Effects of an Early Numeracy Intervention on Struggling Kindergarteners' Mathematics Performance

ERIC Educational Resources Information Center

Bryant, Brian R.; Bryant, Diane Pedrotty; Roberts, Greg; Fall, Anna-Maria

2016-01-01

The purpose of this study was to investigate the effects of an early numeracy intervention delivered by kindergarten teachers to students identified as having mathematics difficulties. A multigroup growth-modeling-with-random-assignment-to-intervention-condition design was employed. Thirty-two teachers were randomly assigned to the treatment or…

Group Versus Individual Counseling: A Junior College Study. Final Report.

ERIC Educational Resources Information Center

Aughinbaugh, Lorine A.

Increases in junior college enrollment, coupled with a shortage of qualified guidance personnel, have forced many colleges to rely more heavily on group than on individual counseling for students. In the fall of 1965, students entering American River College were randomly assigned to either group or individual sessions, or not assigned, and these…

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

ERIC Educational Resources Information Center

Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica

2017-01-01

This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…

The Effects of a Pedometer-Based Intervention on First-Year University Students: A Randomized Control Trial

ERIC Educational Resources Information Center

Sharp, Paul; Caperchione, Cristina

2016-01-01

Objectives: To assess the effects of a 12-week pedometer-based intervention on the physical activity behavior, health-related quality of life (HRQOL), and psychological well-being of first-year university students. Participants: First-year university students (N = 184) were recruited during September 2012 and randomly assigned to an intervention…

Repeated Reading Intervention: Outcomes and Interactions with Readers' Skills and Classroom Instruction

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

This study examined effects of a repeated reading intervention, Quick Reads, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring, n = 82)…

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

ERIC Educational Resources Information Center

Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin

2015-01-01

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Randomized Trial of Suicide Gatekeeper Training for Social Work Students

ERIC Educational Resources Information Center

Jacobson, Jodi M.; Osteen, Phillip J.; Sharpe, Tanya L.; Pastoor, Jennifer B.

2012-01-01

Problem: Education and research on social work's role in preventing client suicide is limited. Method: Seventy advanced master of social work students were randomly assigned to either the training group (Question, Persuade, and Referral suicide gatekeeper training) or the control group. Outcomes measured over time included suicide knowledge,…

Comparing Student Experiences with Story Discussions in Dialogic versus Traditional Settings

ERIC Educational Resources Information Center

Reznitskaya, Alina; Glina, Monica

2013-01-01

The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy.…

Effects of Expressive Writing Effects on Disgust and Anxiety in a Subsequent Dissection

ERIC Educational Resources Information Center

Randler, Christoph; Wüst-Ackermann, Peter; im Kampe, Viola Otte; Meyer-Ahrens, Inga H.; Tempel, Benjamin J.; Vollmer, Christian

2015-01-01

Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive…

Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?

ERIC Educational Resources Information Center

Petko, Dominik; Egger, Nives; Cantieni, Andrea

2017-01-01

The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b)…

A Randomized Trial of Motivational Interviewing to Improve Middle School Students' Academic Performance

ERIC Educational Resources Information Center

Strait, Gerald Gill; Smith, Bradley H.; McQuillin, Sam; Terry, John; Swan, Suzanne; Malone, Patrick S.

2012-01-01

Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control…

Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

ERIC Educational Resources Information Center

Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith

2014-01-01

This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…

The effects of task and resource interdependence on achievement and social support: an exploratory study of Italian children.

PubMed

Bertucci, Andrea; Johnson, David W; Johnson, Roger T; Conte, Stella

2011-01-01

The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.

Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

PubMed Central

Lowman, Joneen

2016-01-01

The study investigated the impact of podcasts and vodcasts accessed through an iPod on fourth- and sixth-grade students’ vocabulary acquisition. Students were randomly assigned to either a podcast group or a vodcast group. Regardless of group assignment, each student completed three six-minute podcasts or vodcasts a day for three days. On average, students learned four out of nine words taught regardless of group assignment. The vodcast group learned significantly more words compared to the podcast group at the receptive level and at the expressive level. Student comments indicated that iPods should be used to teach and to review words. PMID:27840555

An assessment of health behavior peer effects in Peking University dormitories: a randomized cluster-assignment design for interference.

PubMed

Yuan, Changzheng; Lv, Jun; VanderWeele, Tyler J

2013-01-01

Relatively little is known about the peer influence in health behaviors within university dormitory rooms. Moreover, in China, the problem of unhealthy behaviors among university students has not yet been sufficiently recognized. We thus investigated health behavior peer influence in Peking University dormitories utilizing a randomized cluster-assignment design. Cross-sectional in-dormitory survey. Current students from Peking University Health Science Center from April to June, 2009. Self-reported questionnaire on health behaviors: physical activity (including bicycling), dietary intake and tobacco use. Use of bicycle, moderate-intensity exercise, frequency of sweet food and soybean milk intake, frequency of roasted/baked/toasted food intake were behaviors significantly or marginally significantly affected by peer influence. Health behavior peer effects exist within dormitory rooms among university students. This could provide guidance on room assignment, or inform intervention programs. Examining these may demand attention from university administrators and policy makers.

The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning, and Argumentation

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2010-01-01

We conducted a laboratory-based randomized control study to examine the effectiveness of inquiry-based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty-eight students aged 14-16 years old were randomly assigned to one of two groups. Both groups of…

Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis. NCER 2014-2000

ERIC Educational Resources Information Center

Lohr, Sharon; Schochet, Peter Z.; Sanders, Elizabeth

2014-01-01

Suppose an education researcher wants to test the impact of a high school drop-out prevention intervention in which at-risk students attend classes to receive intensive summer school instruction. The district will allow the researcher to randomly assign students to the treatment classes or to the control group. Half of the students (the treatment…

Does Mailing a Post Card to Students Improve Response Rates? Issue Brief

ERIC Educational Resources Information Center

Moore, Raeal; Earnhart, Benjamin

2017-01-01

A random sample of students who took the ACT test in either April or June of 2016 were invited to participate in an online survey via an email invitation (N = 35,0471). To study whether mailing post card invitations to students improves response rates, a portion of these test-takers were randomly assigned to be sent a post card. In addition,…

A Randomized Intervention Study to Evaluate Whether Electronic Messaging Can Increase Human Papillomavirus Vaccine Completion and Knowledge among College Students

ERIC Educational Resources Information Center

Richman, Alice R.; Maddy, LaDonna; Torres, Essie; Goldberg, Ellen J.

2016-01-01

Objective: To evaluate an intervention aimed at increasing human papillomavirus (HPV) vaccine completion of the 3-dose series and knowledge. Participants: Two hundred sixty-four male and female US college students 18-26 years old who were receiving HPV vaccine dose 1. Methods: Students were randomly assigned to the intervention or control group.…

A Semantic Differential Evaluation of Attitudinal Outcomes of Introductory Physical Science.

ERIC Educational Resources Information Center

Hecht, Alfred Roland

This study was designed to assess the attitudinal outcomes of Introductory Physical Science (IPS) curriculum materials used in schools. Random samples of 240 students receiving IPS instruction and 240 non-science students were assigned to separate Solomon four-group designs with non-equivalent control groups. Random samples of 60 traditional…

Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

PubMed

Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

2015-07-01

Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

Immediate and Short-Term Effects of the 5th Grade Version of the "keepin' it REAL" Substance Use Prevention Intervention

ERIC Educational Resources Information Center

Hecht, Michael L.; Elek, Elvira; Wagstaff, David A.; Kam, Jennifer A.; Marsiglia, Flavio; Dustman, Patricia; Reeves, Leslie; Harthun, Mary

2009-01-01

This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, "keepin' it REAL", for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control…

Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School-Based Mentoring

ERIC Educational Resources Information Center

Herrera, Carla; Grossman, Jean Baldwin; Kauh, Tina J.; McMaken, Jennifer

2011-01-01

This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school…

Randomized Controlled Evaluation of the "Too Good for Drugs" Prevention Program: Impact on Adolescents at Different Risk Levels for Drug Use

ERIC Educational Resources Information Center

Hall, Bruce W.; Bacon, Tina P.; Ferron, John M.

2013-01-01

Sixth graders participating in the "Too Good for Drugs" (TGFD) prevention program in comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as controls (N =…

Two Student Self-Management Techniques Applied to Data-Based Program Modification.

ERIC Educational Resources Information Center

Wesson, Caren

Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teacher Chart-Teacher Select Instructional Activities…

The Impact of Supplemental Handwriting and Spelling Instruction with First Grade Students Who Do Not Acquire Transcription Skills as Rapidly as Peers: A Randomized Control Trial

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Adkins, Mary

2018-01-01

The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…

The Impact of Classroom Physical Activity Breaks on Middle School Students' Health-Related Fitness: An Xbox One Kinetic Delivered 4-Week Randomized Controlled Trial

ERIC Educational Resources Information Center

Yli-Piipari, S.; Layne, T.; McCollins, T.; Knox, T.

2016-01-01

The aim of the study was to examine the effect of a 4-week classroom physical activity break intervention on middle school students' health-related physical fitness. The study was a randomized controlled trial with students assigned to the experiment and control conditions. A convenience sample comprised 94 adolescents (experiment group n = 52;…

Critical thinking and reflection exercises in a biochemistry course to improve prospective health professions students' attitudes toward physician-pharmacist collaboration.

PubMed

Van Winkle, Lon J; Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C; Chandar, Nalini; Green, Jacalyn M; La Salle, Sophie; Viselli, Susan M; Burdick, Paulette; Lynch, Sean M

2013-10-14

To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

PubMed Central

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2012-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

PubMed

Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

2013-04-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study

ERIC Educational Resources Information Center

Iseman, Jackie S.; Naglieri, Jack A.

2011-01-01

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…

A Qualitative Examination of Yoga for Middle School Adolescents

ERIC Educational Resources Information Center

Butzer, Bethany; LoRusso, Amanda Marie; Windsor, Regina; Riley, Frankye; Frame, Kate; Khalsa, Sat Bir S.; Conboy, Lisa

2017-01-01

The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories:…

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance

ERIC Educational Resources Information Center

Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.

