

1987-01-01

Students at five medical schools participated in an evaluation of a cardiology patient simulator (CPS), a life-size mannequin capable of simulating a wide variety of cardiovascular conditions. The CPS enhances learning both the knowledge and the skills necessary to perform a bedside cardiovascular evaluation. (Author/MLW)
Authentic Assessment: A Handbook for Educators. Assessment Bookshelf Series.

ERIC Educational Resources Information Center

Hart, Diane

This book reviews the assessment movement, from the history of testing to the practical considerations of enhancing classroom experiences for teachers and students. It explores making time for assessment, tailoring assessment to desired outcomes, and scoring and evaluating student performance. The chapters are: (1) "Where We've Been: Standardized…

Military-Veteran Students' Perceptions of College Transition and Support Systems

ERIC Educational Resources Information Center

Pamphile, Murielle F.

2013-01-01

Military veterans preparing for new careers in the civilian world are pursuing higher educational degrees to fulfill career goals. The real-life experiences of veterans in the military are beneficial tools that can effectively enhance student veterans' academic performance and success. As veterans' enrollment continues to rise, veteran's academic…
Retraining Is Draining: Motivating Student Employees to High Performance and Longevity

ERIC Educational Resources Information Center

Alder, Nancy Lichten

2007-01-01

This article recounts successful strategies for increasing student staff commitment to the organization's vision and deadlines, inviting "buy in" for projects, and enhancing staff work relationships. The discussion will outline activities that have resulted in increased employee satisfaction with work, smoother interactions between coworkers,…
Cognitive Styles, Dynamic Geometry and Measurement Performance

ERIC Educational Resources Information Center

Pitta-Pantazi, Demetra; Christou, Constantinos

2009-01-01

This paper reports the outcomes of an empirical study undertaken to investigate the effect of students' cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry learning in accommodating different cognitive styles and enhancing students' learning. A total of 49…
Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Bozorgmanesh, Bafrin

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…
A Peer-Reviewed Research Assignment for Large Classes.

ERIC Educational Resources Information Center

Henderson, LaRhee; Buising, Charisse

2000-01-01

Introduces a writing exercise students work on in collaborative groups. Aims to enhance students' scientific research paper writing skills and provide experience working in collaborative groups. Presents evaluation criteria for peer-group evaluation of a poster presentation, intra-group evaluation of peer performance, and peer-group evaluation of…
The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds

ERIC Educational Resources Information Center

Miller, Nicole Gilner

2017-01-01

This quantitative study extends previous research on the impact of one to one (1:1) laptop environments on student outcomes in English Language Arts (ELA) by focusing on students from various socio-economic backgrounds, while using a new technology-enhanced, state-administered assessment to measure performance. This study is significant because…
Selected Effects of a Curriculum Integration Intervention on the Mathematics Performance of Secondary Students Enrolled in an Agricultural Power and Technology Course: An Experimental Study

ERIC Educational Resources Information Center

Parr, Brian; Edwards, M. Craig; Leising, James G.

2009-01-01

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…
Identifying, Preparing and Evaluating Army Instructors

DTIC Science & Technology

2016-04-01

Description WB1 Monitor/observe students to ensure learning is taking place and that problems/issues (e.g., learning off track, faulty thinking ) are...improve performance. S9 Apply educational technology in ways that enhance student learning . 8 Table 4 Abilities required for an Instructor to... mathematics and science at both the elementary and high school levels. Yet many individual studies often indicate no significant differences in student
The Poverty Pimpin' Project: How Whiteness Profits from Black and Brown Bodies in Community Service Programs

ERIC Educational Resources Information Center

Cann, Colette N.; McCloskey, Erin

2017-01-01

Tutoring programs that link colleges to public schools are seen as a way to improve the academic performance of K12 students while providing a practicum site for college-age students. Prior research on college-K12 partnerships focuses on how the academic achievement of both K12 and college students are enhanced by these relationships. This article…
Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

ERIC Educational Resources Information Center

Tan-Ooi, L. C.; Tan, K. E.

2013-01-01

This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to…
Development of a Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts

ERIC Educational Resources Information Center

Seker, Burcu Sezginsoy; Erdem, Aliye

2017-01-01

Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this…
The Use of Descriptors with Exemplar and Model Answers to Improve Quality of Students' Narrative Writing in English French and Arabic

ERIC Educational Resources Information Center

Somba, Anne W.; Obura, Ger; Njuguna, Margaret; Itevete, Boniface; Mulwa, Jones; Wandera, Nooh

2015-01-01

The importance of writing skills in enhancing student performance in language exams and even other subject areas is widely acknowledged. At Jaffery secondary, the approach to the teaching of writing has generally been to use three approaches: product-based approach with focus on what the students composed; process-based approach that is focused on…
Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

NASA Astrophysics Data System (ADS)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.
How Can Medical Students Add Value? Identifying Roles, Barriers, and Strategies to Advance the Value of Undergraduate Medical Education to Patient Care and the Health System.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Hawkins, Richard E; Wolpaw, Daniel R

2017-09-01

As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education. In 2016, 32 U.S. medical schools in the American Medical Association's (AMA's) Accelerating Change in Education Consortium met for a two-day national meeting to explore value-added medical education; 121 educators, systems leaders, clinical mentors, AMA staff leadership and advisory board members, and medical students were included. A thematic qualitative analysis of workshop discussions and written responses was performed, which extracted key themes. In current clinical roles, students can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects. Novel value-added roles include students serving as patient navigators/health coaches, care transition facilitators, population health managers, and quality improvement team extenders. Six priority areas for advancing value-added roles are student engagement, skills, and assessments; balance of service versus learning; resources, logistics, and supervision; productivity/billing pressures; current health systems design and culture; and faculty factors. These findings provide a starting point for collaborative work to positively impact clinical care and medical education through the enhanced integration of value-added medical student roles into care delivery systems.
Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

PubMed Central

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201
Using Communication Technology to Enhance Interprofessional Education Simulations.

PubMed

Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-02-25

To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.
Developing and evaluating effective bioscience learning activities for nursing students.

PubMed

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

2016-07-01

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

ERIC Educational Resources Information Center

Kotcherlakota, Suhasini; Brooks, David W.

2008-01-01

The Advanced Placement (AP) Descriptive Chemistry Website allows users to practice chemistry problems. This study involved the redesign of the Website using worked examples to enhance learner performance. The population sample for the study includes users (students and teachers) interested in learning descriptive chemistry materials. The users…
The SQ3R Study Technique Enhances Comprehension of an Introductory Psychology Textbook.

ERIC Educational Resources Information Center

Chastain, Garvin; Thurber, Steven

1989-01-01

Examines the effectiveness of the SQ3R study technique in enhancing comprehension of material in an introductory psychology textbook. Finds significantly better performance on tests of recall or conceptual items for students using SQ3R than for those using individual study methods. (RS)
The effects of gender stereotypic and counter-stereotypic textbook images on science performance.

PubMed

Good, Jessica J; Woodzicka, Julie A; Wingfield, Lylan C

2010-01-01

We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.

Visuospatial training improves elementary students' mathematics performance.

PubMed

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.
Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

PubMed

Pursell, David P

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.
Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

PubMed Central

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. PMID:19255133
Web-based unfolding cases: a strategy to enhance and evaluate clinical reasoning skills.

PubMed

Johnson, Gail; Flagler, Susan

2013-10-01

Clinical reasoning involves the use of both analytical and nonanalytical intuitive cognitive processes. Fostering student development of clinical reasoning skills and evaluating student performance in this cognitive arena can challenge educators. The use of Web-based unfolding cases is proposed as a strategy to address these challenges. Unfolding cases mimic real-life clinical situations by presenting only partial clinical information in sequential segments. Students receive immediate feedback after submitting a response to a given segment. The student's comparison of the desired and submitted responses provides information to enhance the development of clinical reasoning skills. Each student's set of case responses are saved for the instructor in an individual-student electronic file, providing a record of the student's knowledge and thinking processes for faculty evaluation. For the example case given, the approaches used to evaluate individual components of clinical reasoning are provided. Possible future uses of Web-based unfolding cases are described. Copyright 2013, SLACK Incorporated.
Adding Value to the Health Care System: Identifying Value-Added Systems Roles for Medical Students.

PubMed

Gonzalo, Jed D; Graaf, Deanna; Johannes, Bobbie; Blatt, Barbara; Wolpaw, Daniel R

To catalyze learning in Health Systems Science and add value to health systems, education programs are seeking to incorporate students into systems roles, which are not well described. The authors sought to identify authentic roles for students within a range of clinical sites and explore site leaders' perceptions of the value of students performing these roles. From 2013 to 2015, site visits and interviews with leadership from an array of clinical sites (n = 30) were conducted. Thematic analysis was used to identify tasks and benefits of integrating students into interprofessional care teams. Types of systems roles included direct patient benefit activities, including monitoring patient progress with care plans and facilitating access to resources, and clinic benefit activities, including facilitating coordination and improving clinical processes. Perceived benefits included improved value of the clinical mission and enhanced student education. These results elucidate a framework for student roles that enhance learning and add value to health systems.
Good quality sleep is associated with better academic performance among university students in Ethiopia.

PubMed

Lemma, Seblewengel; Berhane, Yemane; Worku, Alemayehu; Gelaye, Bizu; Williams, Michelle A

2014-05-01

This study assessed the association of sleep quality with academic performance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academic performance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academic performance (P value = 0.001), while sleep duration was not associated with academic performance in the final model. Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.
Student perceptions of secondary science: A performance technology application

NASA Astrophysics Data System (ADS)

Small, Belinda Rusnak

The primary purpose of this study was to identify influences blocking or promoting science performance from the lived K-12 classroom experience. Human Performance Technology protocols were used to understand factors promoting or hindering science performance. The goal was to gain information from the individual students' perspective to enhance opportunities for stakeholders to improve the current state of performance in science education. Individual perspectives of 10 secondary science students were examined using grounded theory protocols. Findings include students' science learning behaviors are influenced by two major themes, environmental supports and individual learning behaviors. The three environmental support factors identified include the methods students receive instruction, students' opportunities to access informal help apart from formal instruction, and students' feelings of teacher likability. Additionally, findings include three major factors causing individual learners to generate knowledge in science. Factors reported include personalizing information to transform data into knowledge, customizing learning opportunities to maximize peak performance, and tapping motivational opportunities to persevere through complex concepts. The emergent theory postulated is that if a performance problem exists in an educational setting, then integrating student perspectives into the cause analysis opens opportunity to align interventions for influencing student performance outcomes. An adapted version of Gilbert's Behavioral Engineering Model is presented as an organizational tool to display the findings. The boundaries of this Performance Technology application do not extend to the identification, selection, design, or implementation of solutions to improved science performance. However, as stakeholders begin to understand learner perspectives then aligned decisions may be created to support learners of science in a direct, cost effective manner.
Employee self-enhancement motives and job performance behaviors: investigating the moderating effects of employee role ambiguity and managerial perceptions of employee commitment.

PubMed

Yun, Seokhwa; Takeuchi, Riki; Liu, Wei

2007-05-01

This study examined the effects of employee self-enhancement motives on job performance behaviors (organizational citizenship behaviors and task performance) and the value of these behaviors to them. The authors propose that employees display job performance behaviors in part to enhance their self-image, especially when their role is not clearly defined. They further argue that the effects of these behaviors on managerial reward recommendation decisions should be stronger when managers believe the employees to be more committed. The results from a sample of 84 working students indicate that role ambiguity moderated the effects of self-enhancement motives on job performance behaviors and that managerial perceptions of an employee's commitment moderated the effects of those organizational citizenship behaviors that are aimed at other individuals on managers' reward allocation decisions. 2007 APA, all rights reserved
Australian University Students' Coping Strategies and Use of Pharmaceutical Stimulants as Cognitive Enhancers.

PubMed

Jensen, Charmaine; Forlini, Cynthia; Partridge, Brad; Hall, Wayne

2016-01-01

There are reports that some university students are using prescription stimulants for non-medical 'pharmaceutical cognitive enhancement (PCE)' to improve alertness, focus, memory, and mood in an attempt to manage the demands of study at university. Purported demand for PCEs in academic contexts have been based on incomplete understandings of student motivations, and often based on untested assumptions about the context within which stimulants are used. They may represent attempts to cope with biopsychosocial stressors in university life by offsetting students' inadequate coping responses, which in turn may affect their cognitive performance. This study aimed to identify (a) what strategies students adopted to cope with the stress of university life and, (b) to assess whether students who have used stimulants for PCE exhibit particular stress or coping patterns. We interviewed 38 university students (with and without PCE experience) about their experience of managing student life, specifically their: educational values; study habits; achievement; stress management; getting assistance; competing activities and demands; health habits; and cognitive enhancement practices. All interview transcripts were coded into themes and analyzed. Our thematic analysis revealed that, generally, self-rated coping ability decreased as students' self-rated stress level increased. Students used emotion- and problem-focused coping for the most part and adjustment-focused coping to a lesser extent. Avoidance, an emotion-focused coping strategy, was the most common, followed by problem-focused coping strategies, the use of cognition on enhancing substances, and planning and monitoring of workload. PCE users predominantly used avoidant emotion-focused coping strategies until they no longer mitigated the distress of approaching deadlines resulting in the use of prescription stimulants as a substance-based problem-focused coping strategy. Our study suggests that students who choose coping responses that do not moderate stress where possible, may cause themselves additional distress and avoid learning more effective coping responses. Helping students to understand stress and coping, and develop realistic stress appraisal techniques, may assist students in general to maintain manageable distress levels and functioning. Furthermore, assisting students who may be inclined to use prescription stimulants for cognitive enhancement may reduce possible drug-related harms.
Pharmaceutical Cognitive Enhancement in Greek University Students: Differences Between Users and Non-Users in Social Cognitive Variables, Burnout, and Engagement.

PubMed

Lazuras, Lambros; Ypsilanti, Antonia; Lamprou, Efthymios; Kontogiorgis, Christos

2017-06-07

Pharmaceutical cognitive enhancement (PCE) represents the non-medical use of prescribed medication for the improvement of cognitive functioning and academic performance. Although there are some studies about PCE prevalence, it is less clear how users and non-users of PCE substances differ with respect to their positive and negative student experiences (e.g. academic burnout and engagement with studies) and in social cognitive variables that relate to decision-making and self-regulation of PCE use. The present study assessed whether students with different experiences of PCE substance use displayed differences in academic burnout, study engagement, and social cognitive variables relevant to PCE use. Three hundred and forty-seven university students (mean age (M) = 22.15 years, SD = 1.69; 54% females) completed a battery of anonymous questionnaires on academic burnout, engagement with studies, social cognitive variables relevant to PCE use, and self-reported use of PCE substances and non-prescribed nutritional supplements. Three user groups emerged, namely non-users (51.9%, n = 180), single users of non-prescribed dietary supplements (25.4%, n = 88), and dual users of both non-prescribed dietary supplements and PCE (22.8%, n = 79). Multivariate analysis of variance indicated significant differences among the three user groups in intentions, attitudes, social norms, and anticipated regret toward PCE use. No significant differences were observed with respect to academic burnout and work engagement. The findings show that university students may engage in PCE use independent of their student experiences. Rather, a chemically assisted performance enhancement mindset seems to differentiate users from non-users of PCE substances.
Determinants and effects of medical students' core self-evaluation tendencies on clinical competence and workplace well-being in clerkship.