2015-01-01

Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

WWC Review of the Report "Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth". What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This randomized controlled trial examined the impacts of "Same-Language-Subtitling" ("SLS"), a karaoke-style subtitling intervention, on the reading comprehension skills of secondary school students in Kaneohe, Hawaii. Researchers randomly assigned 198 secondary school students with learning disabilities (ages 14 to 19) to…

Effects of Check & Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial

ERIC Educational Resources Information Center

Maynard, Brandy R.; Kjellstrand, Elizabeth K.; Thompson, Aaron M.

2014-01-01

The present study evaluates the effectiveness of Check & Connect (C&C) in a randomly assigned sample of students who were all receiving Communities in Schools (CIS) services. The research questions for the study include: Are there differences in attendance, academics, and behavior for CIS students who also receive C&C compared to…

Cohesion in Sports and Organizational Psychology: An Annotated Bibliography and Suggestions for U.S. Army Aviation (1993 to 2003)

DTIC Science & Technology

2005-04-01

serve as a deterrent to groupthink. The study consisted of 92 male and 56 female undergraduate students randomly assigned to groups. Directive and...attraction serves as the focus of this study. The study used 472 undergraduate psychology students divided into four-person groups. Some groups were made of...used 208 communication students over a one- year period. Work groups of five to seven members were formed and each group was assigned a project that

Effects of a Value-Reappraisal Intervention on Statistics Students' Motivation and Performance

ERIC Educational Resources Information Center

Acee, Taylor W.; Weinstein, Claire Ellen

2010-01-01

The authors investigated the effects of an exploratory value-reappraisal intervention on students' motivation and performance in an undergraduate introductory statistics course. They sampled 82 students from 2 instructors' sections during both the fall and spring semesters. Students were randomly assigned within each section to either the…

An Assessment of Health Behavior Peer Effects in Peking University Dormitories: A Randomized Cluster-Assignment Design for Interference

PubMed Central

Yuan, Changzheng; Lv, Jun; VanderWeele, Tyler J.

2013-01-01

Background Relatively little is known about the peer influence in health behaviors within university dormitory rooms. Moreover, in China, the problem of unhealthy behaviors among university students has not yet been sufficiently recognized. We thus investigated health behavior peer influence in Peking University dormitories utilizing a randomized cluster-assignment design. Methods Study design: Cross-sectional in-dormitory survey. Study population: Current students from Peking University Health Science Center from April to June, 2009. Measurement: Self-reported questionnaire on health behaviors: physical activity (including bicycling), dietary intake and tobacco use. Results Use of bicycle, moderate-intensity exercise, frequency of sweet food and soybean milk intake, frequency of roasted/baked/toasted food intake were behaviors significantly or marginally significantly affected by peer influence. Conclusion Health behavior peer effects exist within dormitory rooms among university students. This could provide guidance on room assignment, or inform intervention programs. Examining these may demand attention from university administrators and policy makers. PMID:24040377

Effects of a Physical Education-Based Programme on Health-Related Physical Fitness and Its Maintenance in High School Students: A Cluster-Randomized Controlled Trial

ERIC Educational Resources Information Center

Mayorga-Vega, Daniel; Montoro-Escaño, Jorge; Merino-Marban, Rafael; Viciana, Jesús

2016-01-01

The purpose of this study was to examine the effects of a physical education-based development and maintenance programme on objective and perceived health-related physical fitness in high school students. A sample of 111 students aged 12-14 years old from six classes were cluster-randomly assigned to an experimental group (n = 54) or a control…

Counterintuitive Effects of Online Feedback in Middle School Math: Results from a Randomized Controlled Trial in ASSISTments

ERIC Educational Resources Information Center

McGuire, Patrick; Tu, Shihfen; Logue, Mary Ellin; Mason, Craig A.; Ostrow, Korinn

2017-01-01

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of…

The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits

ERIC Educational Resources Information Center

Bawaneh, Ali Khalid Ali; Nurulazam Md Zain, Ahmad; Salmiza, Saleh

2011-01-01

The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method over conventional teaching method on eight graders in their understanding of simple electric circuits in Jordan. Participants (N = 273 students; M = 139, F = 134) were randomly selected from Bani Kenanah region-North of Jordan and randomly assigned to…

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan; Cozine-Corroy, Kelly; Church, Chris

2013-01-01

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…

Effects of individualized assignments on biology achievement

NASA Astrophysics Data System (ADS)

Kremer, Philip L.

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.

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.

Environmental influences on young adult weight gain: evidence from a natural experiment.

PubMed

Kapinos, Kandice A; Yakusheva, Olga

2011-01-01

This study investigated the importance of environmental influences in explaining weight gain and related behaviors among freshman college students. We exploited a natural experiment that takes place on most college campuses in the United States--randomized dormitory assignments. We estimated the effects of living in dormitories with varying physical environment characteristics on weight gain and related behaviors (daily number of meals and snacks, weekly frequency of exercise) among randomly assigned freshman students. We found strong evidence linking weight and related behaviors to individual dormitories, as well as to specific characteristics of the dormitories. On average, students assigned to dormitories with on-site dining halls gained more weight and exhibited more behaviors consistent with weight gain during the freshman year as compared with students not assigned to such dormitories. Females in such dormitories weighed .85 kg (p = .03) more and exercised 1.43 (p < .01) times fewer; males consumed .22 (p = .02) more meals and .38 (p = .01) more snacks. For female students, closer proximity of the dormitory to a campus gym led to more frequent exercise (.54, p = .03), whereas living closer to central campus reduced exercise (-.97, p = .01). Using a natural experiment to deal with the potential endogeneity of the living environment, this study found that the physical environment affects both students' weight changes and weight-related behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Assessment of the core learning objectives curriculum for the urology clerkship.

PubMed

Rapp, David E; Gong, Edward M; Reynolds, W Stuart; Lucioni, Alvaro; Zagaja, Gregory P

2007-11-01

The traditional approach to the surgical clerkship has limitations, including variability of clinical exposure. To optimize student education we developed and introduced the core learning objectives curriculum, which is designed to allow students freedom to direct their learning and focus on core concepts. We performed a prospective, randomized, controlled study to compare the efficacy of core learning objectives vs traditional curricula through objective and subjective measures. Medical students were randomly assigned to the core learning objectives or traditional curricula during the 2-week urology clerkship. Faculty was blinded to student assignment. Upon rotation completion all students were given a 20-question multiple choice examination covering basic urology concepts. In addition, students completed a questionnaire addressing subjective clerkship satisfaction, comprising 15 questions. Between June 2005 and January 2007, 10 core learning objectives students and 10 traditional students completed the urology clerkship. The average +/- SEM multiple choice examination score was 12.1 +/- 0.87 and 9.8 +/- 0.59 for students assigned to the core learning objectives and traditional curricula, respectively (p <0.05). Subjective scores were higher in the core learning objectives cohort, although this result did not attain statistical significance (124.9 +/- 3.72 vs 114.3 +/- 4.96, p = 0.1). Core learning objectives students reported higher satisfaction in all 15 assessed subjective end points. Our experience suggests that the core learning objectives model may be an effective educational tool to help students achieve a broad and directed exposure to the core urological concepts.

Peer Influence on Aggressive Behavior, Smoking, and Sexual Behavior: A Study of Randomly-assigned College Roommates.

PubMed

Li, Yi; Guo, Guang

2016-09-01

Identifying casual peer influence is a long-standing challenge to social scientists. Using data from a natural experiment of randomly-assigned college roommates (N = 2,059), which removes the threat of friend selection, we investigate peer effects on aggressive behavior, smoking, and concurrent sexual partnering. The findings suggest that the magnitude and direction of peer influence depend on predisposition, gender, and the nature of the behavior. Peer effects on individuals predisposed toward a given behavior tend to be larger than peer effects on individuals without such a predisposition. We find that the influence of roommates on aggressive behavior is more pronounced among male students than among female students; roommate effects on smoking are negative among female students and male students who did not smoke before college. For concurrent sexual partnering, a highly private behavior, we find no evidence of peer effects. © American Sociological Association 2016.

Enhancing learning using questions, adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions - test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment.

Enhancing learning using questions adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions--test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment).

The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment

ERIC Educational Resources Information Center

Grodner, Andrew; Rupp, Nicholas G.

2013-01-01

In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…

My Student Body: Effects of an Internet-Based Prevention Program to Decrease Obesity among College Students

ERIC Educational Resources Information Center

LaChausse, Robert G.

2012-01-01

Objective: To determine the impact of My Student Body (MSB)-Nutrition, an Internet-based obesity prevention program for college students. Participants: Three hundred and twenty ethnically diverse undergraduate students were randomly assigned to 1 of 3 conditions: MSB-Nutrition program, an on-campus weight management course, and a comparison group.…

WRITING SKILLS--ARE LARGE CLASSES CONDUCTIVE TO EFFECTIVE LEARNING.

ERIC Educational Resources Information Center

HOPPER, HAROLD H.; KELLER, HELEN

BY A STRATIFIED RANDOM SAMPLING, 274 STUDENTS WERE ASSIGNED TO THREE SECTIONS OF 56 STUDENTS EACH AND FOUR SECTIONS OF 28 STUDENTS. EVALUATION OF THE INSTRUCTION IN THE LARGE AND SMALL GROUPS INVOLVED ANALYSIS OF TWO ESSAYS AND INSTRUCTOR-STUDENT EVALUATIONS. WHILE THERE WAS SOME VARIATION IN STUDENT PREFERENCES, THE RESULTS OF THE PRETEST AND THE…

The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

ERIC Educational Resources Information Center

Powell, Sarah R.; Driver, Melissa K.

2015-01-01

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

Interactive Learning through Web-Mediated Peer Review of Student Science Reports

ERIC Educational Resources Information Center

Trautmann, Nancy M.

2009-01-01

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no…

How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics

ERIC Educational Resources Information Center

Hong, Huang-Yao; Lin-Siegler, Xiaodong

2012-01-01

How does learning about scientists' struggles during their scientific knowledge building affect students' science learning? Two hundred and seventy-one high school students were randomly assigned to 1 of 3 conditions: (a) the struggle-oriented background information (n = 90) condition, which presented students with stories about 3 scientists'…

PERSONAL AND CIRCUMSTANTIAL FACTORS INFLUENCING THE ACT OF DISCOVERY.

ERIC Educational Resources Information Center

OSTRANDER, EDWARD R.

HOW STUDENTS SAY THEY LEARN WAS INVESTIGATED. INTERVIEWS WITH A RANDOM SAMPLE OF 74 WOMEN STUDENTS POSED QUESTIONS ABOUT THE NATURE, FREQUENCY, PATTERNS, AND CIRCUMSTANCES UNDER WHICH ACTS OF DISCOVERY TAKE PLACE IN THE ACADEMIC SETTING. STUDENTS WERE ASSIGNED DISCOVERY RATINGS BASED ON READINGS OF TYPESCRIPTS. EACH STUDENT WAS CLASSIFIED AND…

The Impact of Transcription Writing Interventions for First-Grade Students

ERIC Educational Resources Information Center

Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace

2017-01-01

We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention.…

Iranian University Students' Experiences of and Attitudes Towards Alternatives in Assessment

ERIC Educational Resources Information Center

Sadeghi, Karim; Abolfazli Khonbi, Zainab

2015-01-01

This study investigated the effect of assessment type (self vs. peer vs. teacher) on university students' academic achievement and students' attitudes toward them. In the main study, 82 undergraduate English-as-a-Foreign-Language students in four classes at three universities in Iran were randomly assigned into one of self-, peer- and…

Evaluation of a Cardio Pulmonary Resuscitation Curriculum for Junior and Senior High School Students.

ERIC Educational Resources Information Center

Vanderschmidt, Hannelore Falk

An adaptation of the standard American Heart Association training program was utilized to teach secondary school students cardiopulmonary Resuscitation (CPR) procedures. Students, at both junior and senior high levels, were randomly assigned to practice and no-practice groups, of ten students each. All were taught CPR procedures didactically, but…

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

2017-01-01

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

Effects of Information on College Students' Perceptions of Antidepressant Medication

ERIC Educational Resources Information Center

Frankenberger, Kristi A.; Frankenberger, William R.; Peden, Blaine F.; Hunt, Heather L.; Raschick, Christopher M.; Steller, Emily G.; Peterson, Jaclyn A.

2004-01-01

The authors examined the impact of pharmaceutical companies' advertisements on college students' perceptions of depression and concomitant treatment with antidepressants among 13 male and 31 female undergraduates from a midwestern university. The students were randomly assigned to groups that read either pharmaceutical company advertisements or…

75 FR 24934 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-06

... student archived data (e.g., state mandated standardized test scores); follow-up surveys for students... experimental design that utilizes the random assignment. LIC is an English Language Arts (ELA)-based character education curriculum that is expected to have positive impacts on student academic performance, attendance...

75 FR 9189 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-01

... mandated standardized test scores); follow-up surveys for students; teacher and parent rating/observation on various student aspects (e.g., student social skills); baseline and follow-up surveys for teachers... Character (LIC) program. This study is based on an experimental design that utilizes the random assignment...

Dismantling Stereotypes about Latinos in STEM

ERIC Educational Resources Information Center

Hernandez, Diley; Rana, Shaheen; Rao, Analia; Usselman, Marion

2017-01-01

The present study compared the effectiveness of a self-affirmation and a role model guest lecture intervention on reducing students' perceptions of science-related social identity threat. Participants included 67 Latino high school students enrolled in a college preparation program. Students were randomly assigned either to a self-affirmation…

WWC Review of the Report "Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone "linguistic modification" by the research team. The purpose of the study was to assess the…

The Effects of Teaching Notetaking Strategies on Elementary Students' Science Learning

ERIC Educational Resources Information Center

Lee, Pai-Lin; Lan, William; Hamman, Douglas; Hendricks, Bret

2008-01-01

The research examined effects of notetaking instruction on elementary-aged students' abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training…

College Students' Perceptions of Peers with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Matthews, Nicole L.; Ly, Agnes R.; Goldberg, Wendy A.

2015-01-01

Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary…

Nurturing Students' Problem-Solving Skills and Engagement in Computer-Mediated Communications (CMC)

ERIC Educational Resources Information Center

Chen, Ching-Huei

2014-01-01

The present study sought to investigate how to enhance students' well- and ill-structured problem-solving skills and increase productive engagement in computer-mediated communication with the assistance of external prompts, namely procedural and reflection. Thirty-three graduate students were randomly assigned to two conditions: procedural and…

Oral Dialogue Journals and Iranian EFL Learners' Pronunciation

ERIC Educational Resources Information Center

Beh-Afarin, Seyed Reza; Moradkhan, Dennis; Monfared, Amirhossein

2009-01-01

This study focused on the impact of oral dialogue journals on Iranian EFL learners' pronunciation. Three classes of intermediate learners, after being reassured of their homogeneity, were randomly assigned to treatment (14 students), control (9 students), and placebo (10 students) groups. Learners in the treatment group had to respond to the…

Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol

ERIC Educational Resources Information Center

Benner, Gregory J.; Nelson, J. Ron; Sanders, Elizabeth A.; Ralston, Nicole C.

2012-01-01

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The…

Effects of Critical Discussions on Middle School Students' Written Historical Arguments

ERIC Educational Resources Information Center

Wissinger, Daniel R.; De La Paz, Susan

2016-01-01

In this experimental study, 151 middle school students explored 3 historical controversies, first reading and discussing primary source documents in groups, then writing arguments on their own. Students were either randomly assigned to an experimental condition, using argumentative schemes and critical questions as guides during discussions, or to…

Online Process Scaffolding and Students' Self-Regulated Learning with Hypermedia.

ERIC Educational Resources Information Center

Azevedo, Roger; Cromley, Jennifer G.; Thomas, Leslie; Seibert, Diane; Tron, Myriam

This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=53) were randomly assigned to 1 of 3 scaffolding conditions (adaptive content and process scaffolding (ACPS), adaptive…

A Referential Communication Demonstration versus a Lecture-Only Control: Learning Benefits

ERIC Educational Resources Information Center

Balch, William R.

2014-01-01

To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication…

Do Comments on Mathematics Homework Affect Student Achievement?

ERIC Educational Resources Information Center

Austin, Joe Dan

1976-01-01

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

A Program to Improve Student Engagement at Research-Focused Universities

ERIC Educational Resources Information Center

Whillans, Ashley V.; Hope, Sally E.; Wylie, Lauren J.; Zhao, Bob; Souza, Michael J.

2018-01-01

Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year…

Bovine Reproductive Palpation Training: Does the Cow Make a Difference?

PubMed

French, Hilari M; Dascanio, John J; Gilbert, Gregory E; Robinson, James Q

2018-01-01

Gaining experience and dexterity for trans-rectal cattle palpation requires substantial training. Simulation allows students to perform palpation without risks and to obtain feedback, but many believe live cattle palpation is essential. Limited research exists on the proper training method for live animal trans-rectal palpation. This study compared student improvement in laboratory palpation skills when assigned to the same cows versus choosing a cow at random. The hypothesis for the study was that students assigned the same cow, as compared to students choosing a cow at random, would be more accurate at palpation, would learn what structures are present on the ovaries and what size the reproductive tract measures, and would be able to follow the cyclicity of the cow. Cervical diameter, uterine tone, diameter of left and right uterine horns, and ovarian structures were recorded over time. Responses were compared to laboratory instructors' responses and Z-tests for proportions were used to test the differences in percentage correct at each time point for each palpation exercise. Overall the experiment showed that assigning students to certain cows will not improve their trans-rectal palpation training. However, asking students to identify specific landmarks with quantitative measurements did allow for more productive laboratory time and engaged students. The results of the present study also suggest that if there is limited time available for palpation instruction, choosing cows with behavior allowing easy handling is important to the educational process.

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts

NASA Astrophysics Data System (ADS)

Pinarbaşi; , Tacettin; Canpolat, Nurtaç; Bayrakçeken, Samih; Geban, Ömer

2006-12-01

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.

Group Counseling With Emotionally Disturbed School Children in Taiwan.

ERIC Educational Resources Information Center

Chiu, Peter

The application of group counseling to emotionally disturbed school children in Chinese culture was examined. Two junior high schools located in Tao-Yuan Province were randomly selected with two eighth-grade classes randomly selected from each school. Ten emotionally disturbed students were chosen from each class and randomly assigned to two…

Improving Preservice Elementary Teachers' Writing in a Science Context

ERIC Educational Resources Information Center

Everett, Susan; Luera, Gail; Otto, Charlotte

2008-01-01

The authors investigated whether a series of mini prewriting assignments linked to a formal paper describing an original research project would improve preservice elementary teachers' writing abilities in a science context. They compared 38 final reports from students who completed the prewriting assignments with 38 reports randomly selected from…

The Effect on One's Own Performance of Evaluating Peers.

ERIC Educational Resources Information Center

Cohen, Stuart J.

Fifty-three high school males took a minicourse on library usage. All were randomly assigned a topic and given response sheets requiring the use of dictionaries, encyclopedias, periodicals, and books. In a discussion session, all received instructional handouts. Students were assigned either to evaluating two peers' pretests (experimental) or…

Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students with Learning Disabilities

ERIC Educational Resources Information Center

Therrien, William J.; Hughes, Charles; Kapelski, Cory; Mokhtari, Kouider

2009-01-01

Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning…

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas:…

Studying the Effects of Quantitatively Defined Teaching Strategies on Students in Elementary School Science Using Macro-Interaction Analysis Techniques.