PubMed

Lin, Yung Kai; Chen, Der-Yuan; Lin, Blossom Yen-Ju

2017-01-01

Core self-evaluation (CSE) is a personality trait that involves a person's evaluation of his or her own worth, competence, and capability. The objective of this study was to determine whether medical students' CSEs exert beneficial effects on their adaptation to their clerkship in terms of their clinical competence and workplace well-being and whether their preclinical academic performance can be a trait-relevant situation that enhances their CSE expression. In total, 127 medical students from 2 cohorts were included as participants in this study. We analyzed complete measures of personal background, objective and subjective preclinical academic performance (course evaluation grades and self-reported efficacy), CSE tendencies, and clinical competence (as objective structured clinical examination scores) and workplace well-being (as compassion satisfaction and burnout) during their 2-year clerkship. Mixed linear models for repeated measures and multiple regressions were employed. Participants' CSE tendencies had positive effects on their workplace compassion satisfaction and burnout but not on their clinical competence during their clerkship. Additionally, using the objective and subjective preclinical academic performance of the medical students as indicators, we observed that neither could be trait-relevant situations to enhance their CSE expression. CSE personality tendencies might be key to medical students' ability to noncognitively adapt to clinical training during their clerkships. These tendencies should be identified earlier so that mentors can provide prompt care and support to mentees (medical students) during clerkships.
Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

PubMed

Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

2007-01-01

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.
Goal orientations of health profession students throughout the undergraduate program: a multilevel study.

PubMed

Kool, Ada; Mainhard, Tim; Brekelmans, Mieke; van Beukelen, Peter; Jaarsma, Debbie

2016-03-31

The achievement goal theory defines two major foci of students' learning goals (1) primarily interested in truly mastering a task (mastery orientation), and (2) striving to show ones competences to others (performance orientation). The present study is undertaken to better understand if and how health profession students' goal orientations change during the undergraduate program and to what degree gender, academic achievement, and self-efficacy are associated with mastery and performance orientation between students and within students over time. By means of an online questionnaire, students of medical, pharmaceutical, and veterinary sciences (N = 2402) were asked to rate themselves on mastery orientation, performance orientation, and self-efficacy at the beginning of five consecutive semesters. Data on grades and gender were drawn from university's files. Multilevel analyses were used for data analysis. Students' goal orientations showed relative stability over time, but substantial fluctuations within individual students were found. These fluctuations were associated with fluctuations in self-efficacy. Students' gender, high school grades, study grades, and self-efficacy were all associated with differences in mastery or performance orientation between students. Self-efficacy was the strongest predictor for mastery orientation and grades for performance orientation. The relatively strong association between the goal orientations and students' self-efficacy found in this study emphasizes the potential of enhancing self-efficacy in health profession students. Also, for educators and researchers, fluctuations of both goal orientations within individual students are important to consider.
Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

PubMed Central

Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027
Students as resurrectionists--A multimodal humanities project in anatomy putting ethics and professionalism in historical context.

PubMed

Hammer, Rachel R; Jones, Trahern W; Hussain, Fareeda Taher Nazer; Bringe, Kariline; Harvey, Ronee E; Person-Rennell, Nicole H; Newman, James S

2010-01-01

Because medical students have many different learning styles, the authors, medical students at Mayo Clinic, College of Medicine researched the history of anatomical specimen procurement, reviewing topic-related film, academic literature, and novels, to write, direct, and perform a dramatization based on Robert Louis Stevenson's The Body-Snatcher. Into this performance, they incorporated dance, painting, instrumental and vocal performance, and creative writing. In preparation for the performance, each actor researched an aspect of the history of anatomy. These micro-research projects were presented in a lecture before the play. Not intended to be a research study, this descriptive article discusses how student research and ethics discussions became a theatrical production. This addition to classroom and laboratory learning addresses the deep emotional response experienced by some students and provides an avenue to understand and express these feelings. This enhanced multimodal approach to"holistic learning" could be applied to any topic in the medical school curriculum, thoroughly adding to the didactics with history, humanities, and team dynamics.
Influences of an Inquiry-based Ubiquitous Gaming Design on Students' Learning Achievements, Motivation, Behavioral Patterns, and Tendency towards Critical Thinking and Problem Solving

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chen, Chih-Hung

2017-01-01

In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem…
Development and Evaluation of a Compartmental Picture Archiving and Communications System Model for Integration and Visualization of Multidisciplinary Biomedical Data to Facilitate Student Learning in an Integrative Health Clinic

ERIC Educational Resources Information Center

Chow, Meyrick; Chan, Lawrence

2010-01-01

Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals' role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students' satisfaction with a novel compartmental Picture…
Concept mapping enhances learning of biochemistry.

PubMed

Surapaneni, Krishna M; Tekian, Ara

2013-03-05

Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.
Concept mapping enhances learning of biochemistry

PubMed Central

Surapaneni, Krishna M.; Tekian, Ara

2013-01-01

Background Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Methods Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Results Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13–8.28 vs. 12.33–13.93, p<0.001). The students gave high positive ratings for the innovative course (93–100% agreement). Conclusion The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry. PMID:23464600
Concept mapping enhances learning of biochemistry.

PubMed

Surapaneni, KrishnaM; Tekian, Ara

2013-01-01

Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.

Two-Year Impact of a Mindfulness-Based Program on Preschoolers' Self-Regulation and Academic Performance

ERIC Educational Resources Information Center

Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S.

2016-01-01

Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas…
Enhancing Classroom Performance: A Technology Design to Support the Integration of Collaborative Learning and Participative Teams

ERIC Educational Resources Information Center

Marsh, Michael T.; Taylor, Ronald; Holoviak, Stephen J.

2008-01-01

Integral components of today's successful business models frequently include information technology, effective collaboration, and participative teamwork among employees. It is in the best interest of students for educators to provide classrooms that reflect a profitable practitioner's environment. Students studying for careers in business should…
Using Performance Methods to Enhance Students' Reading Fluency

ERIC Educational Resources Information Center

Young, Chase; Valadez, Corinne; Gandara, Cori

2016-01-01

The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 × 2 repeated measures ANOVAs revealed statistically significant interaction…
The California Critical Thinking Skills Test and Business School Performance

ERIC Educational Resources Information Center

Bycio, Peter; Allen, Joyce S.

2009-01-01

An intent of many business programs is to enhance the critical thinking capabilities of their students. Since AACSB accreditation requires evidence that business schools fulfill their goals, our students were required to take the California Critical Thinking Skills Test (CCTST). As expected, the CCTST was significantly related to SAT performance…
Light Moves: Integrating Daylight into School Design from the Start

ERIC Educational Resources Information Center

Brossy de Dios, Eric; Rogic, Tinka; Vaughn, Wendell

2010-01-01

Numerous studies have demonstrated the benefits of daylight on the learning environment. Enhanced student performance and mood, increased teacher and student attendance, reduced energy costs, as well as a positive effect on the environment are some of the improvements seen in school buildings that use well-planned daylighting concepts. Looking at…
The Employability Advantage: Embedding Skills through a University-Wide Language Programme

ERIC Educational Resources Information Center

Cervi-Wilson, Tiziana; Brick, Billy

2016-01-01

As the employment of graduates appears among the performance indicators of institutions in higher education, universities are focussing more and more upon the development of employability related skills to enhance students' prospects in the job market. All UK universities are measured on the first jobs that their students acquire after graduation.…
Students as Simulation Designers and Developers--Using Computer Simulations for Teaching Boundary Layer Processes.

ERIC Educational Resources Information Center

Johnson, Tristan E.; Clayson, Carol Anne

As technology developments seek to improve learning, researchers, developers, and educators seek to understand how technological properties impact performance. This paper delineates how a traditional science course is enhanced through the use of simulation projects directed by the students themselves as a means to increase their level of knowledge…
Students' Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention

ERIC Educational Resources Information Center

Yussof, Yusfarina Mohd; Jamian, Abdul Rasid; Hamzah, Zaitul Azma Zainon; Roslan, Samsilah

2013-01-01

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students'…
Student Performance and Attitudes in a Collaborative and Flipped Linear Algebra Course

ERIC Educational Resources Information Center

Murphy, Julia; Chang, Jen-Mei; Suaray, Kagba

2016-01-01

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both…
Independent Learning Modules Enhance Student Performance and Understanding of Anatomy

ERIC Educational Resources Information Center

Serrat, Maria A.; Dom, Aaron M.; Buchanan, James T., Jr.; Williams, Alison R.; Efaw, Morgan L.; Richardson, Laura L.

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in…
Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing

ERIC Educational Resources Information Center

Ammar, Abdullah Mahmoud Ismial

2016-01-01

The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in…
Public School Choice in the District of Columbia: A Descriptive Analysis. Brief 13

ERIC Educational Resources Information Center

Ozek, Umut

2011-01-01

Increasing parental choice has been a leading theme of recent education policy intended to enhance the academic achievement of low-performing students in the United States. These policies aim to "level the playing field" in access to high-quality education for disadvantaged students who cannot otherwise afford higher-quality schooling…
The Impact of Centralized Advising on First-Year Academic Performance and Second-Year Enrollment Behavior

ERIC Educational Resources Information Center

Kot, Felly Chiteng

2014-01-01

To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve…
Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey

ERIC Educational Resources Information Center

Berberoglu, Giray; Tansel, Aysit

2014-01-01

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students'…
Enhancing Self-Efficacy of Elementary School Students to Learn Mathematics

ERIC Educational Resources Information Center

Katz, Sara

2015-01-01

Mathematics is a key to all scientific subjects. Learning mathematics requires cognitive and meta-cognitive effort. Many students suffer from mathematics anxiety that very often leads to physiological symptoms. Self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that affect their lives.…
Powerpoint's Power in the Classroom: Enhancing Students' Self-Efficacy and Attitudes

ERIC Educational Resources Information Center

Susskind, J.E.

2005-01-01

The current study examined the effects of non-interactive computer assisted instruction on students' performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was…
Developmental Education: Preparing Successful College Students. Monograph Series #24.

ERIC Educational Resources Information Center

Higbee, Jeanne L., Ed.; Dwinell, Patricia L., Ed.

The 16 chapters of this volume describe a wide variety of developmental programs intended to promote skill development and enhance academic performance for high-risk students at all levels of higher education. Following an introductory chapter by the editors, the chapters are: (1) "The Origin, Scope, and Outcomes of Developmental Education in the…
A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

ERIC Educational Resources Information Center

Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

2013-01-01

Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…
A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators.

PubMed

Wong, Florence Mei Fung

2018-06-18

Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. To understand students' learning through small group work from the perspectives of students and educators. A qualitative study with focus group interviews was carried out. Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment. Copyright © 2018 Elsevier Ltd. All rights reserved.
A conceptual approach to the development of motivational strategies.

PubMed

Wong, J; Wong, S; Mensah, L L

1983-03-01

Teachers in both general and professional education are well aware of the importance of motivation as the basis of effective teaching. Heidgerken maintains that a major problem that faces nursing educators is to select the right type of motivation and to know how to effect motivation. The authors propose a conceptual model for developing strategies to deal with motivational problems. This model is an application of Vroom's value/expectancy theory and Rotter's social learning theory, and is based on the premise that nursing faculty are in strategic positions to enhance student motivation for learning by manipulating variables that are believed to influence motivation. These suggested strategies include: enhancing student's need value by rewarding them with rewards that they value the most; increasing student's perceptions of a strong link between performance and rewards; providing students with consistent and clear role perceptions; improving student satisfaction towards learning.

Methods of learning in statistical education: Design and analysis of a randomized trial

NASA Astrophysics Data System (ADS)

Boyd, Felicity Turner

Background. Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims. The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods. Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results. Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions. No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms.
A case study of technology-enhanced active learning in introductory cellular biology

NASA Astrophysics Data System (ADS)

Chacon Diaz, Lucia Bernardette

Science teaching and learning in higher education has been evolving over the years to encourage student retention in STEM fields and reduce student attrition. As novel pedagogical practices emerge in the college science classroom, research on the effectiveness of such approaches must be undertaken. The following research applied a case study research design in order to evaluate the experiences of college students in a TEAL classroom. This case study was conducted during the 2017 Summer Cellular and Organismal Biology course at a four-year Hispanic Serving Institution located in the Southwest region of the United States. The main components evaluated were students' exam performance, self-efficacy beliefs, and behaviors and interactions in the Technology-Enhanced Active Learning (TEAL) classroom. The findings suggest that students enrolled in a TEAL classroom are equally capable of answering high and low order thinking questions. Additionally, students are equally confident in answering high and low order thinking items related to cellular biology. In the TEAL classroom, student-student interactions are encouraged and collaborative behaviors are exhibited. Gender and ethnicity do not influence self-efficacy beliefs in students in the TEAL room, and the overall class average of self-efficacy beliefs tended to be higher compared to exam performance. Based on the findings of this case study, TEAL classrooms are greatly encouraged in science higher education in order to facilitate learning and class engagement for all students. Providing students with the opportunity to expand their academic talents in the science classroom accomplishes a crucial goal in STEM higher education.
Enhancing meaningful learning and self-efficacy through collaboration between dental hygienist and physiotherapist students - a scholarship project.

PubMed

Johannsen, A; Bolander-Laksov, K; Bjurshammar, N; Nordgren, B; Fridén, C; Hagströmer, M

2012-11-01

Within the field of Dental Hygiene (DH) and Physiotherapy (PT), students are taught to use an evidence-based approach. Educators need to consider the nature of evidence-based practice from the perspective of content knowledge and learning strategies. Such effort to seek best available evidence and to apply a systematic and scholarly approach to teaching and learning is called scholarship of teaching and learning. To evaluate the application of the scholarship model including an evidence-based approach to enhance meaningful learning and self-efficacy among DH and PT students. Based on the research on student learning, three central theories were identified (constructivism, meaningful learning and self-efficacy). These were applied in our context to support learner engagement and the application of prior knowledge in a new situation. The DH students performed an oral health examination on the PT students, and the PT students performed an individual health test on the DH students; both groups used motivational interviewing. Documentation of student's learning experience was carried out through seminars and questionnaires. The students were overall satisfied with the learning experience. Most appreciated are that it reflected a 'real' professional situation and that it also reinforced important learning from their seminars. The scholarship model made the teachers aware of the importance of evidence-based teaching. Furthermore, the indicators for meaningful learning and increased self-efficacy were high, and the students became more engaged by practising in a real situation, more aware of other health professions and reflected about tacit knowledge. © 2012 John Wiley & Sons A/S.
Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops

NASA Astrophysics Data System (ADS)

DeSilva, L. Ajith; Pullen, Adam; Hasbun, J. E.

2018-05-01

This article examines the effect of voluntary workshops on students’ performance in a university for algebra-based introductory physics on the topics of electricity, magnetism and related areas. A workshop is an optional one-hour-per-week session that promotes a small group’s peer instruction and co-operative learning, in order to enhance the conceptual understanding of physical principles and to improve problem-solving skills. During the workshops, a small group of students were encouraged to exchange ideas in a co-operative learning environment. Most students enrolled were poorly motivated, underprepared, and did not possess the prerequisite mathematics needed. For those who attended workshops, the result of scores on a standardized conceptual survey in electricity and magnetism showed a pre-test-post-test gain of 21% in the number of correct responses. This is to be contrasted with a 5% increase for those students who did not attend workshops. Further, we present a breakdown of the final letter grades obtained by students who attended workshops versus those who did not. Since the introduction of the workshops (out of 374 students), 95% of those who attended made a ‘C’ or better in the course. This compares to only 50% of the students who did not attend workshops and making a ‘C’ or better. The workshops have been offered since the Fall of 2010, but analyzed data includes fourteen years of student letter grades from 2001 to 2014 in order to study the effects on the workshops of the D, F, or W grades (DFW rate). We report a 7% reduction of the DFW rates, which we attribute to the incorporation of the workshops. The workshops are easy to implement and relatively inexpensive, yet appear to be an effective instructional method that enhances the success of underprepared students.
Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program.

PubMed

Sinatra-Wilhelm, Tina

2012-01-01

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.
Enhanced Web-Based Otitis Study Case vs Simple Paper-Case: Impact on Medical Student Objective Structured Clinical Exam (OSCE) Performance.

PubMed

Malloy, Michael H

2002-12-01

Distance education methods have taken on greater importance as medical student education has moved off campus into the community. What the best methods are for conveying information to students at distant sites has not been determined. To determine if students at distant community sites who received an otitis media study case by e-mail that was enhanced with a referral to a web-based otitis study case, performed better on otitis OSCE stations than students who received the same case not enhanced with visuals or referrals to a web-based otitis case. Students were randomized by community site to receive either the enhanced (E) or simple otitis study case (S). Students were e-mailed an otitis media study case during the 5th week of the rotation. Those randomized to the E-case received a case that started with a case scenario followed by a "Task" that instructed them to go to this web address: http://www.aap.org/otitismedia/www/vc/ear/index.cfm (American Academy of Pediatrics Otitis Web Site). They were then to select "Case 1" which was a continuation of the case scenario present on their e-mail. A list of learning objectives was also printed on the e-mail. Students receiving the S-case viewed the same case scenario and objectives, but were not instructed to go to the web-page. All students rotated through two OSCE otitis stations. In the first station they interviewed a simulated patient(OSCE-SP) and counseled her on the management of her 12 month old with otitis. Within that station they viewed a video of a pneumoscopic exam of two ears, one ear with otitis and the other ear normal. At the 2 nd otitis station the student presented the case to a faculty and was asked a series of questions about otitis media(OSCE-PR). Scores on the two stations were compared by group. There were 198 students who took the OSCE. 178 (90%) responded to a survey that indicated they had opened and read the e-mailed case. There were 87 students in the E-group and 91 in the S-group. The mean ±s.d. OSCE-SP station score for the E-group was 72.6 ±12.0 vs 75.4 ±9.8 for the S-group, p=0.09. For the otitis presentation station the scores for the E-group and S-group were respectively, 82.9 ±9.6 and 83.7 ±9.4, p=0.55. These data suggest that enhanced visual distance education cases may offer no distinct advantage over simple paper-type case study guides.
Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.
Efficacy Enhancing Communication within the Online Courseroom

ERIC Educational Resources Information Center

Kasitz, Christine M.

2013-01-01

Online learning is becoming more prevalent in high schools especially with at-risk students who may need to recover credits to meet graduation requirements. The purpose of this study was to examine the effects of an online courseroom design that delivers performance-based efficacy enhancing feedback at regular intervals, rather than relying on the…
Computerised Accounting Software; A Curriculum That Enhances an Accounting Programme

ERIC Educational Resources Information Center

Machera, Robert P.; Machera, Precious C.

2017-01-01

There has been an outcry in commerce and industry about students who fail to perform in the accounting department due to lack of "practical accounting skills". It is from this background that the researchers were motivated to investigate the impact of a Computerised Accounting Software Curriculum that enhances an Accounting Programme. At…
An Analysis of Performance-Based Funding Policies and Recommendations for the Florida College System

ERIC Educational Resources Information Center

Balog, Scott E.

2016-01-01

Nearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure…
Information Feedback: Contributions to Learning and Performance in Perceptual Identification Training.

ERIC Educational Resources Information Center

Abrams, Alvin J.; Cook, Richard L.

In training people to perform auditory identification tasks (e.g., training students to identify sound characteristics in a sonar classification task), it is important to know whether or not training procedures are merely sustaining performance during training or whether they enhance learning of the task. Often an incorrect assumption is made that…
Erupting with Great Force: Performing Text to Enhance Reading Comprehension

ERIC Educational Resources Information Center

Bullion-Mears, Ann; McCauley, Joyce K.; McWhorter, J. YeVette

2007-01-01

Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants'…
Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education.

PubMed

Day, Cristi; Barker, Connie; Bell, Eva; Sefcik, Elizabeth; Flournoy, Deborah

Objective evaluation of distance-based family nurse practitioner (FNP) students can be challenging. One FNP program piloted a teaching innovation, the video-enhanced objective structured clinical examination (VE-OSCE) or "flip" of the traditional face-to-face OSCE, to assess student clinical performance in a controlled online environment using a teleconferencing platform. This project sought to assess the VE-OSCE design, implementation, and ability to identify FNP student learning needs.
PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure that PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Second Edition

ERIC Educational Resources Information Center

Bowman, Trinell; Wiener, Daniel; Reavis, Tamara; Griswold, Danielle

2013-01-01

Partnership for Assessment of Readiness for College and Careers (PARCC) member states regard assessments as tools for enhancing teaching and learning, and are committed to providing all students, including but not limited to, students with disabilities, English learners, English learners with disabilities, and underserved populations with…
PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Third Edition

ERIC Educational Resources Information Center

Bowman, Trinell; Wiener, Daniel; Reavis, Tamara; Griswold, Danielle

2014-01-01

Partnership for Assessment of Readiness for College and Careers (PARCC) member states regard assessments as tools for enhancing teaching and learning, and are committed to providing all students, including but not limited to, students with disabilities, English learners, English learners with disabilities, and underserved populations with…
Behavioral Management of Exceptional Children Using Video Games as Reward.

ERIC Educational Resources Information Center

Buckalew, L.W.; Buckalew, Patricia Bowman

1983-01-01

Seventeen children ranging in age from 9 to 15 years and from grades four and eight in five classes for students with emotional conflicts were placed on a video game reward system. The observation of enhanced classroom decorum and individual performance of students suggest the effectiveness of this reward in modifying behavior. (Author/PN)
Service-Learning May Influence Some Students' Attendance and Academic Performance

ERIC Educational Resources Information Center

Baumann, Paul

2014-01-01

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…
Toward Teaching Methods that Develop Learning and Enhance Problem Solving Skills in Engineering Students

ERIC Educational Resources Information Center

Loji, K.

2012-01-01

Problem solving skills and abilities are critical in life and more specifically in the engineering field. Unfortunately, significant numbers of South African students who are accessing higher education lack problem solving skills and this results in poor academic performance jeopardizing their progress especially from first to second year. On the…
Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance

ERIC Educational Resources Information Center

Rousu, Matthew C.; Corrigan, Jay R.; Harris, David; Hayter, Jill K.; Houser, Scott; Lafrancois, Becky A.; Onafowora, Olugbenga; Colson, Gregory; Hoffer, Adam

2015-01-01

Using 641 principles of economics students across four universities, the authors examine whether providing monetary incentives in a prisoner's dilemma game enhances student learning as measured by a set of common exam questions. Subjects either play a two-player prisoner's dilemma game for real money, play the same game with no money at stake…
Independent Research Projects in General Chemistry Classes as an Introduction to Peer-Reviewed Literature

ERIC Educational Resources Information Center

Tribe, Lorena; Cooper, Evan L.

2008-01-01

A well-structured independent literature research project with a poster session was used to introduce students to peer-reviewed literature in a general chemistry course. Overall, students reported an enhanced appreciation of the course due to performing research at some level, using peer-reviewed literature, and presenting their results in a…

Shared Video Media and Blogging Online: Educational Technologies for Enhancing Formative E-Assessment?

ERIC Educational Resources Information Center

Olofsson, Anders D.; Lindberg, J. Ola; Stodberg, Ulf

2011-01-01

Purpose: The purpose of this paper is to provide an understanding of students' meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own, and their co-students' performances, presented online through shared video media. Design/methodology/approach: The research relies on qualitative data to…
A Meta-Analysis of Single-Subject Research on Behavioral Momentum to Enhance Success in Students with Autism

ERIC Educational Resources Information Center

Cowan, Richard J.; Abel, Leah; Candel, Lindsay

2017-01-01

We conducted a meta-analysis of single-subject research studies investigating the effectiveness of antecedent strategies grounded in behavioral momentum for improving compliance and on-task performance for students with autism. First, we assessed the research rigor of those studies meeting our inclusionary criteria. Next, in order to apply a…
The Role of Flipped Learning in Managing the Cognitive Load of a Threshold Concept in Physiology

ERIC Educational Resources Information Center

Akkaraju, Shylaja

2016-01-01

To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided…
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

ERIC Educational Resources Information Center

Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan

2008-01-01

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…
The Effect of Book Blogging on the Motivation of 3rd-Grade Students

ERIC Educational Resources Information Center

Swanson, Kristen N.; Legutko, Robert S.

2008-01-01

A Web 2.0 technology was implemented during reading instruction in one 3rd-grade classroom in suburban southeastern Pennsylvania. Trained preservice teachers provided feedback to students via the World Wide Web to enhance their performance and social connections. Motivation scores were measured before and after the intervention was implemented. A…
Assessing the Success of a Discipline-Based Communication Skills Development and Enhancement Program in a Graduate Accounting Course

ERIC Educational Resources Information Center

Barratt, Catherine; Hanlon, Dean; Rankin, Michaela

2011-01-01

In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively…
Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

ERIC Educational Resources Information Center

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…
First-Year Seminar Intervention: Enhancing First-Year Mathematics Performance at the University of Johannesburg

ERIC Educational Resources Information Center

Jacobs, Melanie; Pretorius, Estherna

2016-01-01

South Africa has opened up access to higher education over the past 20 years. The massive increase in enrolments (with almost 70% first-generation students) substantially affects progress and graduation rates in Science programmes in higher education. First-year students in Science realise that university mathematics requires knowledge and skills…
Communication Skills and Its Impact on the Marketability of UKM Graduates

ERIC Educational Resources Information Center

Wahab, Ahmad Wazir Aiman Bin Mohd Abd; Ismail, Noor Akmal Shareela Binti

2014-01-01

Organizations have always placed emphasis on the public's voices as an effort to continue enhancing their service towards society. University's performance and its relevance in a nation is highly dependent on the marketability of its students. The ability to widely distribute their students and to heighten their mobility in society and in the work…
The Utility of Blended Learning in EFL Reading and Grammar: A Case for Moodle

ERIC Educational Resources Information Center

Bataineh, Ruba Fahmi; Mayyas, Mais Barjas

2017-01-01

This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students' reading comprehension and grammar performance. The study uses a quasi-experimental, pre- /post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental…
Content Delivery Using Augmented Reality to Enhance Students' Performance in a Building Design and Assembly Project

ERIC Educational Resources Information Center

Shirazi, Arezoo; Behzadan, Amir H.

2015-01-01

Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly…
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students with Mathematics Difficulties?

ERIC Educational Resources Information Center

Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James

2016-01-01

The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…
Creating Readable Handouts, Worksheets, Overheads, Tests, Review Materials, Study Guides, and Homework Assignments through Effective Typographic Design.

ERIC Educational Resources Information Center

Hoener, Arthur; And Others

1997-01-01

This article presents guidelines for using the principles of typography to enhance the readability and legibility of classroom print materials for students with mild disabilities. Different elements of type, line length, page margins, and spacing are addressed. Recommendations for preparing materials that promote student performance are provided.…
A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

ERIC Educational Resources Information Center

Du, Chan

2011-01-01

This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…
Enhancing Force Concept Inventory Diagnostics to Identify Dominant Misconceptions in First-Year Engineering Physics

ERIC Educational Resources Information Center

Martin-Blas, Teresa; Seidel, Luis; Serrano-Fernandez, Ana

2010-01-01

This work presents the results of a study whose aim is to detect systematic errors about the concept of force among freshmen students. The researchers analysed the results of the Force Concept Inventory test, which was administered to two different groups of students. The results show that, although there were significant performance variations…
Differential Effects of Goal Setting and Value Reappraisal on College Women's Motivation and Achievement in Statistics

ERIC Educational Resources Information Center

Acee, Taylor Wayne

2009-01-01

The purpose of this dissertation was to investigate the differential effects of goal setting and value reappraisal on female students' self-efficacy beliefs, value perceptions, exam performance and continued interest in statistics. It was hypothesized that the Enhanced Goal Setting Intervention (GS-E) would positively impact students'…
Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom

ERIC Educational Resources Information Center

Sternberg, Betty J.; Kaplan, Karen A.; Borck, Jennifer E.

2007-01-01

Adolescent literacy achievement across the United States is in crisis. More than eight million students in grades 4 to 12 are identified as struggling readers. These students, who perform below grade level in reading and writing, are at high risk for failure in all content subjects and ultimately for dropping out of school. Professionals in the…
Creating a Supportive Environment to Enhance Computer Based Learning for Underrepresented Minorities in College Algebra Classrooms

ERIC Educational Resources Information Center

Kendricks, Kimberly D.

2011-01-01

Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that…
Adding Debriefing to Objective Structured Clinical Examinations to Enhance Disability Cultural Sensitivity in Pharmacy Students

ERIC Educational Resources Information Center

Smith, Mark Joseph

2016-01-01

Debriefing was added to the design of an objective structured clinical examination (OSCE) after second-year pharmacy students performed poorly at considering patient disability in planning for patient care. This mixed-methods study examines secondary data to explore whether and how the addition of a debriefing to an OSCE impacted pharmacy…
How Do Tertiary Education Students Perceive Co-Curricular Activities under the New Education System?

ERIC Educational Resources Information Center

Wong, Helen; Leung, Simon

2018-01-01

Co-curricular activities in general are believed to be useful for students' development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education…

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning.

PubMed

Ennis, Catherine D

2017-09-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective." It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students' out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students' lives. It focuses on PE students' role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America - Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers' everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity.
YUCSA: A CLIPS expert database system to monitor academic performance

NASA Technical Reports Server (NTRS)

Toptsis, Anestis A.; Ho, Frankie; Leindekar, Milton; Foon, Debra Low; Carbonaro, Mike

1991-01-01

The York University CLIPS Student Administrator (YUCSA), an expert database system implemented in C Language Integrated Processing System (CLIPS), for monitoring the academic performance of undergraduate students at York University, is discussed. The expert system component in the system has already been implemented for two major departments, and it is under testing and enhancement for more departments. Also, more elaborate user interfaces are under development. We describe the design and implementation of the system, problems encountered, and immediate future plans. The system has excellent maintainability and it is very efficient, taking less than one minute to complete an assessment of one student.
The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate nonmajor biology course

NASA Astrophysics Data System (ADS)

Partin, Matthew L.