ERIC Educational Resources Information Center

Penick, John E.; And Others

The effects of two patterns of teacher behavior on student behavior were investigated, using eight elementary teachers (grades 1-5) and their 250 students. The teacher behavior was conceptualized in terms of the amount of restriction placed on the activities of science students. Fifty students were randomly assigned, with equalizing restrictions…

Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

ERIC Educational Resources Information Center

Wells, Casey L.

2012-01-01

The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

ERIC Educational Resources Information Center

Xie, Ying; Lin, Shu-Yuan

2016-01-01

We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

Audio Feedback: Richer Language but No Measurable Impact on Student Performance

ERIC Educational Resources Information Center

Chalmers, Charlotte; MacCallum, Janis; Mowat, Elaine; Fulton, Norma

2014-01-01

Audio feedback has been shown to be popular and well received by students. However, there is little published work to indicate how effective audio feedback is in improving student performance. Sixty students from a first year science degree agreed to take part in the study; thirty were randomly assigned to receive written feedback on coursework,…

The Use of Group versus Individual Settings for Assessing Student Achievement in Kindergarten and First Grade.

ERIC Educational Resources Information Center

Atkins-Burnett, Sally; Rowan, Brian; Correnti, Richard

This paper reports on an experiment examining the consequences of assessing kindergarten and first-grade students' academic achievement in group versus individualized assessment settings. Students (n=442) blocked by classroom and grade level were randomly assigned to one of two assessment modes: a small group setting with 8 other students from…

Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

ERIC Educational Resources Information Center

Brawand, Anne Eichorn

2013-01-01

Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was…

Effects of Psychomotor Intervention Program on Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

ElGarhy, Sayed; Liu, Ting

2016-01-01

The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group…

Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell

2011-01-01

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…

Assessing the Impact of ADHD Coaching Services on University Students' Learning Skills, Self-Regulation, and Well-Being

ERIC Educational Resources Information Center

Field, Sharon; Parker, David R.; Sawilowsky, Shlomo; Rolands, Laura

2013-01-01

The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2- and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional…

Writing to Learn in Science: Effects on Grade 4 Students' Understanding of Balance

ERIC Educational Resources Information Center

Gillespie Rouse, Amy; Graham, Steve; Compton, Donald

2017-01-01

In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their…

Focusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions

ERIC Educational Resources Information Center

Hafen, Christopher A.; Ruzek, Erik A.; Gregory, Anne; Allen, Joseph P.; Mikami, Amori Yee

2015-01-01

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future…

An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities

ERIC Educational Resources Information Center

Winchester, Katherine; Darch, Craig; Eaves, Ronald C.; Shippen, Margaret E.; Ern, Greg; Bell, Bedarius

2009-01-01

We compared two approaches to teaching United States history to students with learning disabilities (LD). We randomly assigned students in seventh through ninth grades (n = 44) to separate treatment groups (strategy-based instruction or traditional instruction). In both approaches, students were taught identical content on two units of the Civil…

A Comparison of the Achievement of Statistics Students Enrolled in Online and Face-to-Face Settings

ERIC Educational Resources Information Center

Christmann, Edwin P.

2017-01-01

This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to…

Determining the Effects That the Order of Abstraction and Type of Reflection Have on Content Knowledge When Teaching Experientially: An Exploratory Experiment

ERIC Educational Resources Information Center

Baker, Marshall A.; Brown, Nicholas R.; Blackburn, J. Joey; Robinson, J. Shane

2014-01-01

The purpose of this experimental study was to determine the effects of order of abstraction and type of reflection on student knowledge acquisition. Students were assigned randomly to one of four treatment combinations in the completely randomized 2 x 2 design which included either abstraction prior to or directly after an experience, and either…

The Effectiveness of Conflict Maps and the V-Shape Teaching Method in Science Conceptual Change among Eighth-Grade Students in Jordan

ERIC Educational Resources Information Center

Bawaneh, Ali Khalid Ali; Zain, Ahmad Nurulazam Md; Ghazali, Munirah

2010-01-01

The purpose of the present study is to investigate the effectiveness of Conflict Maps and the V-Shape method as teaching methods in bringing about conceptual change in science among primary eighth-grade students in Jordan. A randomly selected sample (N = 63) from the Bani Kenana region North of Jordan was randomly assigned to the two teaching…

A Stitch in Time: Strategic Self-Control in High School and College Students.

PubMed

Duckworth, Angela L; White, Rachel E; Matteucci, Alyssa J; Shearer, Annie; Gross, James J

2016-04-01

A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, we conducted a naturalistic investigation of self-control strategies (Study 1) and two field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges. The majority of strategies in these self-nominated incidents as well as in three hypothetical academic scenarios (e.g., studying instead of texting friends) were reliably classified using the process model of self-control. As predicted by the process model, students rated strategies deployed early in the impulse-generation process (situation selection, situation modification) as being dramatically more effective than strategies deployed later (attentional deployment, cognitive change, response modulation). In Study 2, high school students randomly assigned to implement situation modification were more likely to meet their academic goals during the following week than students assigned either to implement response modulation or no strategy at all. In Study 3, college students randomly assigned to implement situation modification were also more successful in meeting their academic goals, and this effect was partially mediated by decreased feelings of temptation throughout the week. Collectively, these findings suggest that students might benefit from learning to initiate self-control when their impulses are still nascent.

A Stitch in Time: Strategic Self-Control in High School and College Students

PubMed Central

Duckworth, Angela L.; White, Rachel E.; Matteucci, Alyssa J.; Shearer, Annie; Gross, James J.

2015-01-01

A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, we conducted a naturalistic investigation of self-control strategies (Study 1) and two field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges. The majority of strategies in these self-nominated incidents as well as in three hypothetical academic scenarios (e.g., studying instead of texting friends) were reliably classified using the process model of self-control. As predicted by the process model, students rated strategies deployed early in the impulse-generation process (situation selection, situation modification) as being dramatically more effective than strategies deployed later (attentional deployment, cognitive change, response modulation). In Study 2, high school students randomly assigned to implement situation modification were more likely to meet their academic goals during the following week than students assigned either to implement response modulation or no strategy at all. In Study 3, college students randomly assigned to implement situation modification were also more successful in meeting their academic goals, and this effect was partially mediated by decreased feelings of temptation throughout the week. Collectively, these findings suggest that students might benefit from learning to initiate self-control when their impulses are still nascent. PMID:27158155

A brief randomized controlled intervention targeting parents improves grades during middle school.

PubMed

Destin, Mesmin; Svoboda, Ryan C

2017-04-01

Despite a growing number of brief, psychosocial interventions that improve academic achievement, little research investigates how to leverage parents during such efforts. We designed and tested a randomized controlled intervention targeting parents to influence important discussions about the future and responses to academic difficulty experienced by their adolescent during eighth grade in the United States. We recruited experienced parents to convey the main messages of the intervention in a parent panel format. As expected, current parents who were randomly assigned to observe the parent panel subsequently planned to talk with their adolescents sooner about future opportunities and to respond more positively to experiences of academic difficulty than parents who were randomly assigned to a control group. The intervention also led to a significant increase in student grades, which was mediated by parents' responses to academic difficulty. We suggest an increase in experimental research that utilizes parents to influence student achievement. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Effects of a Brief Video Intervention on White University Students' Racial Attitudes

ERIC Educational Resources Information Center

Soble, Jason R.; Spanierman, Lisa B.; Liao, Hsin-Ya

2011-01-01

The authors investigated the effects of a brief video intervention on the racial attitudes of White university students. One hundred thirty-eight self-identified White students were randomly assigned to either an experimental condition in which they viewed a video documenting the pervasiveness of institutional racism and White privilege in the…

Blending Individual and Group Assessment: A Model for Measuring Student Performance

ERIC Educational Resources Information Center

Reiser, Elana

2017-01-01

Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed…

The Effectiveness of University Counselling for Improving Academic Outcomes and Well-Being

ERIC Educational Resources Information Center

Biasi, Valeria; Patrizi, Nazarena; Mosca, Mauro; De Vincenzo, Conny

2017-01-01

The work discusses the effectiveness of the counselling treatment to enhance student academic success. The participants were randomly assigned to either an experimental group (66 students who had completed counselling treatment) or a wait-list comparison group (44 students). The Adult Self Report (ASR) by Achenbach and Rescorla [2003. "Manual…

On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

ERIC Educational Resources Information Center

Yin, Yue; Shavelson, Richard J.; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Brandon, Paul R.; Furtak, Erin Marie; Tomita, Miki K.; Young, Donald B.

2008-01-01

Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to…

Are You with Me or Not? Temporal Synchronicity and Transactivity during CSCL

ERIC Educational Resources Information Center

Popov, V.; van Leeuwen, A.; Buis, S. C. A.

2017-01-01

Do the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products? To address this question, we used a mixed-method approach to study 74 first-year university students who were randomly assigned to work in…

The Role of Co-Regulated Learning during Students' Understanding of Complex Systems with Hypermedia.

ERIC Educational Resources Information Center

Azevedo, Roger; Cromley, Jennifer G.; Seibert, Diane; Tron, Myriam

This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=51) were randomly assigned to use of one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding…

Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples

ERIC Educational Resources Information Center

Barbieri, Christina; Booth, Julie L.

2016-01-01

Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra…

The Evaluation of Four Mind/Body Intervention Strategies to Reduce Perceived Stress among College Students

ERIC Educational Resources Information Center

Winterdyk, John; Ray, Heather; Lafave, Lynne; Flessati, Sonya; Huston, Michael; Danelesko, Elaine; Murray, Christina

2008-01-01

We examined the effectiveness of four distinct mind/body interventions on reported perceived stress, anxiety, and health promoting behaviours in college students. Ninety students were randomly assigned to one of four experimental groups (i.e., nutritional, exercise, relaxation, or cognitive behavioural therapy). There were approximately 18…

Teaching Students with Emotional and Behavioral Disorders to Self-Advocate through Persuasive Writing

ERIC Educational Resources Information Center

Cuenca-Sanchez, Yojanna; Mastropieri, Margo A.; Scruggs, Thomas E.; Kidd, Julie K.

2012-01-01

We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the…

Treating Speech Comprehensibility in Students with Down Syndrome

ERIC Educational Resources Information Center

Yoder, Paul J.; Camarata, Stephen; Woynaroski, Tiffany

2016-01-01

Purpose: This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation. Method: We randomly assigned 51 5- to 12-year-old students to…

Computer versus In-Person Intervention for Students Violating Campus Alcohol Policy

ERIC Educational Resources Information Center

Carey, Kate B.; Henson, James M.; Carey, Michael P.; Maisto, Stephen A.

2009-01-01

In this study, the authors evaluated the efficacy of a brief motivational intervention (BMI) and a computerized program for reducing drinking and related problems among college students sanctioned for alcohol violations. Referred students (N = 198, 46% women), stratified by gender, were randomly assigned to a BMI or to the Alcohol 101 Plus…

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

ERIC Educational Resources Information Center

Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation

ERIC Educational Resources Information Center

Saleh, Mohammad; Lazonder, Ard W.; De Jong, Ton

2005-01-01

This study examined how grouping arrangements affect students' achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are…

The Impact of Written Comments on Student Achievement.

ERIC Educational Resources Information Center

Freeman, Donald J.; Niemeyer, Roger C.

This study sought to determine if an instructor of a competency-based course who sets performance standards at a comparatively low level might facilitate higher levels of student achievement through the use of written comments on unit posttests. Eighty-eight students in a graduate education course were randomly assigned to one of four experimental…

Teacher Beliefs and Responses toward Student Misbehavior: Influence of Cognitive Skill Deficits

ERIC Educational Resources Information Center

Hart, Susan Crandall; DiPerna, James Clyde

2017-01-01

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the…

Effects of Lexical Cohesion and Macrorules on EFL Students' Main Idea Comprehension

ERIC Educational Resources Information Center

Wilawan, Sujunya

2011-01-01

This study investigated the effects of an instructional procedure which incorporated lexical cohesion and macrorules to promote main idea comprehension of Thai EFL students. One hundred and six undergraduate students taking a reading module were randomly assigned to one of three teaching conditions: the combined use of lexical cohesion and…

Student Perceptions of the Classroom Environment: Actionable Feedback to Guide Core Instruction

ERIC Educational Resources Information Center

Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J.

2015-01-01

The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of…

Questioning: A Reading/Thinking Foundation for the Gifted.

ERIC Educational Resources Information Center

Batson, Amanda Davis

A study to determine the effects of higher level interactive questioning procedures on the cognitive abilities of gifted students was conducted with 14 gifted sixth grade students. The students were selected from a public school enrichment program and randomly assigned to one of two groups that met for five weekly sessions. The control group was…

Alcohol assessment among college students using wireless mobile technology.

PubMed

Bernhardt, Jay M; Usdan, Stuart; Mays, Darren; Martin, Ryan; Cremeens, Jennifer; Arriola, Kimberly Jacob

2009-09-01

This study used a two-group randomized design to assess the validity of measuring self-reported alcohol consumption among college students using the Handheld Assisted Network Diary (HAND), a daily diary assessment administered using wireless mobile devices. A convenience sample of college students was recruited at a large, public university in the southeastern United States and randomized into two groups. A randomly assigned group of 86 students completed the daily HAND assessment during the 30-day study and a Timeline Followback (TLFB) at 30-day follow-up. A randomly assigned group of 82 students completed the paper-and-pencil Daily Social Diary (DSD) over the same study period. Data from the daily HAND assessment were compared with the TLFB completed at follow-up by participants who completed the HAND using 95% limits of agreement analysis. Furthermore, individual growth models were used to examine differences between the HAND and DSD by comparing the total drinks, drinking days, and drinks per drinking day captured by the two assessments over the study period. Results suggest that the HAND captured similar levels of alcohol use compared with the TLFB completed at follow-up by the same participants. In addition, comparisons of the two study groups suggest that, controlling for baseline alcohol use and demographics, the HAND assessment captured similar levels of total drinks, drinking days, and drinks per drinking day as the paper-and-pencil DSD. The study findings support the validity of wireless mobile devices as a daily assessment of alcohol use among college students.

Improving Young English Learners' Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick

2018-01-01

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

ERIC Educational Resources Information Center

Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael

2014-01-01

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…

How did you guess? Or, what do multiple-choice questions measure?

PubMed

Cox, K R

1976-06-05

Multiple-choice questions classified as requiring problem-solving skills have been interpreted as measuring problem-solving skills within students, with the implicit hypothesis that questions needing an increasingly complex intellectual process should present increasing difficulty to the student. This hypothesis was tested in a 150-question paper taken by 721 students in seven Australian medical schools. No correlation was observed between difficulty and assigned process. Consequently, the question-answering process was explored with a group of final-year students. Anecdotal recall by students gave heavy weight to knowledge rather than problem solving in answering these questions. Assignment of the 150 questions to the classification by three teachers and six students showed their congruence to be a little above random probability.

Students' Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-Cultural Study

ERIC Educational Resources Information Center

Korkmaz, Hunkar; Thomas, Julie Anna; Tatar, Nilgun; Altunay, Serpil

2017-01-01

The purpose of this study was to examine middle school students' out-of-school experiences related to science, priorities related to their future job, perception toward themselves as a scientist. One intact school was assigned randomly from each country. The study involved 479 students (363 Turkish students; 116 American students), aged between 11…

Students' Opinions about Science and Technology in Turkey and the United States: A Cross-Cultural Study

ERIC Educational Resources Information Center

Korkmaz, Hunkar; Thomas, Julie Anna; Tatar, Nilgun; Aktas Altunay, Serpil

2017-01-01

The aim of this study is to determine the thoughts of Turkish and American middle school students on science and technology. One intact school was assigned randomly for this study from both countries. The sampling of the study contains 479 students (363 Turkish students, 116 American students) from two countries aged between 11 and 13. The data…

The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class.

ERIC Educational Resources Information Center

Nichols, Joe D.; Hall, Neff

In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Ninety (mostly 10th-grade) students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups…

The Effects of Browse Time on the Internet on Students' Essay Scores

ERIC Educational Resources Information Center

Doan, Kim; Bloomfield, Aaron

2014-01-01

This study examined how 30 minutes of search time on the Web affected students' essay scores in response to a writing prompt. Expository essays were obtained from 49 fourth- and fifth-grade students enrolled in an elementary school in Virginia, in the United States. Students were placed by random assignment into three groups with the same writing…

Are All Hands-On Activities Equally Effective? Effect of Using Plastic Models, Organ Dissections, and Virtual Dissections on Student Learning and Perceptions

ERIC Educational Resources Information Center

Lombardi, Sara A.; Hicks, Reimi E.; Thompson, Katerina V.; Marbach-Ad, Gili

2014-01-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or…

What Works Clearinghouse Quick Review of the Report "Evaluation of Experience Corps: Student Reading Outcomes"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

This study examined whether the "Experience Corps" program improved the reading skills of elementary school students who were at risk of academic failure. Nearly 900 first through third grade students in 23 schools in Boston, New York City, and Port Arthur, TX participated in the study. These students were randomly assigned to either a…

Academic Incentives for Students Can Increase Participation in and Effectiveness of a Physical Activity Program

ERIC Educational Resources Information Center

DeVahl, Julie; King, Richard; Williamson, Jon W.

2005-01-01

The authors sought to determine whether a greater academic incentive would improve the effectiveness and student adherence to a 12-week voluntary exercise program designed to decrease students' percentage of body fat. They randomly assigned 210 students to 1 of 2 groups with different academic reward structures. The group with the greater reward…

Online Academic Integrity

ERIC Educational Resources Information Center

Mastin, David F.; Peszka, Jennifer; Lilly, Deborah R.

2009-01-01

Psychology students completed a task with reinforcement for successful performance. We tested academic integrity under randomly assigned conditions of check mark acknowledgment of an honor pledge, typed honor pledge, or no pledge. Across all conditions, 14.1% of students inflated their self-reported performance (i.e., cheated). We found no…

Online Mathematics Homework Increases Student Achievement

ERIC Educational Resources Information Center

Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A.

2016-01-01

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

Critical Thinking and Reflection Exercises in a Biochemistry Course to Improve Prospective Health Professions Students’ Attitudes Toward Physician-Pharmacist Collaboration

PubMed Central

Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C.; Chandar, Nalini; Green, Jacalyn M.; La Salle, Sophie; Viselli, Susan M.; Burdick, Paulette; Lynch, Sean M.

2013-01-01

Objective. To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students’ and prospective health professions students’ collaboration scores. Design. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Assessment. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Conclusions. Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration. PMID:24159210

Using History of Science to Teach Nature of Science to Elementary Students

ERIC Educational Resources Information Center

Fouad, Khadija E.; Masters, Heidi; Akerson, Valarie L.

2015-01-01

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science (NOS) instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and…

The Impact of Framing Effect on Student Preferences for University Grading Systems

ERIC Educational Resources Information Center

Smith, Jeffrey K.; Smith, Lisa F.

2009-01-01

Kahneman and Tversky's (1979, 2000; Tversky & Kahneman, 1981) work in decision-making was applied to student preferences for grading practices. Undergraduate psychology students (n = 240) were randomly assigned to 1 of 3 framing conditions related to how a university course might be graded: a 100 point system, a percentage system, and an open…

Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy

ERIC Educational Resources Information Center

Minogue, James; Jones, Gail

2009-01-01

The application of Biggs' and Collis' Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer-based learning environment is described in this study. Pre-test-post-test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students:…

Improving Secondary School Students' Achievement and Retention in Biology through Video-Based Multimedia Instruction

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yaki, Akawo Angwal; Gana, Eli S.; Ughovwa, Queen Eguono

2014-01-01

The study examined the effects of video-based multimedia instruction on secondary school students' achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls) were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text;…

Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

ERIC Educational Resources Information Center

Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.