The problem addressed in this study stems from three crises currently faced by post-secondary science educators in the United States: relatively low scientific literacy among students entering college, the need for more students to pursue science related careers, and poor attitudes among students toward studying science. In this dissertation the following questions are addressed: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? This study also examines the effects of gender and ethnicity on motivation, attitudes, and course performance. The purpose of this study is to test a path model describing the mediating effects of motivation and attitudes on constructivist learning environments and course performance. The following study considers contemporary understanding of teaching and learning as well as motivation and attitudes to suggest a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of constructivist learning environments for undergraduate nonmajor biology courses. This study concludes that, although the classroom learning environment has a small direct effect on course performance, there is a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate indirect effect on attitudes toward biology. Furthermore, attitudes have a moderate direct effect on course performance and self-efficacy has a strong direct effect on both course performance and attitudes toward biology. Self-efficacy seems to be particularly important; however, each of these constructs is important in its own right and instructors in higher education should strive to enhance each of them among their students. If students are to learn using constructivist methods they need the proper motivation and positive attitudes to encourage them to prepare for class and to participate in class activities. Faculty may be viewed as students of pedagogy and leaders should model best practices and provide support for reform-based motivation-minded introductory biology courses. By enhancing attitudes and motivation of both faculty and students, the recommendations from this study may be a step forward in addressing some of the critical problems faced by leaders and educators in postsecondary science.
Australian University Students’ Coping Strategies and Use of Pharmaceutical Stimulants as Cognitive Enhancers

PubMed Central

Jensen, Charmaine; Forlini, Cynthia; Partridge, Brad; Hall, Wayne

2016-01-01

Background: There are reports that some university students are using prescription stimulants for non-medical ‘pharmaceutical cognitive enhancement (PCE)’ to improve alertness, focus, memory, and mood in an attempt to manage the demands of study at university. Purported demand for PCEs in academic contexts have been based on incomplete understandings of student motivations, and often based on untested assumptions about the context within which stimulants are used. They may represent attempts to cope with biopsychosocial stressors in university life by offsetting students’ inadequate coping responses, which in turn may affect their cognitive performance. This study aimed to identify (a) what strategies students adopted to cope with the stress of university life and, (b) to assess whether students who have used stimulants for PCE exhibit particular stress or coping patterns. Methods: We interviewed 38 university students (with and without PCE experience) about their experience of managing student life, specifically their: educational values; study habits; achievement; stress management; getting assistance; competing activities and demands; health habits; and cognitive enhancement practices. All interview transcripts were coded into themes and analyzed. Results: Our thematic analysis revealed that, generally, self-rated coping ability decreased as students’ self-rated stress level increased. Students used emotion- and problem-focused coping for the most part and adjustment-focused coping to a lesser extent. Avoidance, an emotion-focused coping strategy, was the most common, followed by problem-focused coping strategies, the use of cognition on enhancing substances, and planning and monitoring of workload. PCE users predominantly used avoidant emotion-focused coping strategies until they no longer mitigated the distress of approaching deadlines resulting in the use of prescription stimulants as a substance-based problem-focused coping strategy. Conclusion: Our study suggests that students who choose coping responses that do not moderate stress where possible, may cause themselves additional distress and avoid learning more effective coping responses. Helping students to understand stress and coping, and develop realistic stress appraisal techniques, may assist students in general to maintain manageable distress levels and functioning. Furthermore, assisting students who may be inclined to use prescription stimulants for cognitive enhancement may reduce possible drug-related harms. PMID:26973573
Musically Meaningful: The Interpersonal Goals of Performance

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2014-01-01

To enhance music learning and performance, teachers can direct learners toward authentic, interpersonal goals. Teachers' aspirations for their students' positive musical experiences may be realized when learners seek to connect with their audiences and evoke responses in listeners. Instead of anxiety-promoting concerns over judgment,…
Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study.

PubMed

Chew, Boon How; Zain, Azhar Md; Hassan, Faezah

2013-03-27

Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.
Effectiveness of patient feedback as an educational intervention to improve medical student consultation (PTA Feedback Study): study protocol for a randomized controlled trial.

PubMed

Lai, Michelle Mei Yee; Roberts, Noel; Martin, Jenepher

2014-09-17

Oral feedback from clinical educators is the traditional teaching method for improving clinical consultation skills in medical students. New approaches are needed to enhance this teaching model. Multisource feedback is a commonly used assessment method for learning among practising clinicians, but this assessment has not been explored rigorously in medical student education. This study seeks to evaluate if additional feedback on patient satisfaction improves medical student performance. The Patient Teaching Associate (PTA) Feedback Study is a single site randomized controlled, double-blinded trial with two parallel groups.An after-hours general practitioner clinic in Victoria, Australia, is adapted as a teaching clinic during the day. Medical students from two universities in their first clinical year participate in six simulated clinical consultations with ambulatory patient volunteers living with chronic illness. Eligible students will be randomized in equal proportions to receive patient satisfaction score feedback with the usual multisource feedback and the usual multisource feedback alone as control. Block randomization will be performed. We will assess patient satisfaction and consultation performance outcomes at baseline and after one semester and will compare any change in mean scores at the last session from that at baseline. We will model data using regression analysis to determine any differences between intervention and control groups. Full ethical approval has been obtained for the study. This trial will comply with CONSORT guidelines and we will disseminate data at conferences and in peer-reviewed journals. This is the first proposed trial to determine whether consumer feedback enhances the use of multisource feedback in medical student education, and to assess the value of multisource feedback in teaching and learning about the management of ambulatory patients living with chronic conditions. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12613001055796.
Digital recording as a teaching and learning method in the skills laboratory.

PubMed

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.
Textual production of children without learning difficulties.

PubMed

Santos, Maria Aparecida Gonçalves dos; Hage, Simone Rocha de Vasconcellos

2015-01-01

To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year. Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used. Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools. Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.
Effects of Subliminal Symbiotic Stimulation on Academic Performance: Further Evidence on the Adaptation-Enhancing Effects of Oneness Fantasies.

ERIC Educational Resources Information Center

Parker, Kenneth A.

1982-01-01

College students (N=60), divided into three matched groups, received subliminal stimulation. The main dependent variable was the final examination grade. Results indicated that both experimental groups earned significantly higher grades than the control group and that the stimulation of oneness fantasies has an adaptation-enhancing effect on…
Principals' Human Capital Development Practices for Enhancing Staff Personnel Administration in Secondary Schools in Oyo State, Nigeria

ERIC Educational Resources Information Center

Chidi, Nnebedum; Victor, Akinfolarin Akinwale

2017-01-01

Unsatisfactory performance of secondary school students in external examinations in Oyo State seems to suggest lapses in principals' application of human capital development practices especially in the areas of training and mentoring of teachers to enhance instructional delivery. This unpleasant state of affair necessitated the researchers to…
Using Theoretical Models to Examine the Acceptance Behavior of Mobile Phone Messaging to Enhance Parent-Teacher Interactions

ERIC Educational Resources Information Center

Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun

2013-01-01

Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…
Mathematics Competency for Beginning Chemistry Students Through Dimensional Analysis.

PubMed

Pursell, David P; Forlemu, Neville Y; Anagho, Leonard E

2017-01-01

Mathematics competency in nursing education and practice may be addressed by an instructional variation of the traditional dimensional analysis technique typically presented in beginning chemistry courses. The authors studied 73 beginning chemistry students using the typical dimensional analysis technique and the variation technique. Student quantitative problem-solving performance was evaluated. Students using the variation technique scored significantly better (18.3 of 20 points, p < .0001) on the final examination quantitative titration problem than those who used the typical technique (10.9 of 20 points). American Chemical Society examination scores and in-house assessment indicate that better performing beginning chemistry students were more likely to use the variation technique rather than the typical technique. The variation technique may be useful as an alternative instructional approach to enhance beginning chemistry students' mathematics competency and problem-solving ability in both education and practice. [J Nurs Educ. 2017;56(1):22-26.]. Copyright 2017, SLACK Incorporated.
Using Communication Technology to Enhance Interprofessional Education Simulations

PubMed Central

Shrader, Sarah; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-01-01

Objective. To determine the impact of simulations using an alternative method of communication on students’ satisfaction, attitudes, confidence, and performance related to interprofessional communication. Design. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Assessment. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Conclusion. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum. PMID:26941439
Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study

NASA Astrophysics Data System (ADS)

Biggam, John

There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.
Caffeine Enhances Memory Performance in Young Adults during Their Non-optimal Time of Day

PubMed Central

Sherman, Stephanie M.; Buckley, Timothy P.; Baena, Elsa; Ryan, Lee

2016-01-01

Many college students struggle to perform well on exams in the early morning. Although students drink caffeinated beverages to feel more awake, it is unclear whether these actually improve performance. After consuming coffee (caffeinated or decaffeinated), college-age adults completed implicit and explicit memory tasks in the early morning and late afternoon (Experiment 1). During the morning, participants ingesting caffeine demonstrated a striking improvement in explicit memory, but not implicit memory. Caffeine did not alter memory performance in the afternoon. In Experiment 2, participants engaged in cardiovascular exercise in order to examine whether increases in physiological arousal similarly improved memory. Despite clear increases in physiological arousal, exercise did not improve memory performance compared to a stretching control condition. These results suggest that caffeine has a specific benefit for memory during students’ non-optimal time of day – early morning. These findings have real-world implications for students taking morning exams. PMID:27895607
Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

PubMed

Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

2015-03-01

Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.
Testing the effect of a science-enhanced curriculum on the science achievement and agricultural competency of secondary agricultural education students

NASA Astrophysics Data System (ADS)

Haynes, James Christopher

Scope and Method of Study. The purpose of this study was to determine if a science-enhanced curriculum produced by the Center for Agricultural and Environmental Research and Training (CAERT) taught in a secondary level animal science or horticulture course would improve students' understanding of selected scientific principles significantly, when compared to students who were instructed using a traditional curriculum. A secondary purpose was to determine the effect that the science-enhanced CAERT curriculum would have on students' agricultural knowledge when compared to students who were instructed using a traditional curriculum. The design of the study was ex post facto, causal comparative because no random assignment of the treatment group occurred. Findings and Conclusions. No statistically significant difference was found between the treatment and comparison groups regarding science achievement. However, the mean score of the treatment group was slightly larger than the comparison group indicating a slightly higher achievement level; a "Small" effect size (d = .16) for this difference was calculated. It was determined that a statistically significant difference (p < .05) existed in agriculture competency scores in animal science (p = .001) and horticulture (p = .000) as a result of the treatment. Moreover, this was considered to be a "very large" effect (d = 1.18) in animal science and a "large" effect (d = .92) in horticulture. When considering student achievement in science, this study found that the use of the science-enhanced CAERT curriculum did not result in a statistically significant increase (p < .05) in student performance as determined by the TerraNova3 science proficiency examination. However, students who were instructed using the CAERT curriculum scored better overall than those who were instructed using a "traditional" curriculum.
Clinical skills-related learning goals of senior medical students after performance feedback.

PubMed

Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific clinical skills learning goals. Many low-performing students did not write learning goals concordant with their areas of weakness. Future work might focus on enhancing low performers' continued learning in areas of performance deficits. © Blackwell Publishing Ltd 2011.
The recording of student performance in the microbiology laboratory as a training, tutorial, and motivational tool.

PubMed

Lipson, Steven M; Gair, Marina

2011-01-01

The laboratory component of a microbiology course consists of exercises which mandate a level of proficiency and manual dexterity equal to and often beyond that recognized among other biology courses. Bacterial growth, maintenance, identification (e.g., Gram stain, biochemical tests, genomics), as well as the continuous need to maintain laboratory safety and sterile technique, are only a few skills/responsibilities critical to the discipline of microbiology. Performance of the Gram stain remains one of the most basic and pivotal skills that must be mastered in the microbiology laboratory. However, a number of students continually have difficulty executing the Gram stain and preparative procedures associated with the test. In order to address this issue, we incorporated real-time digital recording as a supplemental teaching aid in the microbiology laboratory. Our use of the digital movie camera in the teaching setting served to enhance interest, motivate students, and in general, improve student performance.

Systematic review of effectiveness of situated e-learning on medical and nursing education.

PubMed

Feng, Jui-Ying; Chang, Yi-Ting; Chang, Hsin-Yi; Erdley, William Scott; Lin, Chyi-Her; Chang, Ying-Ju

2013-08-01

Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students. © 2013 Sigma Theta Tau International.
Using web-based video to enhance physical examination skills in medical students.

PubMed

Orientale, Eugene; Kosowicz, Lynn; Alerte, Anton; Pfeiffer, Carol; Harrington, Karen; Palley, Jane; Brown, Stacey; Sapieha-Yanchak, Teresa

2008-01-01

Physical examination (PE) skills among U.S. medical students have been shown to be deficient. This study examines the effect of a Web-based physical examination curriculum on first-year medical student PE skills. Web-based video clips, consisting of instruction in 77 elements of the physical examination, were created using Microsoft Windows Moviemaker software. Medical students' PE skills were evaluated by standardized patients before and after implementation of the Internet-based video. Following implementation of this curriculum, there was a higher level of competency (from 87% in 2002-2003 to 91% in 2004-2005), and poor performances on standardized patient PE exams substantially diminished (from a 14%-22%failure rate in 2002-2003, to 4% in 2004-2005. A significant improvement in first-year medical student performance on the adult PE occurred after implementing Web-based instructional video.
Test-Enhanced Learning in Competence-Based Predoctoral Orthodontics: A Four-Year Study.

PubMed

Freda, Nicolas M; Lipp, Mitchell J

2016-03-01

Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach.
Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.
An Ounce of Prevention

ERIC Educational Resources Information Center

Sternbach, David

2004-01-01

The quality of students' lives can be greatly enhanced through music, and teachers know that musicians at all levels risk injury when they practice and perform. Overuse injuries are painful, disrupt progress, and can even permanently halt performing careers. Expert treatment can be difficult to find on short notice, especially when an injured…
School Gardens Enhance Academic Performance and Dietary Outcomes in Children

ERIC Educational Resources Information Center

Berezowitz, Claire K.; Bontrager Yoder, Andrea B.; Schoeller, Dale A.

2015-01-01

Background: Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Methods: Database searches in CABI,…
The Effects of Motoric Action and Organization on Children's Memory.