2018-01-01

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

Forecasting Periodic Trends: A Semester-Long Team Exercise for Nonscience Majors

ERIC Educational Resources Information Center

Tierney, John

2008-01-01

Team learning is an effective means of teaching that can contribute toward increased student interest. This article describes a team learning exercise developed for a course for nonscience majors. Students are randomly assigned numbers (atomic numbers) the first day of class. Each student builds a portfolio of information for their element. In the…

Relationship of Muscular Strength on Work Performance in High School Students with Mental Retardation

ERIC Educational Resources Information Center

Smail, Karen M.; Horvat, Michael

2006-01-01

The relationship of muscular strength on work performance measures in high school students with mild mental retardation was investigated. Ten students from a self contained Special Education class were matched according to age, gender, height, and weight then randomly assigned to either the treatment group or control group. The treatment group…

Can Short Duration Visual Cues Influence Students' Reasoning and Eye Movements in Physics Problems?

ERIC Educational Resources Information Center

Madsen, Adrian; Rouinfar, Amy; Larson, Adam M.; Loschky, Lester C.; Rebello, N. Sanjay

2013-01-01

We investigate the effects of visual cueing on students' eye movements and reasoning on introductory physics problems with diagrams. Participants in our study were randomly assigned to either the cued or noncued conditions, which differed by whether the participants saw conceptual physics problems overlaid with dynamic visual cues. Students in the…

The Effect of Choosing versus Receiving Feedback on College Students' Performance

ERIC Educational Resources Information Center

Cutumisu, Maria; Schwartz, Daniel L.

2016-01-01

This study examines the effect of choosing versus receiving feedback on the learning performance of n = 98 post-secondary students from California on a digital poster design task. The study employs a yoked experimental design where college students are randomly assigned to play a choice-based assessment game, Posterlet, in one of two conditions,…

Technology Instructional Package Mediated Instruction and Senior Secondary School Students' Academic Performance in Biology Concepts

ERIC Educational Resources Information Center

Yaki, Akawo Angwal; Babagana, Mohammed

2016-01-01

The paper examined the effects of a Technological Instructional Package (TIP) on secondary school students' performance in biology. The study adopted a pre-test, post-test experimental control group design. The sample size of the study was 80 students from Minna metropolis, Niger state, Nigeria; the samples were randomly assigned into treatment…

Teaching in Cyberspace: Online versus Traditional Instruction Using a Waiting-List Experimental Design

ERIC Educational Resources Information Center

Poirier, Christopher R.; Feldman, Robert S.

2004-01-01

To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally…

Effect of Short- and Long-Term Play Therapy Services on Teacher-Child Relationship Stress

ERIC Educational Resources Information Center

Ray, Dee C.; Henson, Robin K.; Schottelkorb, April A.; Brown, April Garofano; Muro, Joel

2008-01-01

The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy…

The Effect of Perspective on Misconceptions in Psychology: A Test of Conceptual Change Theory

ERIC Educational Resources Information Center

Amsel, Eric; Johnston, Adam; Alvarado, Elly; Kettering, Jack; Rankin, Lauren; Ward, Melissa

2009-01-01

To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self…

Exposure to Metacognitive Skills Improves Academic Performance: An Experimental Study of College Students' Academic Performance and Self-Efficacy

ERIC Educational Resources Information Center

Thomas, Pamela

2016-01-01

This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading…

The Effects of Digital Storytelling on Student Achievement, Social Presence, and Attitude in Online Collaborative Learning Environments

ERIC Educational Resources Information Center

Nam, Chang Woo

2017-01-01

This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The "digital…

Effects of Field Instructor Training on Student Competencies and the Supervisory Alliance

ERIC Educational Resources Information Center

Deal, Kathleen Holtz; Bennett, Susanne; Mohr, Jonathan; Hwang, Jeongha

2011-01-01

Objectives: This study of a field instructor (FI) training model, offered at two universities, focused on the relationship between student competencies, the supervisory alliance, and students' attachment styles. Method: The study used a pretest-posttest follow-up design of 100 randomly assigned FIs (training group = 48; control group = 52) and 64…

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

ERIC Educational Resources Information Center

Lisy, Jennifer Garrette

2015-01-01

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

The Effect of Digital Video Games on EFL Students' Language Learning Motivation

ERIC Educational Resources Information Center

Ebrahimzadeh, Mohsen; Alavi, Sepideh

2017-01-01

The study examined the effect of a commercial digital video game on high school students' language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who intensively read the game's story; Players, who played the digital video game; and Watchers, who watched two classmates…

The Effects of Self-Regulated Learning Training on Community College Students' Metacognition and Achievement in Developmental Math Courses

ERIC Educational Resources Information Center

Bol, Linda; Campbell, Karen D. Y.; Perez, Tony; Yen, Cherng-Jyh

2016-01-01

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four…

Students' Perceptions of Classroom Group Work as a Function of Group Member Selection

ERIC Educational Resources Information Center

Myers, Scott A.

2012-01-01

The purpose of this assessment was to examine whether differences exist between students who self-select their classroom work group members and students who are randomly assigned to their classroom work groups in terms of their use of organizational citizenship behaviors with their work group members; their commitment to, trust in, and relational…

Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study

ERIC Educational Resources Information Center

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Simonson, Gregory R.; Slater, Susan C.

2017-01-01

This randomized controlled study investigated the efficacy of a Tier 1 intervention--schema-based instruction--designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment condition (schema-based instruction) or control…

A Randomized Violence Prevention Trial with Comparison: Responses by Gender

ERIC Educational Resources Information Center

Griffin, James P., Jr.; Chen, Dungtsa; Eubanks, Adriane; Brantley, Katrina M.; Willis, Leigh A.

2007-01-01

Using random assignment of students to two intervention groups and a comparison school sample, the researchers evaluated a three-group school-based violence prevention program. The three groups were (1) a whole-school intervention, (2) whole-school, cognitive-behavioral and cultural enrichment training, and (3) no violence prevention. The…

Game-Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment

ERIC Educational Resources Information Center

Charlier, Nathalie; De Fraine, Bieke

2013-01-01

Background: Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Methods: Four class groups (120 students) were randomly assigned to 2…

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N; Hamlett, Carol L; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. PMID:19122881

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool: A SQUIRE Compliant Study.

PubMed

Kotb, Magd A; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N

2015-07-01

Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students' performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥ 80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment.

Improving the Efficiency and Effectiveness of Grading through the Use of Computer-Assisted Grading Rubrics

ERIC Educational Resources Information Center

Anglin, Linda; Anglin, Kenneth; Schumann, Paul L.; Kaliski, John A.

2008-01-01

This study tests the use of computer-assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups…

Effects of Higher and Lower Level Writing-To-Learn Assignments on Higher and Lower Level Examination Questions

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; Ambrose, Michael A.; Pyun, Yea Seul

2017-01-01

Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom's taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher…

Embedded academic writing support for nursing students with English as a second language.

PubMed

Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

2010-02-01

This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

Evaluating interactive technology for an evolving case study on learning and satisfaction of graduate nursing students.

PubMed

Vogt, Marjorie A; Schaffner, Barbara H

2016-07-01

Nursing education is challenged to prepare students for complex healthcare needs through the integration of teamwork and informatics. Technology has become an important teaching tool in the blended classroom to enhance group based learning experiences. Faculty evaluation of classroom technologies is imperative prior to adoption. Few studies have directly compared various technologies and their impact on student satisfaction and learning. The purpose of this study was to evaluate technology enhanced teaching methods on the learning and satisfaction of graduate students in an advanced pharmacology class using an unfolding case study. After IRB approval, students were randomly assigned to one of three groups: blogging group, wiki group or webinar group. Students completed the evolving case study using the assigned interactive technology. Student names were removed from the case studies. Faculty evaluated the case study using a rubric, while blinded to the assigned technology method used. No significant difference was found on case study grades, the range of grades on the assignment demonstrated little differences between the methods used. Students indicated an overall positive impact related to networking and collaboration on a satisfaction survey. Impact of technology methods needs to be explored in other areas of graduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

ERIC Educational Resources Information Center

Perlman, Dana

2010-01-01

The purpose of this study is to examine the influence of the Sport Education Model ("SEM") on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the "SEM" (N = 16)or traditional class (N = 16).…

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

ERIC Educational Resources Information Center

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

2012-01-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to…

The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language

ERIC Educational Resources Information Center

Abdelrahman, Mahmoud Sulaiman Hamad Bani; Bsharah, Muwafaq Saleem

2014-01-01

This study aimed to find the effect of speed reading strategies on developing reading comprehension among second secondary literary stream students in English language. The sample of the study consists of (42) students assigned into two groups who were chosen randomly from schools, a controlled group (21) students, and an experimental (21)…

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool

PubMed Central

Kotb, Magd A.; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N.

2015-01-01

Abstract Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students’ performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment. PMID:26200621

Anesthesia machine checkout and room setup: a randomized, single-blind, comparison of two teaching modalities.

PubMed

Spofford, Christina M; Bayman, Emine O; Szeluga, Debra J; From, Robert P

2012-01-01

Novel methods for teaching are needed to enhance the efficiency of academic anesthesia departments as well as provide approaches to learning that are aligned with current trends and advances in technology. A video was produced that taught the key elements of anesthesia machine checkout and room set up. Novice learners were randomly assigned to receive either the new video format or traditional lecture-based format for this topic during their regularly scheduled lecture series. Primary outcome was the difference in written examination score before and after teaching between the two groups. Secondary outcome was the satisfaction score of the trainees in the two groups. Forty-two students assigned to the video group and 36 students assigned to the lecture group completed the study. Students in each group similar interest in anesthesia, pre-test scores, post-test scores, and final exam scores. The median posttest to pretest difference was greater in the video groups (3.5 (3.0-5.0) vs 2.5 (2.0-3.0), for video and lecture groups respectively, p 0.002). Despite improved test scores, students reported higher satisfaction the traditional, lecture-based format (22.0 (18.0-24.0) vs 24.0 (20.0-28.0), for video and lecture groups respectively, p <0.004). Higher pre-test to post-test improvements were observed among students in the video-based teaching group, however students rated traditional, live lectures higher than newer video-based teaching.

Manifestation Determination Decisions and Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Walker, Jennifer D.; Brigham, Frederick J.

2017-01-01

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a…

Alternative Goal Structures for Computer Game-Based Learning

ERIC Educational Resources Information Center

Ke, Fengfeng

2008-01-01

This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming,…

Developing a Rubric to Assess Student Learning Outcomes Using a Class Assignment

ERIC Educational Resources Information Center

Thaler, Nicholas; Kazemi, Ellie; Huscher, Crystal

2009-01-01

We developed a rubric to assess several of our department's undergraduate student learning outcomes (SLOs). Target SLOs include applications of principles of research methodology, using appropriate statistics, adherence to the Publication Manual of the American Psychological Association, and written communication skills. We randomly sampled 20…

$320,000 Kindergarten Teachers

ERIC Educational Resources Information Center

Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny

2010-01-01

In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms in their schools from kindergarten to 3rd grade. Researchers learned that kindergarten test scores are highly correlated with such outcomes as earnings at age 27, college attendance, home ownership, and retirement savings. Students who…

Using Embedded Visual Coding to Support Contextualization of Historical Texts

ERIC Educational Resources Information Center

Baron, Christine

2016-01-01

This mixed-method study examines the think-aloud protocols of 48 randomly assigned undergraduate students to understand what effect embedding a visual coding system, based on reliable visual cues for establishing historical time period, would have on novice history students' ability to contextualize historic documents. Results indicate that using…

College Students' Preferences for Psychotherapy across Depression, Anxiety, Relationship, and Academic Problems

ERIC Educational Resources Information Center

Joyce, Aaron W.; Ross, Michael J.; Vander Wal, Jillon S.; Austin, Chammie C.

2009-01-01

The present study examined differences in college students' preferences for processes of change across four kinds of problems: academic, relationship, depression, and anxiety. Two hundred eighteen undergraduates were randomly assigned to complete either an academic problems, relationship problems, depression, or anxiety Processes of Change…

Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

ERIC Educational Resources Information Center

Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette

2016-01-01

Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Capturing Students' Attention: An Empirical Study

ERIC Educational Resources Information Center

Rosegard, Erik; Wilson, Jackson

2013-01-01

College students ("n" = 846) enrolled in a general education course were randomly assigned to either an arousal (experimental) or no-arousal (control) group. The experimental group was exposed to a topic-relevant, 90-second external stimulus (a technique used to elevate arousal and focus attention). The control group listened to the…

Financial Management and Job Social Skills Training Components in a Summer Business Institute

ERIC Educational Resources Information Center

Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

2005-01-01

Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were…

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

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-21

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

Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach

ERIC Educational Resources Information Center

Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy

2017-01-01

The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to…

Using the Science Writing Heuristic to Improve Undergraduate Writing in Biology

ERIC Educational Resources Information Center

Cronje, Ruth; Murray, Kelly; Rohlinger, Spencer; Wellnitz, Todd

2013-01-01

Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates' ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment ("n"?=?51 students) with another three sections…

Changing climates of conflict: A social network experiment in 56 schools.

PubMed

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M

2016-01-19

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more "social referent" students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?

ERIC Educational Resources Information Center

Stowell, Jeffrey R.; Addison, William E.; Clay, Samuel L.

2018-01-01

The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a…

The Transitory Phase to the Attainment of Self-Regulatory Skill in Mathematical Problem Solving

ERIC Educational Resources Information Center

Lazakidou, G.; Paraskeva, F.; Retalis, S.

2007-01-01

Three phases of development of self-regulatory skill in the domain of mathematical problem solving were designed to examine students' behaviour and the effects on their problem solving ability. Forty-eight Grade 4 students (10 year olds) participated in this pilot study. The students were randomly assigned to one of three groups, each representing…

The Effect of Music Videos on College Students' Perceptions of Rape

ERIC Educational Resources Information Center

Burgess, Melinda C. R.; Burpo, Sandra

2012-01-01

This paper examined the effect of sexualized portrayals of female artists in music videos on college students' perceptions of date rape. 132 college students were randomly assigned to view a music video that contained either high or low levels of sexuality and sexual objectification and were then asked to rate the guilt of the male in a scenario…

The Impact of Grading on a Curve: Assessing the Results of Kulick and Wright's Simulation Analysis

ERIC Educational Resources Information Center

Bailey, Gary L.; Steed, Ronald C.

2012-01-01

Kulick and Wright concluded, based on theoretical mathematical simulations of hypothetical student exam scores, that assigning exam grades to students based on the relative position of their exam performance scores within a normal curve may be unfair, given the role that randomness plays in any given student's performance on any given exam.…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

ERIC Educational Resources Information Center

Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

2012-01-01

This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

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

ERIC Educational Resources Information Center

Cankoy, Osman

2014-01-01

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

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

ERIC Educational Resources Information Center

Olakanmi, Eunice Eyitayo

2017-01-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of…

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047

ERIC Educational Resources Information Center

Bernstein, Lawrence; Rappaport, Catherine Dun; Olsho, Lauren; Hunt, Dana; Levin, Marjorie

2009-01-01

This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education's Student Mentoring Program. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and…

The Effects of Captions on Deaf Students' Content Comprehension, Cognitive Load, and Motivation in Online Learning

ERIC Educational Resources Information Center

Yoon, Joong-O.; Kim, Minjeong

2011-01-01

The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group…

The Effects of Computerized and Traditional Ear Training Programs on Aural Skills of Elementary Students

ERIC Educational Resources Information Center

Kariuki, Patrick N.; Ross, Zachary R.

2017-01-01

The purpose of this study was to investigate the effects of computerized and traditional ear training methods on the aural skills abilities of elementary music students. The sample consisted of 20 students who were randomly assigned to either an experimental or control group. The experimental group was taught for five sessions using computerized…

A Comparison Study of the Effectiveness of the Lexia Reading Programme

ERIC Educational Resources Information Center

Ness, Mike; Couperus, Josh; Willey, Matthew

2013-01-01

This study evaluates the efficacy of the Lexia Reading (LR) programme with a cohort of 37 students in a Decile 1 primary school. The students were randomly assigned to experimental (who used LR) and control groups (who did not use LR). The WIAT-II was used to provide pre and post measures of literacy skills. Results indicated that students who…

The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading

ERIC Educational Resources Information Center

Ertem, Ihsan Seyit

2013-01-01

The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized…

Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation

ERIC Educational Resources Information Center

Parise, Leigh M.; Corrin, William; Granito, Kelly; Haider, Zeest; Somers, Marie-Andrée; Cerna, Oscar

2017-01-01

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep…

Teacher and Student Thoughts on Effectiveness of Cooperative Learning in Geography Teaching

ERIC Educational Resources Information Center

Kus, Metin; Filiz, Erkan; Altun, Sertel

2014-01-01

The aim of this study was to determine teachers' and students?' opinions on the effectiveness of cooperative learning. This study was conducted in Istanbul Lycee and it had a qualitative research design. The participant of the study assigned randomly among ninth grade students who were studying in Istanbul Lycee in the year of 2012 to 2013. Among…

Measuring Student Growth within a Merit-Pay Evaluation System: Perceived Effects on Music Teacher Motivation Career Commitment

ERIC Educational Resources Information Center

Munroe, Angela

2017-01-01

In this experimental study, music teachers from a large school district were randomly assigned to one of two hypothetical conditions reflecting different methods for measuring student growth under a merit pay compensation system. In Scenario A, half of a teacher's effectiveness rating was based on student standardized test scores in reading,…

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

ERIC Educational Resources Information Center

Norton, Sylvia; And Others

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

Application to graduate psychology programs by undergraduate students of color: the impact of a research training program.

PubMed

Hall, Gordon C Nagayama; Allard, Carolyn B

2009-07-01

The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.

Critical evaluation of the usability of augmented reality ophthalmoscopy for the training of inexperienced examiners.

PubMed

Leitritz, Martin A; Ziemssen, Focke; Suesskind, Daniela; Partsch, Michael; Voykov, Bogomil; Bartz-Schmidt, Karl U; Szurman, Gesine B

2014-04-01

To measure the value of augmented reality technology usage to teach the medical students performing binocular indirect ophthalmoscopy. Thirty-seven medical students were randomly assigned to the training of binocular indirect ophthalmoscopy either in the conventional way or with augmented reality ophthalmoscopy (ARO). For testing student's skills, they had to examine a real person using a conventional ophthalmoscopy system and draw the optic disk. They also had to fill out a questionnaire. Subjective and objective evaluations were performed. Thirty-seven students were randomly assigned to two groups. Eighteen students were trained with conventional ophthalmoscopy and 19 students with ARO. The questionnaires showed no differences. Performing an objective analysis, the median ophthalmoscopy training score for the conventional ophthalmoscopy group was 1.2 (range, 0.67-2) and showed a significant difference (P < 0.0033) to the ARO group (median 2; range, 0.67-2). The study provides evidence that a single ARO training is efficient to improve ophthalmoscopy skills. As the objective analysis showed, the ARO group had a significantly superior performance. Our study also indicates that subjective evaluation of the fundus drawings without systematic analysis is prone to errors.

Effects of Selected Meditative Asanas on Kinaesthetic Perception and Speed of Movement

ERIC Educational Resources Information Center

Singh, Kanwaljeet; Bal, Baljinder S.; Deol, Nishan S.

2009-01-01

Study aim: To assess the effects of selected meditative "asanas" on kinesthetic perception and movement speed. Material and methods: Thirty randomly selected male students aged 18-24 years volunteered to participate in the study. They were randomly assigned into two groups: A (medidative) and B (control). The Nelson's movement speed and…

Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial

ERIC Educational Resources Information Center

Jenson, Jeffrey M.; Dieterich, William A.; Brisson, Daniel; Bender, Kimberly A.; Powell, Anne

2010-01-01

Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of "Youth Matters" (YM), a…

The Effects of a Computerized Study Program on the Acquisition of Science Vocabulary

ERIC Educational Resources Information Center

Rollins, Karen F.