ERIC Educational Resources Information Center

Heindel, Patricia; Kose, Gary

1990-01-01

Two experiments examined preschool, first, and third grade students for the effects of motoric activities on memory performance. Findings for the first experiment revealed that, although organizational differences affected memory performance, the drawing of configurations enhanced the effect of unitary organization. In the second experiment,…
Significant Differences in Pediatric Psychotropic Side Effects: Implications for School Performance

ERIC Educational Resources Information Center

Kubiszyn, Thomas; Mire, Sarah; Dutt, Sonia; Papathopoulos, Katina; Burridge, Andrea Backsheider

2012-01-01

Some side effects (SEs) of increasingly prescribed psychotropic medications can impact student performance in school. SE risk varies, even among drugs from the same class (e.g., antidepressants). Knowing which SEs occur significantly more often than others may enable school psychologists to enhance collaborative risk-benefit analysis, medication…
Technology-Enhanced Learning in College Mathematics Remediation

ERIC Educational Resources Information Center

Foshee, Cecile M.; Elliott, Stephen N.; Atkinson, Robert K.

2016-01-01

US colleges presently face an academic plight; thousands of high school graduates are performing below the expected ability for college-level mathematics. This paper describes an innovative approach intended to improve the mathematics performance of first-year college students, at a large US university. The innovation involved the integration of…
Connecting qualitative observation and quantitative measurement for enhancing quantitative literacy in plant anatomy course

NASA Astrophysics Data System (ADS)

Nuraeni, E.; Rahmat, A.

2018-05-01

Forming of cognitive schemes of plant anatomy concepts is performed by processing of qualitative and quantitative data obtained from microscopic observations. To enhancing student’s quantitative literacy, strategy of plant anatomy course was modified by adding the task to analyze quantitative data produced by quantitative measurement of plant anatomy guided by material course. Participant in this study was 24 biology students and 35 biology education students. Quantitative Literacy test, complex thinking in plant anatomy test and questioner used to evaluate the course. Quantitative literacy capability data was collected by quantitative literacy test with the rubric from the Association of American Colleges and Universities, Complex thinking in plant anatomy by test according to Marzano and questioner. Quantitative literacy data are categorized according to modified Rhodes and Finley categories. The results showed that quantitative literacy of biology education students is better than biology students.
A Comparative Study of the Impacts and Students' Perceptions of Indoor and Outdoor Learning in the Science Classroom

ERIC Educational Resources Information Center

Dhanapal, Saroja; Lim, Cally Cheng Yee

2013-01-01

The increasing awareness among educators around the world on the specialities of indoor and outdoor learning in enhancing students' academic performance and development of skills and attitudes influenced the purposes and background of this research study (Fagerstam, 2012; Jordet, 2010; Martin, 2010; Rickinson et al., 2004). Two key purposes…
A Two-Stage Multi-Agent Based Assessment Approach to Enhance Students' Learning Motivation through Negotiated Skills Assessment

ERIC Educational Resources Information Center

Chadli, Abdelhafid; Bendella, Fatima; Tranvouez, Erwan

2015-01-01

In this paper we present an Agent-based evaluation approach in a context of Multi-agent simulation learning systems. Our evaluation model is based on a two stage assessment approach: (1) a Distributed skill evaluation combining agents and fuzzy sets theory; and (2) a Negotiation based evaluation of students' performance during a training…
How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

ERIC Educational Resources Information Center

Kitchakarn, Orachorn

2016-01-01

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…
Students as Teachers: Effectiveness of a Peer-Led STEM Learning Programme over 10 Years

ERIC Educational Resources Information Center

Drane, Denise; Micari, Marina; Light, Gregory

2014-01-01

Peer-led small-group learning has been used quite extensively in the US to enhance performance and retention of undergraduate students in science, math, and engineering classes. This study presents the results from an evaluation of a peer-led small-group programme at a research university in the US over a 10-year period across five disciplines…
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2015-01-01

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…
Enhancing the Popular Music Ensemble Workshop and Maximising Student Potential through the Integration of Creativity

ERIC Educational Resources Information Center

Hall, Richard

2015-01-01

Ensemble work is a key part of any performance-based popular music course and involves students replicating existing music or playing "covers". The creative process in popular music is a collaborative one and the ensemble workshop can be utilised to facilitate active learning and develop musical creativity within a group setting. This is…
Technology and Higher Education: The Impact of E-Learning Approaches on Student Academic Achievement, Perceptions and Persistence

ERIC Educational Resources Information Center

Nora, Amaury; Snyder, Blanca Plazas

2009-01-01

While e-learning, Web-enhanced instruction, and other forms of instructional technology have been touted as an effective way of addressing student withdrawal and academic performance, there are those (Carr, 2000) that report both program and end-of-semester course completion rates in distance education courses as merely acceptable compared to more…
Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2017-01-01

As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study…
Designing Chemistry Practice Exams for Enhanced Benefits: An Instrument for Comparing Performance and Mental Effort Measures

ERIC Educational Resources Information Center

Knaus, Karen J.; Murphy, Kristen L.; Holme, Thomas A.

2009-01-01

The design and use of a chemistry practice exam instrument that includes a measure for student mental effort is described in this paper. Use of such an instrument can beneficial to chemistry students and chemistry educators as well as chemical education researchers from both a content and cognitive science perspective. The method for calculating…
Improving Teaching Capacity to Increase Student Achievement: The Key Role of Data Interpretation by School Leaders

ERIC Educational Resources Information Center

Lynch, David; Smith, Richard; Provost, Steven; Madden, Jake

2016-01-01

Purpose: This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as "whole of school" metrics are useful for…

Enhancing the Mathematics Skills of Students Enrolled in Introductory Engineering Courses: Eliminating the Gap in Incoming Academic Preparation

ERIC Educational Resources Information Center

Tolley, Patricia A.; Blat, Catherine; McDaniel, Christopher; Blackmon, Donald; Royster, David

2012-01-01

Several studies strongly support the relationship between mathematics performance and retention of engineering students. There is also substantial evidence that nationally almost half of college freshmen could benefit from some mathematics remediation. The purpose of this study was to determine if the use of WeBWorK as an instructional technology…
Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configuration Courses

ERIC Educational Resources Information Center

Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, C. D.

2012-01-01

Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating…
Exploring How Teacher-Related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Hegedus, Stephen J.; Tapper, John; Dalton, Sara

2016-01-01

In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on…
Project S.T.A.R.S. Student Training at Retail Stores. Cooperative Demonstration Program. Final Performance Report.

ERIC Educational Resources Information Center

Gray, Barbara

The Student Training at Retail Stores (STARS) project was evaluated during the 1989-90 school year. With the collaboration of business a 3-semester program of intense occupational, vocational, and career education was developed to enhance job skills and secure retail sales jobs for high school juniors with moderate learning, speech, emotional, and…
To Slideware or Not to Slideware: Students' Experiences with PowerPoint vs. Lecture

ERIC Educational Resources Information Center

Amare, Nicole

2006-01-01

This study analyzes the performance and attitudes of technical writing students in PowerPoint-enhanced and in non-PowerPoint lectures. Four classes of upper-level undergraduates (n = 84) at a mid-sized, Southern university taking a one-semester technical writing course were surveyed at the beginning and end of the course about their perceptions of…
Are They Using My Feedback? The Extent of Students' Feedback Use Has a Large Impact on Subsequent Academic Performance

ERIC Educational Resources Information Center

Zimbardi, Kirsten; Colthorpe, Kay; Dekker, Andrew; Engstrom, Craig; Bugarcic, Andrea; Worthy, Peter; Victor, Ruban; Chunduri, Prasad; Lluka, Lesley; Long, Phil

2017-01-01

Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams…
The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics

ERIC Educational Resources Information Center

Dioso-Henson, Luzale

2012-01-01

Formalised peer-to-peer collaboration and the use of web-enhanced materials that are consistent with course objectives, graded assessments and learning outcomes is well known in educational practice. This study compared the academic gains of college students enrolled in Physics using Reciprocal Peer Tutoring (RPT) with others using non-Reciprocal…
Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

ERIC Educational Resources Information Center

Calub, Cecilia L.; Calub, Francelle L.

2017-01-01

This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in,…
Performing the Future: On the Use of Drama in Philosophy Courses for Science Students

ERIC Educational Resources Information Center

Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub

2016-01-01

Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and…
CaPOW! Using Problem Sets in a Capstone Course to Improve Fourth-Year Medical Students' Confidence in Self-Directed Learning.

PubMed

Clay, Alison S; Ming, David Y; Knudsen, Nancy W; Engle, Deborah L; Grochowski, Colleen O'Connor; Andolsek, Kathryn M; Chudgar, Saumil M

2017-03-01

Despite the importance of self-directed learning (SDL) in the field of medicine, individuals are rarely taught how to perform SDL or receive feedback on it. Trainee skill in SDL is limited by difficulties with self-assessment and goal setting. Ninety-two graduating fourth-year medical students from Duke University School of Medicine completed an individualized learning plan (ILP) for a transition-to-residency Capstone course in spring 2015 to help foster their skills in SDL. Students completed the ILP after receiving a personalized report from a designated faculty coach detailing strengths and weaknesses on specific topics (e.g., pulmonary medicine) and clinical skills (e.g., generating a differential diagnosis). These were determined by their performance on 12 Capstone Problem Sets of the Week (CaPOWs) compared with their peers. Students used transitional-year milestones to self-assess their confidence in SDL. SDL was successfully implemented in a Capstone course through the development of required clinically oriented problem sets. Coaches provided guided feedback on students' performance to help them identify knowledge deficits. Students' self-assessment of their confidence in SDL increased following course completion. However, students often chose Capstone didactic sessions according to factors other than their CaPOW performance, including perceived relevance to planned specialty and session timing. Future Capstone curriculum changes may further enhance SDL skills of graduating students. Students will receive increased formative feedback on their CaPOW performance and be incentivized to attend sessions in areas of personal weakness.
Enhancing mechanics learning through cognitively appropriate instruction

NASA Astrophysics Data System (ADS)

Espinoza, Fernando

2004-03-01

The unquestionably central role of physics in the development of scientific literacy is undermined by its perceived difficulty. An investigation of high school students' use of the concepts of momentum and force suggests that, in the case of mechanics, the reason for physics' unpopularity and image as a 'hard' subject is largely due to an incompatibility between the way it is taught in the standard model and students' cognitive representations. An analysis of high school students' understanding and use of force and momentum strongly implies that conservation laws should precede dynamics and kinematics in the physics curriculum due to the cognitive precedence of momentum over force. This conclusion is based on two findings: (a) students performed better at momentum than at force in pre-instructional activities; (b) an inversion in the order of introduction of topics shows that covering momentum before force is superior to the standard approach in enhancing students' understanding of mechanics. The study therefore provides a pedagogical rationale for physics instruction that is consistent with current learning theory.
Effect of teaching mathematics using GeoGebra on students' with dissimilar spatial visualisation

NASA Astrophysics Data System (ADS)

Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad; Luan, Wong Su

2015-10-01

This study examined the effects of GeoGebra on mathematics performance of students with different spatial visualization. A qusai-experimental, pretest-posttest control group design was conducted. A total of 71 students from two intact groups were involved in the study. They were in two groups and each group was randonly assigned to the experimental group (36 students) and control group (35 students). A spatial visual test to identify students with high or low visualization, and a mathematics performance pre-test were administered at the initial stage of this study. A post-test was administered after 12 weeks of treatment using GeoGebra. Analyses of Covarion (ANCOVA) was used to adjust for the pre-test score. Findings showed that the group with access to GeoGebra achieved significantly better test scores in the posttest as compared to the group which followed the traditional teaching method. A two-way ANCOVA used to analyse the effect of students' spatial visualization on post-test performance showed that there was no effect. The results from this study suggested that using GeoGebra had helped the students to score better in the posttest. However, there is no significance difference on mathematics performances on students with difference types of spatial visualisastion. This study indicates that GeoGebra is useful in enhancing the teaching and learning of mathematics.
Effects of performance feedback and coaching on the problem-solving process: Improving the integrity of implementation and enhancing student outcomes

NASA Astrophysics Data System (ADS)

Lundahl, Allison A.

Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.
A “Hybrid” Bacteriology Course: The Professor’s Design and Expectations; The Students’ Performance and Assessment

PubMed Central

KRAWIEC, STEVEN; SALTER, DIANE; KAY, EDWIN J.

2005-01-01

A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a “hybrid” course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course. PMID:23653558
A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.
The effect of magnification loupes on the performance of preclinical dental students.

PubMed

Maggio, Margrit P; Villegas, Hilda; Blatz, Markus B

2011-01-01

optical magnifying devices such as magnification loupes are increasingly used in clinical practice and educational settings. However, scientific evidence to validate their benefits is limited. This study assessed the effect of dental magnification loupes on psychomotor skill acquisition during a preclinical operative dentistry course. the performance of first-year dental students was assessed during an Advanced Simulation Course (AS) using virtual reality-based technology (VRBT) training. The test group consisted of 116 dental students using magnification loupes (+MAG), while students not using them (-MAG, n = 116) served as the control. The following parameters were evaluated: number of successfully passing preparation procedures per course rotation, amount of time per tooth preparation, number of times students needed computer assistance and evaluation, and amount of time spent in the computer assistance and evaluation mode per procedure. Data were collected on each student through VRBT during the preparation procedure and stored on a closed network server computer. Unpaired t tests were used to analyze mean differences between the groups. In addition, student acceptance of magnification loupes was measured and evaluated through survey interpretation. +MAG students completed more preparations, worked faster per procedure, and used the computer-assisted evaluation less frequently and for shorter periods, therefore displaying greater overall performance. The survey revealed a high degree of student acceptance of using magnification. dental magnification loupes significantly enhanced student performance during preclinical dental education and were considered an effective adjunct by the students who used them.
Veterinary student attitudes toward curriculum integration at James Cook University.

PubMed

Cavalieri, John

2009-01-01

The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.
Visualizing Motion Patterns in Acupuncture Manipulation.

PubMed

Lee, Ye-Seul; Jung, Won-Mo; Lee, In-Seon; Lee, Hyangsook; Park, Hi-Joon; Chae, Younbyoung

2016-07-16

Acupuncture manipulation varies widely among practitioners in clinical settings, and it is difficult to teach novice students how to perform acupuncture manipulation techniques skillfully. The Acupuncture Manipulation Education System (AMES) is an open source software system designed to enhance acupuncture manipulation skills using visual feedback. Using a phantom acupoint and motion sensor, our method for acupuncture manipulation training provides visual feedback regarding the actual movement of the student's acupuncture manipulation in addition to the optimal or intended movement, regardless of whether the manipulation skill is lifting, thrusting, or rotating. Our results show that students could enhance their manipulation skills by training using this method. This video shows the process of manufacturing phantom acupoints and discusses several issues that may require the attention of individuals interested in creating phantom acupoints or operating this system.
Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

PubMed

Behling, K C; Murphy, M M; Mitchell-Williams, J; Rogers-McQuade, H; Lopez, O J

2016-12-01

As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant ( p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students' perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.
Improving Student Achievement in Math and Science

NASA Technical Reports Server (NTRS)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order thinking via the incorporation of Global Learning Observations To Benefit the Environment (GLOBE), Mission to Planet Earth and the use of Geographic Imaging Systems into the K-12th grade curriculum.

Enhancing Students' Performance in the English Language through Literature-in-English in the Secondary Schools

ERIC Educational Resources Information Center

Adejimola, Amuseghan Sunday; Ojuolape, Momoh Adenike

2013-01-01

This paper examines the relationship between the English Language and Literature-in-English in secondary schools in Nigeria. The purpose is to explore and expose the interdependence of the two subjects in enhancing English language competence. Apart from the educational advantages, it is also in the opinion of the writer that language is not only…
Mechanisms for Enhancing Teachers' Effectiveness in the Implementation of Agricultural Science Programme in Secondary Schools in Afikpo Education Zone of Ebonyi State

ERIC Educational Resources Information Center

Ndem, Joseph Ukah

2016-01-01

Poor performance of students in agricultural science at the internal and external examinations has been attributed to ineffectiveness of the agricultural science teachers at the secondary schools in Afikpo education zone of Ebonyi State, therefore, this research determined the mechanisms for enhancing the teachers' effectiveness in the…
A learning performance study between the conventional approach and augmented reality textbook among secondary school students

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches.
Probabilities and predictions: modeling the development of scientific problem-solving skills.

PubMed

Stevens, Ron; Johnson, David F; Soller, Amy

2005-01-01

The IMMEX (Interactive Multi-Media Exercises) Web-based problem set platform enables the online delivery of complex, multimedia simulations, the rapid collection of student performance data, and has already been used in several genetic simulations. The next step is the use of these data to understand and improve student learning in a formative manner. This article describes the development of probabilistic models of undergraduate student problem solving in molecular genetics that detailed the spectrum of strategies students used when problem solving, and how the strategic approaches evolved with experience. The actions of 776 university sophomore biology majors from three molecular biology lecture courses were recorded and analyzed. Each of six simulations were first grouped by artificial neural network clustering to provide individual performance measures, and then sequences of these performances were probabilistically modeled by hidden Markov modeling to provide measures of progress. The models showed that students with different initial problem-solving abilities choose different strategies. Initial and final strategies varied across different sections of the same course and were not strongly correlated with other achievement measures. In contrast to previous studies, we observed no significant gender differences. We suggest that instructor interventions based on early student performances with these simulations may assist students to recognize effective and efficient problem-solving strategies and enhance learning.
Enhancing Educational Performance for Remote Aboriginal Australians: What Is the Impact of Attendance on Performance?

ERIC Educational Resources Information Center

Jorgensen, Robyn

2012-01-01

The educational performance of Aboriginal Australians lags behind non-Indigenous Australians with the gap increasing the longer students remain at school. The Australian government has released its Closing the Gap policy with the specific intent to redress gaps in health, education and housing, as these are seen as key indicators to life success.…
Cognitive Enhancement Using ICT and Its Ethical Implications.

PubMed

Doukakis, Spyros; Stamatellos, Giannis; Glinou, Nektaria

2017-01-01

The utilization of digital tools aiming at the cognitive enhancement of students and adults, so that they can achieve better performance and professional or academic success, has increased in recent years. This paper focuses on ICT tools such as computer games, programming languages and educational software as means for cognitive enhancement and attempts to highlight their contributions. Issues of design and the limitations of digital tools are discussed. In the final section, the ethical implications of using educational ICT tools for cognitive enhancement from a virtue ethics perspective are presented.
Factors affecting Korean nursing student empowerment in clinical practice.

PubMed

Ahn, Yang-Heui; Choi, Jihea

2015-12-01

Understanding the phenomenon of nursing student empowerment in clinical practice is important. Investigating the cognition of empowerment and identifying predictors are necessary to enhance nursing student empowerment in clinical practice. To identify empowerment predictors for Korean nursing students in clinical practice based on studies by Bradbury-Jones et al. and Spreitzer. A cross-sectional design was used for this study. This study was performed in three nursing colleges in Korea, all of which had similar baccalaureate nursing curricula. Three hundred seven junior or senior nursing students completed a survey designed to measure factors that were hypothesized to influence nursing student empowerment in clinical practice. Data were collected from November to December 2011. Study variables included self-esteem, clinical decision making, being valued as a learner, satisfaction regarding practice with a team member, perception on professor/instructor/clinical preceptor attitude, and total number of clinical practice fields. Data were analyzed using stepwise multiple regression analyses. All of the hypothesized study variables were significantly correlated to nursing student empowerment. Stepwise multiple regression analysis revealed that clinical decision making in nursing (t=7.59, p<0.001), being valued as a learner (t=6.24, p<0.001), self-esteem (t=3.62, p<0.001), and total number of clinical practice fields (t=2.06, p=0.040). The explanatory power of these predictors was 35% (F=40.71, p<0.001). Enhancing nursing student empowerment in clinical practice will be possible by using educational strategies to improve nursing student clinical decision making. Simultaneously, attitudes of nurse educators are also important to ensure that nursing students are treated as valued learners and to increase student self-esteem in clinical practice. Finally, diverse clinical practice field environments should be considered to enhance experience. Copyright © 2015 Elsevier Ltd. All rights reserved.
Modeling discourse management compared to other classroom management styles in university physics

NASA Astrophysics Data System (ADS)

Desbien, Dwain Michael

2002-01-01

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.
Incremental effects of reward on creativity.

PubMed

Eisenberger, R; Rhoades, L

2001-10-01

The authors examined 2 ways reward might increase creativity. First, reward contingent on creativity might increase extrinsic motivation. Studies 1 and 2 found that repeatedly giving preadolescent students reward for creative performance in 1 task increased their creativity in subsequent tasks. Study 3 reported that reward promised for creativity increased college students' creative task performance. Second, expected reward for high performance might increase creativity by enhancing perceived self-determination and, therefore, intrinsic task interest. Study 4 found that employees' intrinsic job interest mediated a positive relationship between expected reward for high performance and creative suggestions offered at work. Study 5 found that employees' perceived self-determination mediated a positive relationship between expected reward for high performance and the creativity of anonymous suggestions for helping the organization.
Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study.

PubMed

Massey, D; Byrne, J; Higgins, N; Weeks, B; Shuker, M-A; Coyne, E; Mitchell, M; Johnston, A N B

2017-07-01

Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Association of school performance indicators with implementation of the healthy kids, smart kids programme: case study.

PubMed

Nansel, Tonja R; Huang, Terry T K; Rovner, Alisha J; Sanders-Butler, Yvonne

2010-01-01

The purpose of the present analysis was to examine secular trends in school performance indicators in relationship to the implementation of a programme targeting the school food and physical activity environment. Data on available school performance indicators were obtained; retrospective analyses were conducted to assess trends in indicators in association with programme implementation; each outcome was regressed v. year, beginning with the year prior to programme implementation. The Healthy Kids, Smart Kids programme, a grass-roots effort to enhance the school food and physical activity environment in the Browns Mill Elementary School in Georgia. Data included publicly available school records from the years 1995 to 2006. The number of nurse, counselling and disciplinary referrals per 100 students demonstrated a downward trend, while standardized test scores demonstrated an upward trend beginning in the year of programme implementation. School year was a significant predictor of all indicators. Promoting nutrition and physical activity within the school environment may be a promising approach for enhancing both student health and educational outcomes.
"Surely They Can't Do as Well": A Comparison of Business Students' Academic Performance in English-Medium and Spanish-as-First-Language-Medium Programmes

ERIC Educational Resources Information Center

Dafouz, Emma; Camacho, Mar; Urquia, Elena

2014-01-01

For years, universities worldwide have offered English-medium degrees as a way to attract international students and staff, enhance their institutional profile and promote multilingualism. In Europe and the European Higher Education Area (EHEA), English-medium instruction (EMI) is more recent, but the dimension and speed of its implementation has…
Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy

ERIC Educational Resources Information Center

Zioti, Fabiana; Clemente, Giordano; de Paiva Gonçalves, Raphael; Souza, Matheus; Fassbinder, Aracele; Kawashita, Ieda Mayumi

2016-01-01

This paper aims to discuss about how mobile technologies and resources can be used to support teaching and improving the performance of students with cerebral palsy during out-door classes in the paralympic boccia court. The Educational Design Research has been used to help us to identify the context and to build two interventions: (i) using an…
Balancing Considerations of Equity, Content Quality, and Technical Excellence in Designing, Validating and Implementing Performance Assessments in the Context of Mathematics Instructional Reform: The Experience of the QUASAR Project.

ERIC Educational Resources Information Center

Silver, Edward A.; Lane, Suzanne

Issues of educational equity and quality are explored in the context of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) project, a national educational reform project aimed at fostering and studying the development and implementation of enhanced mathematics instructional programs for students attending middle…
The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success

ERIC Educational Resources Information Center

Ulibarri-Nasio, Crystal S.

2010-01-01

Established in 1983 by the College Board, the National Hispanic Recognition Program annually recognizes approximately 3,300 Hispanic students who scored the highest on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). These top-performing high school students are recruited by U.S. universities as National Hispanic…
Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance

ERIC Educational Resources Information Center

Badawi, Mohamed Farrag

2009-01-01

The basic objective of the present study is to investigate the effectiveness of using blended learning model in developing EFL prospective teachers' pedagogical knowledge and performance. The study sample included 38 EFL Saudi prospective teachers (fourth-year students) at the Faculty of Education & Arts, University of Tabuk, KSA. To collect…
KPI Student Executive Summary Report, Winter 2002.

ERIC Educational Resources Information Center

Sheridan Coll. (Ontario).

In the mid-1990s, the Ontario Government decided to enhance the accountability of the Colleges of Applied Arts and Technology by measuring and rewarding their performance in meeting specific goals and outcomes. The KPI (Key Performance Indicators) Satisfaction Survey is a tool developed by the Ministry of Training Colleges and Universities in…
Performance-Based Accountability in Qatar: A State in Progress

ERIC Educational Resources Information Center

Jaafar, Sonia Ben

2011-01-01

It has become a normative practice to include Performance-Based Accountability (PBA) policies in educational reforms to foster school changes that enhance student learning and success. There is considerable variation in PBA models that have an important impact on how they operate in schools. It is, therefore, important to characterize PBA models…
Curriculum Reform and School Performance: An Evaluation of the "New Basics."

ERIC Educational Resources Information Center

Alexander, Karl L.; Pallas, Aaron M.

This report examines whether a high school curriculum organized around the five "new basics" suggested by the National Commission on Excellence in Education is likely to enhance student achievement. Data from the ETS Growth Study reveals that completion of the core curriculum has sizable effects on senior-year test performance, even when…
The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738
A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.
The Use of Graphing Technology to Promote Transfer of Learning: the Interpretation of Graphs in Physics.

NASA Astrophysics Data System (ADS)

Nichols, Jeri Ann

This study examined the relationship between mathematics background and performance on graph-related problems in physics before and after instruction on the graphical analysis of motion and several microcomputer-based laboratory experiences. Students identified as either having or not having a graphing technology enhanced precalculus mathematics background were further categorized into one of four groups according to mathematics placement at the university. The performances of these groups were compared to identity differences. Pre- and Post-test data were collected from 589 students and 312 students during Autumn Quarter 1990 and Winter Quarter 1991 respectively. Background information was collected from each student. Significant differences were found between students with the technology enhanced mathematics background and those without when considering the entire populations both quarters. The students with the technology background were favored Autumn quarter and students without the technology background were favored Winter quarter. However, the entire population included an underrepresentation of students at the highest and lowest placements; hence, these were eliminated from the analyses. No significant differences were found between the technology/no technology groups after the elimination of the underrepresented groups. All categories of students increased their mean scores from pretest to post-test; the average increase was 8.23 points Autumn Quarter and 11.41 points Winter Quarter. Males consistently outperformed females on both the pretest and the post-test Autumn 1990. All students found questions involving the concept of acceleration more difficult than questions involving velocity or distance. Questions requiring students to create graphs were more difficult than questions requiring students to interpret graphs. Further research involving a qualitative component is recommended to identify the specific skills students use when solving graph-related physics problems. In addition, it is recommended that a similar study be conducted to include a control group not participating in the microcomputer -based laboratory experiments.
Effect of Yogic Breathing on Accommodate Braille Version of Six-letter Cancellation Test in Students with Visual Impairment.

PubMed

Pradhan, Balaram; Mohanty, Soubhagyalaxmi; Hankey, Alex

2018-01-01

Attentional processes tend to be less well developed in the visually impaired, who require special training to develop them fully. Yogic breathing which alters the patterns of respiration has been shown to enhance attention skills. Letter cancellation tests are well-established tools to measure attention and attention span. Here, a modified Braille version of the six-letter cancellation test (SLCT) was used for students with visual impairment (VI). This study aimed to assess the immediate effects of Bhramari Pranayama (BhPr) and breath awareness (BA) on students with VI. This study was a self-as-control study held on 2 consecutive days, on 19 participants (8 males, 11 females), with a mean age of 15.89 ± 1.59 years, randomized into two groups. On the 1 st day, Group 1 performed 10 min breath awareness and Group 2 performed Bhramari ; on the 2 nd day, practices were reversed. Assessments used a SLCT specially adapted for the visually impaired before and after each session. The Braille letter cancellation test was successfully taken by 19 students. Scores significantly improved after both techniques for each student following practices on both days ( P < 0.001). BhPr may have more effect on attention performance than BA as wrong scores significantly increased following BA ( P < 0.05), but the increase in the score after Bhramari was not significant. Despite the small sample size improvement in attentional processes by both yoga breathing techniques was robust. Attentional skills were definitely enhanced. Long-term practice should be studied.
Effect of Yogic Breathing on Accommodate Braille Version of Six-letter Cancellation Test in Students with Visual Impairment

PubMed Central

Pradhan, Balaram; Mohanty, Soubhagyalaxmi; Hankey, Alex

2018-01-01

Context: Attentional processes tend to be less well developed in the visually impaired, who require special training to develop them fully. Yogic breathing which alters the patterns of respiration has been shown to enhance attention skills. Letter cancellation tests are well-established tools to measure attention and attention span. Here, a modified Braille version of the six-letter cancellation test (SLCT) was used for students with visual impairment (VI). Aim: This study aimed to assess the immediate effects of Bhramari Pranayama (BhPr) and breath awareness (BA) on students with VI. Methods: This study was a self-as-control study held on 2 consecutive days, on 19 participants (8 males, 11 females), with a mean age of 15.89 ± 1.59 years, randomized into two groups. On the 1st day, Group 1 performed 10 min breath awareness and Group 2 performed Bhramari; on the 2nd day, practices were reversed. Assessments used a SLCT specially adapted for the visually impaired before and after each session. Results: The Braille letter cancellation test was successfully taken by 19 students. Scores significantly improved after both techniques for each student following practices on both days (P < 0.001). BhPr may have more effect on attention performance than BA as wrong scores significantly increased following BA (P < 0.05), but the increase in the score after Bhramari was not significant. Conclusions: Despite the small sample size improvement in attentional processes by both yoga breathing techniques was robust. Attentional skills were definitely enhanced. Long-term practice should be studied. PMID:29755219
Understanding Preclerkship Medical Students' Poor Performance in Prescription Writing.

PubMed

James, Henry; Al Khaja, Khalid A J; Tayem, Yasin I; Veeramuthu, Sindhan; Sequeira, Reginald P

2016-05-01

This study aimed to explore reasons for poor performance in prescription writing stations of the objective structured practical examination (OSPE) and absenteeism in prescription writing sessions among preclerkship medical students at the Arabian Gulf University (AGU) in Manama, Bahrain. This descriptive study was carried out between September 2014 and June 2015 among 157 preclerkship medical students at AGU. Data were collected using focus group discussions and a questionnaire with closed- and open-ended items. All 157 students participated in the study (response rate: 100.0%). The most frequently cited reasons for poor performance in OSPE stations were an inability to select the correct drugs (79.6%), treatment duration (69.4%), drug quantity (69.4%) and drug formulation (68.2%). Additionally, students reported inadequate time for completing the stations (68.8%). During focus group discussions, students reported other reasons for poor performance, including examination stress and the difficulty of the stations. Absenteeism was attributed to the length of each session (55.4%), lack of interest (50.3%), reliance on peers for information (48.4%) and optional attendance policies (47.1%). Repetitive material, large group sessions, unmet student expectations and the proximity of the sessions to summative examinations were also indicated to contribute to absenteeism according to open-ended responses or focus group discussions. This study suggests that AGU medical students perform poorly in prescription writing OSPE stations because of inadequate clinical pharmacology knowledge. Participation in prescription writing sessions needs to be enhanced by addressing the concerns identified in this study. Strategies to improve attendance and performance should take into account the learner-teacher relationship.
Non-linear learning in online tutorial to enhance students’ knowledge on normal distribution application topic

NASA Astrophysics Data System (ADS)

Kartono; Suryadi, D.; Herman, T.

2018-01-01

This study aimed to analyze the enhancement of non-linear learning (NLL) in the online tutorial (OT) content to students’ knowledge of normal distribution application (KONDA). KONDA is a competence expected to be achieved after students studied the topic of normal distribution application in the course named Education Statistics. The analysis was performed by quasi-experiment study design. The subject of the study was divided into an experimental class that was given OT content in NLL model and a control class which was given OT content in conventional learning (CL) model. Data used in this study were the results of online objective tests to measure students’ statistical prior knowledge (SPK) and students’ pre- and post-test of KONDA. The statistical analysis test of a gain score of KONDA of students who had low and moderate SPK’s scores showed students’ KONDA who learn OT content with NLL model was better than students’ KONDA who learn OT content with CL model. Meanwhile, for students who had high SPK’s scores, the gain score of students who learn OT content with NLL model had relatively similar with the gain score of students who learn OT content with CL model. Based on those findings it could be concluded that the NLL model applied to OT content could enhance KONDA of students in low and moderate SPK’s levels. Extra and more challenging didactical situation was needed for students in high SPK’s level to achieve the significant gain score.
Habits and beliefs related to food supplements: Results of a survey among Italian students of different education fields and levels.

PubMed

Sirico, Felice; Miressi, Salvatore; Castaldo, Clotilde; Spera, Rocco; Montagnani, Stefania; Di Meglio, Franca; Nurzynska, Daria

2018-01-01

The increasing availability of food supplements, aggressive media advertising, and common beliefs that these substances have only positive effects on health and sport performance indicate a need for continuous monitoring of this phenomenon. The aim of this study was to investigate the habits and beliefs related to diet supplementation among medical, health professional, and other university/high school students by means of a cross-sectional anonymous survey online. Among the respondents aware of supplements, 37.4% were taking or had taken them in the past. Food supplement use was more common among university students (in particular, those in health professional graduate courses) than high school students. Individual sport practice, rather than team sport, was associated with higher likelihood of food supplement use. Multivitamins were most commonly used, while weight-loss formulations were the least popular. Strikingly, filling nutrient gaps was statistically not considered the main reason for taking food supplements. Instead, they were used to enhance mental performance or enhance well-being. There was statistical evidence that students not enrolled in health or medical professional studies strongly agreed more often than medical students that taking food supplements prevents illness. These results indicate a striking difference between the evidence-based and personal reasons for food supplement use. Arguably, it calls for an improvement in education about diet supplementation and a change in attitude of health care providers to its implementation.
Habits and beliefs related to food supplements: Results of a survey among Italian students of different education fields and levels

PubMed Central

Miressi, Salvatore; Castaldo, Clotilde; Spera, Rocco; Montagnani, Stefania; Di Meglio, Franca; Nurzynska, Daria

2018-01-01

The increasing availability of food supplements, aggressive media advertising, and common beliefs that these substances have only positive effects on health and sport performance indicate a need for continuous monitoring of this phenomenon. The aim of this study was to investigate the habits and beliefs related to diet supplementation among medical, health professional, and other university/high school students by means of a cross-sectional anonymous survey online. Among the respondents aware of supplements, 37.4% were taking or had taken them in the past. Food supplement use was more common among university students (in particular, those in health professional graduate courses) than high school students. Individual sport practice, rather than team sport, was associated with higher likelihood of food supplement use. Multivitamins were most commonly used, while weight-loss formulations were the least popular. Strikingly, filling nutrient gaps was statistically not considered the main reason for taking food supplements. Instead, they were used to enhance mental performance or enhance well-being. There was statistical evidence that students not enrolled in health or medical professional studies strongly agreed more often than medical students that taking food supplements prevents illness. These results indicate a striking difference between the evidence-based and personal reasons for food supplement use. Arguably, it calls for an improvement in education about diet supplementation and a change in attitude of health care providers to its implementation. PMID:29351568
76 FR 48822 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-09

... improved student performance on standardized measures of math and literacy achievement (Pearson, Sawyer... skills in context: Testing the value of enhanced math learning in CTE (Final study). St. Paul, Minnesota...
An Ambulatory Medical Education Program for Internal Medicine Residents.

ERIC Educational Resources Information Center

Wones, Robert G.; And Others

1987-01-01

An ambulatory medicine program for university hospital clinic residents was found to be effective in improving students' knowledge, enhancing attitudes toward the clinic, and improving performance of influenza vaccinations. No adverse program effects were found. (MSE)
Independent learning modules enhance student performance and understanding of anatomy.

PubMed

Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.
Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

PubMed Central

2013-01-01

Background Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. Methods This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. Results A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Conclusions Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance. PMID:23537129
Enhancing learning in geosciences and water engineering via lab activities

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2016-04-01

This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.
The presence of asthma, the use of inhaled steroids, and parental education level affect school performance in children.

PubMed

Tsakiris, A; Iordanidou, M; Paraskakis, E; Tsalkidis, A; Rigas, A; Zimeras, S; Katsardis, C; Chatzimichael, A

2013-01-01

Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents' and teachers' reports and grade point average promotion. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P < 0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P < 0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P = 0.002) and with lower grade point promotion in elementary school students (P = 0.001) but not in high school students (P = 0.316). Higher level of parental education was associated with better school performance (P < 0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64, P = 0.049, 95%CI = 0.41-1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P = 0.028, 95%CI = 1.17-15.95) than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.
Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.

PubMed

Chen, Patricia; Chavez, Omar; Ong, Desmond C; Gunderson, Brenda

2017-06-01

Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.
Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

PubMed

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

2018-01-01

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

PubMed

Sattler, Sebastian; Forlini, Cynthia; Racine, Eric; Sauer, Carsten

2013-01-01

Enhancing cognitive performance with substances--especially prescription drugs--is a fiercely debated topic among scholars and in the media. The empirical basis for these discussions is limited, given that the actual nature of factors that influence the acceptability of and willingness to use cognitive enhancement substances remains unclear. In an online factorial survey, contextual and substance-specific characteristics of substances that improve academic performance were varied experimentally and presented to respondents. Students in four German universities rated their willingness to use and moral acceptance of different substances for cognitive enhancement. We found that the overall willingness to use performance enhancing substances is low. Most respondents considered the use of these substances as morally unacceptable. Situational influences such as peer pressure, policies concerning substance use, relative performance level of peers, but also characteristics of the substance, such as perceptions of substance safety, shape the willingness and acceptability of using a substance to enhance academic performance. Among the findings is evidence of a contagion effect meaning that the willingness was higher when the respondents have more CE drug users in their social network. We also found deterrence effects from strong side effects of using the substance, as well as from policy regulations and sanctions. Regulations might activate social norms against usage and sanctions can be seen as costly to users. Moreover, enhancement substances seem to be most tempting to low performers to catch up with others compared to high performers. By identifying contextual factors and substance characteristics influencing the willingness and acceptability of cognitive enhancers, policy approaches could consider these insights to better manage the use of such substances.
An elective course to engage student pharmacists in elementary school science education.

PubMed

Woodard, Lisa J; Wilson, Judith S; Blankenship, James; Quock, Raymond M; Lindsey, Marti; Kinsler, Janni J

2011-12-15

To develop and assess the impact of an elective course (HealthWISE) on student pharmacists' skills in communication and health promotion and elementary school students' knowledge of and attitudes toward science. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists' performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students.
Using Satellite Classes to Optimise Access to and Participation in First-Year Business Management: A Case at an Open and Distance-Learning University in South Africa

ERIC Educational Resources Information Center

Swanepoel, Elana; De Beer, Andreas; Muller, Helene

2009-01-01

We investigated the effect of satellite classes as a component of blended learning, to enhance student performance of the Business Management I and Management I students at an open and distance-learning university. We discuss the evolution of distance education, the interactivities promoted by open and distance learning and the concept of blended…

Mixed virtual reality simulation--taking endoscopic simulation one step further.

PubMed

Courteille, O; Felländer-Tsai, L; Hedman, L; Kjellin, A; Enochsson, L; Lindgren, G; Fors, U

2011-01-01

This pilot study aimed to assess medical students' appraisals of a "mixed" virtual reality simulation for endoscopic surgery (with a virtual patient case in addition to a virtual colonoscopy) as well as the impact of this simulation set-up on students' performance. Findings indicate that virtual patients can enhance contextualization of simulated endoscopy and thus facilitate an authentic learning environment, which is important in order to increase motivation.
A Comparison of the Incremental Difference between the Beginning and Ending Heart Rate When Shorthand Writers Are Informed and Not Informed of Speeds of Dictation.

ERIC Educational Resources Information Center

Dickey, Patsy A.

1980-01-01

Forty female students were used to compare the incremental difference in heart rate of shorthand writers when they were informed and not informed of shorthand speeds prior to dictation. It was concluded that students' performances were enhanced by receiving instructions as to speed of dictation prior to the take. (Author/CT)
A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

ERIC Educational Resources Information Center

Herron, Carol; York, Holly; Corrie, Cathleen; Cole, Steven P.

2006-01-01

This study compared a story-based video instructional package, with a feature-length film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest…
The trilayer approach of teaching physiology, pathophysiology, and pharmacology concepts in a first-year pharmacy course: the TLAT model.

PubMed

Islam, Mohammed A; Sabnis, Gauri; Farris, Fred

2017-09-01

This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were either delivered by traditional lectures or by the TLAT. A survey instrument was distributed by SurveyMonkey to determine students' perceptions of the TLAT model. Descriptive statistics were used for data analysis. Students' performance in a total of 225 examination and quiz questions was analyzed to evaluate whether the TLAT model improved students' learning. Students' ( n = 98) performance scores for TLAT-based and lecture-based questions were 83.3 ± 10.2 and 79.5 ± 14.0, respectively ( P < 0.05). Ninety-three percent of students believed that in-class group activities enhanced conceptual understanding of course materials, helped them take responsibility of their own learning, and enhanced their overall learning experiences. More than 80% of respondents felt that solving cases and developing concept maps helped them sharpen creative and critical thinking skills. In addition, 90% of the respondents indicated that the homework throughout the semester helped them stay up to date and focused with the progress of the course. The use of the TLAT model led to an improvement in student learning of complex concepts. Moreover, the results suggest that this model improves students' self-reliance and attitudes toward learning. Our findings should serve as an impetus for inclusion of diverse active learning strategies in pharmacy education. Copyright © 2017 the American Physiological Society.
The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G.

2012-01-01

Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…
Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students

ERIC Educational Resources Information Center

Tempel, Tobias; Neumann, Roland

2016-01-01

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In…
Enhancing L2 Students' Listening Transcription Ability through a Focus on Morphological Awareness

ERIC Educational Resources Information Center

Karimi, Mohammad Nabi

2013-01-01

Morphological awareness (MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. But the concept has been far less treated with reference to l2 listening. Against this background,…
Colour in Learning: Its Effect on the Retention Rate of Graduate Students

ERIC Educational Resources Information Center

Olurinola, Oluwakemi; Tayo, Omoniyi

2015-01-01

Cognitive psychologists have discovered different design principles to enhance memory performance. It has been said that retrieving process depends on many variables and one of them is colour. This paper provides an overview of research on colour and learning. It includes the effect of colour on attention, retention and memory performance, and…
Colorado Vocational Education Annual Performance Report: Program Year 91 (July 1, 1990-June 30, 1991).

ERIC Educational Resources Information Center

Colorado State Community Coll. and Occupational Education System, Denver.

This annual performance report describes accomplishments achieved in Colorado through funding from the Carl D. Perkins Vocational Education Act. Four sections focus on four categories of initiatives. Section I addresses enhancement of services to students through the basic state grant under Title II, Part A. Vocational education opportunities are…
Flow among Musicians: Measuring Peak Experiences of Student Performers

ERIC Educational Resources Information Center

Sinnamon, Sarah; Moran, Aidan; O'Connell, Michael

2012-01-01

"Flow" is a highly coveted yet elusive state of mind that is characterized by complete absorption in the task at hand as well as by enhanced skilled performance. Unfortunately, because most measures of this construct have been developed in physical activity and sport settings, little is known about the applicability of flow scales to the…
Using Alternative Teaching Techniques To Enhance Student Performance in the Traditional Introductory Public Relations Course.

ERIC Educational Resources Information Center

Lubbers, Charles A.

2002-01-01

Examines the value of two alternative tools as supplements for the traditional introduction to public relations course. Considers the usage of a study manual, usage of televised review sessions, year in school and major status. Indicates that all four variables are significantly correlated with class performance, but that the study manual explains…
The Effects of Objective Feedback on Performance when Individuals Receive Fixed and Individual Incentive Pay

ERIC Educational Resources Information Center

Johnson, Douglas A.; Dickinson, Alyce M.; Huitema, Bradley E.

2008-01-01

We examined whether objective feedback would enhance performance when individuals were paid monetary incentives. A two-by-two factorial design was used, with 123 college students assigned to incentive pay without feedback, incentive pay with feedback, fixed pay without feedback, or fixed pay with feedback. Participants attended six sessions and…
Dental Student Study Strategies: Are Self-Testing and Scheduling Related to Academic Performance?

PubMed

McAndrew, Maureen; Morrow, Christina S; Atiyeh, Lindsey; Pierre, Gaëlle C

2016-05-01

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas.
Toward High-Performance Communications Interfaces for Science Problem Solving

NASA Astrophysics Data System (ADS)

Oviatt, Sharon L.; Cohen, Adrienne O.

2010-12-01

From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central to a domain can maximize students' effort associated with constructing new schemas. In addition, interfaces that minimize working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve students' attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high- performing students? High school students' ability to solve a diverse range of biology problems was compared over longitudinal sessions while they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness, and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces. The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance, revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to improve students' awareness of the impact of digital tools on their performance.
Performance and palliative care: a drama module for medical students.

PubMed

Jeffrey, Ewan James; Goddard, Jen; Jeffrey, David

2012-12-01

This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.
Exploring the use of high-fidelity simulation training to enhance clinical skills.

PubMed

Ann Kirkham, Lucy

2018-02-07

The use of interprofessional simulation training to enhance nursing students' performance of technical and non-technical clinical skills is becoming increasingly common. Simulation training can involve the use of role play, virtual reality or patient simulator manikins to replicate clinical scenarios and assess the nursing student's ability to, for example, undertake clinical observations or work as part of a team. Simulation training enables nursing students to practise clinical skills in a safe environment. Effective simulation training requires extensive preparation, and debriefing is necessary following a simulated training session to review any positive or negative aspects of the learning experience. This article discusses a high-fidelity simulated training session that was used to assess a group of third-year nursing students and foundation level 1 medical students. This involved the use of a patient simulator manikin in a scenario that required the collaborative management of a deteriorating patient. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.
Identifying strategies to assist final semester nursing students to develop numeracy skills: a mixed methods study.

PubMed

Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz

2014-03-01

It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate practice. This requires risk management strategies to reduce adverse medication errors post registration. To identify strategies and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online practice quizzes, simulated medication calculation scenarios developed for clinical practice classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical practice. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2) completion of an online practice quiz, scoring 59% or above and (3) students' self-reported confidence. A paradigm shift from traditional testing methods to the implementation of intensive, contextualised numeracy teaching and assessment within tertiary institutions will enhance learning and promote best teaching practices. Copyright © 2013 Elsevier Ltd. All rights reserved.
To dope or not to dope: neuroenhancement with prescription drugs and drugs of abuse among Swiss university students.

PubMed

Maier, Larissa J; Liechti, Matthias E; Herzig, Fiona; Schaub, Michael P

2013-01-01

Neuroenhancement is the use of substances by healthy subjects to enhance mood or cognitive function. The prevalence of neuroenhancement among Swiss university students is unknown. Investigating the prevalence of neuroenhancement among students is important to monitor problematic use and evaluate the necessity of prevention programs. To describe the prevalence of the use of prescription medications and drugs of abuse for neuroenhancement among Swiss university students. In this cross-sectional study, students at the University of Zurich, University of Basel, and Swiss Federal Institute of Technology Zurich were invited via e-mail to participate in an online survey. A total of 28,118 students were contacted, and 6,275 students completed the survey. Across all of the institutions, 13.8% of the respondents indicated that they had used prescription drugs (7.6%) or drugs of abuse including alcohol (7.8%) at least once specifically for neuroenhancement. The most frequently used prescription drugs for neuroenhancement were methylphenidate (4.1%), sedatives (2.7%), and beta-blockers (1.2%). Alcohol was used for this purpose by 5.6% of the participants, followed by cannabis (2.5%), amphetamines (0.4%), and cocaine (0.2%). Arguments for neuroenhancement included increased learning (66.2%), relaxation or sleep improvement (51.2%), reduced nervousness (39.1%), coping with performance pressure (34.9%), increased performance (32.2%), and experimentation (20%). Neuroenhancement was significantly more prevalent among more senior students, students who reported higher levels of stress, and students who had previously used illicit drugs. Although "soft enhancers", including coffee, energy drinks, vitamins, and tonics, were used daily in the month prior to an exam, prescription drugs or drugs of abuse were used much less frequently. A significant proportion of Swiss university students across most academic disciplines reported neuroenhancement with prescription drugs and drugs of abuse. However, these substances are rarely used on a daily basis and more sporadically used prior to exams.
Enhancing physics demos using iPhone slow motion

NASA Astrophysics Data System (ADS)

Lincoln, James

2017-12-01

Slow motion video enhances our ability to perceive and experience the physical world. This can help students and teachers especially in cases of fast moving objects or detailed events that happen too quickly for the eye to follow. As often as possible, demonstrations should be performed by the students themselves and luckily many of them will already have this technology in their pockets. The "S" series of iPhone has the slow motion video feature standard, which also includes simultaneous sound recording (somewhat unusual among slow motion cameras). In this article I share some of my experiences using this feature and provide advice on how to successfully use this technology in the classroom.
Clickers don't always help: Classroom context and goals can mitigate clicker effects on student learning

NASA Astrophysics Data System (ADS)

Shapiro, Amy; O'Rielly, Grant; Sims-Knight, Judith

2014-03-01

Clickers are commonly used in large-enrollment introductory courses in order to encourage attendance, increase student engagement and improve learning. We report the results from a highly controlled study of factual and conceptual clicker questions in calculus-based introductory physics courses, on students' performance on the factual and conceptual exam questions they targeted. We found that clicker questions did not enhance student performance on either type of exam question. The use of factual clicker questions actually decreased student performance on conceptual exam questions, however. Directing students' attention to surface features of the course content may distract them from the important underlying concepts. The conceptual clicker questions were likely ineffective because the practice students got on homework questions had a stronger effect than the single question posed in class. Interestingly, the same studies in general education biology and psychology courses show a strong, positive effect of clickers on student learning. This study suggest that the usefulness of clickers should be weighed in the context of other course activities and goals. Secondary analyses will explore the effect of students' GPA, motivation and study strategies on the results. This work was supported by the Institute of Education Sciences, US Dept. of Education, through Grant R305A100625 to UMass Dartmouth. The opinions expressed are those of the authors and do not represent views of the Institute or the US Dept. of Education.

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

PubMed

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

2018-06-26

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

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.
DOE Office of Scientific and Technical Information (OSTI.GOV)

Bridge, Pete, E-mail: pete.bridge@qut.edu.au; Gunn, Therese; Kastanis, Lazaros

A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice.more » Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment.« less
Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

NASA Astrophysics Data System (ADS)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.
Excellence in Physics Education Award: SCALE-UP, Student Centered Active Learning Environment with Upside-down Pedagogies

NASA Astrophysics Data System (ADS)

Beichner, Robert

2016-03-01

The Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) Project combines curricula and a specially-designed instructional space to enhance learning. SCALE-UP students practice communication and teamwork skills while performing activities that enhance their conceptual understanding and problem solving skills. This can be done with small or large classes and has been implemented at more than 250 institutions. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. SCALE-UP classtime is spent primarily on ``tangibles'' and ``ponderables''--hands-on measurements/observations and interesting questions. There are also computer simulations (called ``visibles'') and hypothesis-driven labs. Students sit at tables designed to facilitate group interactions. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Impressive learning gains have been measured at institutions across the US and internationally. This talk describes today's students, how lecturing got started, what happens in a SCALE-UP classroom, and how the approach has spread. The SCALE-UP project has greatly benefitted from numerous Grants made by NSF and FIPSE to NCSU and other institutions.
Do screencasts help to revise prerequisite mathematics? An investigation of student performance and perception

NASA Astrophysics Data System (ADS)

Loch, Birgit; Jordan, Camilla R.; Lowe, Tim W.; Mestel, Ben D.

2014-02-01

Basic calculus skills that are prerequisites for advanced mathematical studies continue to be a problem for a significant proportion of higher education students. While there are many types of revision material that could be offered to students, in this paper we investigate whether short, narrated video recordings of mathematical explanations (screencasts) are a useful tool to enhance student learning when revisiting prerequisite topics. We report on the outcomes of a study that was designed to both measure change in student performance before and after watching screencasts, and to capture students' perception of the usefulness of screencasts in their learning. Volunteers were recruited from students enrolled on an entry module for the Mathematics Master of Science programme at the Open University to watch two screencasts sandwiched between two online calculus quizzes. A statistical analysis of student responses to the quizzes shows that screencasts can have a positive effect on student performance. Further analysis of student feedback shows that student confidence was increased by watching the screencasts. Student views on the value of screencasts for their learning indicated that they appreciated being able to watch a problem being solved and explained by an experienced mathematician; hear the motivation for a particular problem-solving approach; engage more readily with the material being presented, thereby retaining it more easily. The positive student views and impact on student scores indicate that short screencasts could play a useful role in revising prerequisite mathematics.
Initial Assessments of E-Learning Modules in Cytotechnology Education.

PubMed

Mukherjee, Maheswari S; Donnelly, Amber D

2018-01-01

Nine E-learning modules (ELMs) were developed in our program using Articulate software. This study assessed our cytotechnology (CT) students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future. This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.
Enhancing science literacy through implementation of writing-to-learn strategies: Exploratory studies in high school biology

NASA Astrophysics Data System (ADS)

Hohenshell, Liesl Marie

Some evidence of benefits from writing-to-learn techniques exists; however, more research is needed describing the instructional context used to support learning through writing and the quality of learning that results from particular tasks. This dissertation includes three papers, building on past research linking inquiry, social negotiation, and writing strategies to enhance scientific literacy skills of high school biology students. The interactive constructivist position informed the pedagogical approach for two empirical, classroom-based studies utilizing mixed methods to identify quantitative differences in learning outcomes and students' perceptions of writing tasks. The first paper reports students with planned writing activities communicated biotechnology content better in textbook explanations to a younger audience, but did not score better on tests than students who had delayed planning experiences. Students with two writing experiences as opposed to one, completing a newspaper article, scored better on conceptual questions both after writing and on a test 8 weeks later. The difference in treatments initially impacted males compared to females, but this effect disappeared with subsequent writing. The second paper reports two parallel studies of students completing two different writing types, laboratory and summary reports. Three comparison groups were used, Control students wrote in a traditional format, while SWH group students used the Science Writing Heuristic (SWH) during guided inquiry laboratories. Control students wrote summary reports to the teacher, while SWH students wrote either to the teacher or to peers (Peer Review group). On conceptual questions, findings indicated that after laboratory writing SWH females performed better compared to SWH males and Control females; and as a group SWH students performed better than Control students on a test following summary reports (Study 1). These results were not replicated in Study 2. An open-ended survey revealed findings that persisted in both studies; compared to Control students, SWH students were more likely to describe learning as they were writing and to report distinct thinking was required in completing the two writing types. Students' comments across studies provide support for using non-traditional writing tasks as a means to assist learning. Various implications for writing to serve learning are reported, including identification of key support conditions.
Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

PubMed

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.
Planning Considerations for Afterschool Professional Development

ERIC Educational Resources Information Center

Bradshaw, L. Daniele

2015-01-01

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…
Rethinking Equity--There Are Alternatives.

ERIC Educational Resources Information Center

Picus, Lawrence O.

1998-01-01

Defines "equity" in terms of three concepts (horizontal equity, vertical equity, and fiscal neutrality), summarizes school finance litigation history, and presents alternative distribution formats to improve student achievement. Enhancing equity and efficiency requires reallocation of existing resources, incentives for improved performance, a more…
The Future of Instructional Teacher Leader Roles

ERIC Educational Resources Information Center

Mangin, Melinda M.; Stoelinga, Sara Ray

2010-01-01

In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…
Encouraging Students to Enhance Their Listening Performance (Cómo animar a los estudiantes para que mejoren su desempeño en comprensión oral por sí mismos)

ERIC Educational Resources Information Center

Hernández-Ocampo, Sonia Patricia; Vargas, Sonia Patricia

2013-01-01

Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve…
Student-centered integrated anatomy resource sessions at Alfaisal University.

PubMed

Cowan, Michèle; Arain, Nasir Nisar; Assale, Tawfic Samer Abu; Assi, Abdulelah Hassan; Albar, Raed Alwai; Ganguly, Paul K

2010-01-01

Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem-based learning (PBL) curriculum. PBL is a well-established student-centered approach, and the authors have sought to examine if a student-centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self-directed learning questions. All IRSs were primarily directed by students. During two second-semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student-centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non-IRS blocks. A student-centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first-year medical students.
Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235
Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.
Preparing nursing students for the future: Development and implementation of an Australian Bachelor of Nursing programme with a community health focus.

PubMed

Cooper, Simon; Cant, Robyn; Browning, Mark; Robinson, Eddie

2014-01-01

This paper focuses on changes in the educational preparation of undergraduate nurses in line with contemporary primary and preventative healthcare models. We evaluated a new Australian nursing and community care degree programme using focus groups with 38 students in their first years of study, and quantitative performance data (regarding entry, performance and course attrition). Four main themes were identified related to students' course experience: 'I think community health should be an elective'; 'Focus on relevance to practice'; 'Teaching by non-nursing academics' and 'Access to support during transition to university.' Overall pass rates were 94% (first year) and 97% (second year) with a low 11% attrition rate. We conclude that based on prior experiences and stereotypical views, students may be ambivalent about the inclusion of primary and preventative care models which nevertheless are essential to enhance practice and to prepare the future nursing workforce.
The flying classroom - a cost effective integrated approach to learning and teaching flight dynamics

NASA Astrophysics Data System (ADS)

Bromfield, Michael A.; Belberov, Aleksandar

2017-11-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.
Impact of senior design project for the development of leadership and management skills in construction management

NASA Astrophysics Data System (ADS)

Chowdhury, Tamara

2013-08-01

Senior design courses are a core part of curricula across engineering and technology disciplines. Such courses offer Construction Management (CMG) students the opportunity to bring together, assimilate and apply the knowledge they have acquired over their entire undergraduate academic programme to an applied technical project. Senior or Capstone design course engages students in a real-world project, enhance leadership development, and prepare to manage and lead project teams. The CMG programme's multidisciplinary approach at Alabama A&M University, combines essential components of construction techniques with concepts of business management to develop technically qualified individuals for responsible management roles in the design, construction and operation of major construction projects. This paper analyses the performance of the students and improvement due to the interaction with the faculty advisors and industrial panel during the two semester Capstone project. The results of this Capstone sequence have shown a continuous improvement of student performance.
Medical student and senior participants' perceptions of a mentoring program designed to enhance geriatric medical education.

PubMed

Corwin, Sara J; Frahm, Kathryn; Ochs, Leslie A; Rheaume, Carol E; Roberts, Ellen; Eleazer, G Paul

2006-01-01

In 2000, the Senior Mentor Program was implemented as an innovative, instructional method in the University of South Carolina's medical school curriculum designed to enhance and strengthen student training in geriatrics. This study qualitatively analyzed second- year medical students' and senior participants' perceptions of and attitudes towards the Senior Mentor Program as an effective learning modality. A total of 36 second-year students from two consecutive classes (2002-2003) and 42 senior mentors at USC's School of Medicine participated in five and seven separate focus group interviews, respectively. The group discussions were transcribed and a content analysis performed using NVivo. The coding scheme and analyses were driven by the data collected and recurrent themes were examined across all focus groups. Overall, student and senior mentor participants viewed the program positively. Thematic comparisons by participant type indicate a shared view that the mentoring relationship has a far-reaching, educational, professional, and personal impact. Both students and seniors agreed that myths and stereotypes about aging were dispelled and students indicated that a close, caring relationship with an older person will change they way they practice. A longitudinal mentoring program that pairs students with community-dwelling seniors can be a valuable addition to traditional geriatric curricular activities designed to increase students' skills and compassion for caring for older adults.

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