2012-01-01

The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a…

Unbiased Causal Inference from an Observational Study: Results of a Within-Study Comparison

ERIC Educational Resources Information Center

Pohl, Steffi; Steiner, Peter M.; Eisermann, Jens; Soellner, Renate; Cook, Thomas D.

2009-01-01

Adjustment methods such as propensity scores and analysis of covariance are often used for estimating treatment effects in nonexperimental data. Shadish, Clark, and Steiner used a within-study comparison to test how well these adjustments work in practice. They randomly assigned participating students to a randomized or nonrandomized experiment.…

Affectionate Writing Reduces Total Cholesterol: Two Randomized, Controlled Trials

ERIC Educational Resources Information Center

Floyd, Kory; Mikkelson, Alan C.; Hesse, Colin; Pauley, Perry M.

2007-01-01

In two 5-week trials, healthy college students were randomly assigned either to experimental or control groups. Participants in the experimental groups wrote about their affection for significant friends, relatives, and/or romantic partners for 20 minutes on three separate occasions; on the same schedule, those in the control groups wrote about…

Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science

ERIC Educational Resources Information Center

Hushman, Carolyn J.; Marley, Scott C.

2015-01-01

The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…

Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer

ERIC Educational Resources Information Center

Robinson, Daniel H.; Katayama, Andrew D.; Beth, Alicia; Odom, Susan; Hsieh, Ya-Ping; Vanderveen, Arthur

2006-01-01

In 3 quasi-experiments using intact classrooms and 1 true experiment using random assignment, students completed partially complete graphic organizers (GOs) or studied complete GOs that covered course content. The partial task led to increased overall examination performance in all experiments. Also, the authors measured students' note-taking…

LARGE AND SMALL GROUP TYPEWRITING PROJECT.

ERIC Educational Resources Information Center

JEFFS, GEORGE A.; AND OTHERS

AN INVESTIGATION WAS CONDUCTED TO DETERMINE IF GROUPS OF HIGH SCHOOL STUDENTS NUMERICALLY IN EXCESS OF 50 COULD BE AS EFFECTIVELY INSTRUCTED IN TYPEWRITING SKILLS AS GROUPS OF LESS THAN 30. STUDENTS ENROLLED IN 1ST-YEAR TYPEWRITING WERE RANDOMLY ASSIGNED TO TWO LARGE GROUPS AND THREE SMALL GROUPS TAUGHT BY THE SAME INSTRUCTOR. TEACHER-MADE,…

Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading

ERIC Educational Resources Information Center

Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam

2015-01-01

In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions.…

Designing Guidance for Interpreting Dynamic Visualizations: Generating versus Reading Explanations

ERIC Educational Resources Information Center

Ryoo, Kihyun; Linn, Marcia C.

2014-01-01

We compared designs of guidance to support students while interacting with dynamic visualizations of complex scientific phenomena in inquiry instruction. Three hundred thirty-two 7th-grade students were randomly assigned to either a reading or a generating condition and completed a web-based inquiry unit focusing on energy concepts in…

Feasibility and Integrity of a Parent-Teacher Consultation Intervention for ADHD Students

ERIC Educational Resources Information Center

Murray, Desiree W.; Rabiner, David; Schulte, Ann; Newitt, Kristy

2008-01-01

This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants…

Does the First Week of Class Matter? A Quasi-Experimental Investigation of Student Satisfaction

ERIC Educational Resources Information Center

Hermann, Anthony D.; Foster, David A.; Hardin, Erin E.

2010-01-01

Teaching experts suggest that establishing clear expectations and a supportive environment at the beginning of a college course has a lasting impact on student attitudes. However, minimal empirical evidence exists to support these suggestions. Consequently, we randomly assigned instructors to either begin their course with a reciprocal interview…

Attributional Retraining, Self-Esteem, and the Job Interview: Benefits and Risks for College Student Employment

ERIC Educational Resources Information Center

Hall, Nathan C.; Jackson Gradt, Shannan E.; Goetz, Thomas; Musu-Gillette, Lauren E.

2011-01-01

The present study evaluated the effectiveness of an attributional retraining program for helping upper-level undergraduates perform better in employment interviews as moderated by self-esteem levels. The sample consisted of 50 co-operative education students preparing for actual job interviews who were randomly assigned to an attributional…

Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures

ERIC Educational Resources Information Center

Belge Can, Hatice; Boz, Yezdan

2016-01-01

This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were…

Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework

ERIC Educational Resources Information Center

Jung, Pyung-Gang; McMaster, Kristen L.; delMas, Robert C.

2017-01-01

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing…

Effects of Situated Learning on Students' Knowledge Acquisition: An Individual Differences Perspective

ERIC Educational Resources Information Center

Zheng, Robert

2010-01-01

This study focuses on the effects of situated learning on students' knowledge acquisition by investigating the influence of individual differences in such learning. Seventy-nine graduates were recruited from an educational department and were assigned to situated learning and traditional learning based on a randomized block design. Results…

Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Woods-Groves, Suzanne; Hua, Youjia; Ford, Jeremy W.; Neil, Katelyn M.

2017-01-01

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation.…

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…

The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy

ERIC Educational Resources Information Center

Wolter, Julie A.; Dilworth, Valisa

2014-01-01

The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness…

The Effect of Contextual and Conceptual Rewording on Mathematical Problem-Solving Performance

ERIC Educational Resources Information Center

Haghverdi, Majid; Wiest, Lynda R.

2016-01-01

This study shows how separate and combined contextual and conceptual problem rewording can positively influence student performance in solving mathematical word problems. Participants included 80 seventh-grade Iranian students randomly assigned in groups of 20 to three experimental groups involving three types of rewording and a control group. All…

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

ERIC Educational Resources Information Center

Goodwin, Amanda P.

2016-01-01

This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

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…

Comparison of Computer-Based Versus Counselor-Based Occupational Information Systems with Disadvantaged Vocational Students

ERIC Educational Resources Information Center

Maola, Joseph; Kane, Gary

1976-01-01

Subjects, who were Occupational Work Experience students, were randomly assigned to individual guidance from either a computerized occupational information system, to a counselor-based information system or to a control group. Results demonstrate a hierarchical learning effect: The computer group learned more than the counseled group, which…

Effects of Shuttlecock-Playing on Physical Fitness in College Students

ERIC Educational Resources Information Center

Zhang, Tingran; Luo, Jiong

2015-01-01

The purpose of this study was to investigate the exercise intensity and the physical fitness effect of shuttlecock playing. 18 normal body weight college students voluntarily participated in this study. They were randomly assigned to shuttlecock playing (SCP) and control groups. The SCP underwent a 15-week shuttlecock-playing program, but the…

Computer-Assisted Instruction and Continuing Motivation.

ERIC Educational Resources Information Center

Mosley, Mary Lou; And Others

Effects of two feedback conditions--comment and no comment--on the motivation of sixth grade students to continue with computer assisted instruction (CAI) were investigated, and results for boys and for girls were compared. Subjects were 62 students--29 boys and 33 girls--from a suburban elementary school who were randomly assigned to the comment…

Analysis of the Interaction of Student Characteristics with Method in Micro-Teaching.

ERIC Educational Resources Information Center

Chavers, Katherine; And Others

A study examined the comparative effects on microteaching performance of (1) eight different methods of teacher training and (2) the interaction of method with student characteristics. Subjects, 71 enrollees in an educational psychology course, were randomly assigned to eight treatment groups (including one control group). Treatments consisted of…

Engaging Struggling Adolescent Readers to Improve Reading Skills

ERIC Educational Resources Information Center

Kim, James S.; Hemphill, Lowry; Troyer, Margaret; Thomson, Jenny M.; Jones, Stephanie M.; LaRusso, Maria D.; Donovan, Suzanne

2017-01-01

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

Quasi-Experimental Evidence of Academic Peer Effects at an Elite University in People's Republic of China

ERIC Educational Resources Information Center

Ha, Wei

2016-01-01

This paper examines the effects of roommates on students' academic outcomes exploiting the randomized roommate assignment system at a selective Chinese university. Unlike earlier studies that could not measure students' academic quality precisely, this paper makes two important improvements in measuring their English proficiency and overall…

Observing and Deterring Social Cheating on College Exams

ERIC Educational Resources Information Center

Fendler, Richard J.; Yates, Michael C.; Godbey, Johnathan M.

2018-01-01

This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats.…

Why Are Economists Evaluating the Impact of Gifted Education?

ERIC Educational Resources Information Center

Kettler, Todd

2016-01-01

Bui, Craig, and Imberman assessed the impact of gifted and talented programs on student achievement using regression discontinuity and random assignment to gifted magnet schools. In both analyses, they found minimal impact of the gifted and talented programs on student achievement. This commentary addresses two concerns associated with the study.…

Classwide Efficacy of INSIGHTS: Observed Teacher Practices and Student Behaviors in Kindergarten and First Grade

ERIC Educational Resources Information Center

Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G.

2015-01-01

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…

Issues with Tissues: A Tale of Gameful Learning in an Introductory Undergraduate Biology Laboratory Course

ERIC Educational Resources Information Center

Owens, David

2017-01-01

An introductory undergraduate biology laboratory session about vertebrate tissues was gamified to elucidate the effects of gameful learning on students' perceptions of their own learning and motivation. Student groups were randomly assigned a vertebrate tissue, including corresponding slides and content from the laboratory manual, and tasked with…

The Effects of Using a Model-Reinforced Video on Information-Seeking Behaviour

ERIC Educational Resources Information Center

McHugh, Elizabeth A.; Lenz, Janet G.; Reardon, Robert C.; Peterson, Gary W.

2012-01-01

This study examined the effects of viewing a ten-minute model-reinforced video on careers information-seeking behaviour of 280 students in ten sections of a university careers course randomly assigned to treatment or control conditions. The video portrayed an undergraduate student seeking careers counselling services and a counsellor using…

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

NASA Astrophysics Data System (ADS)

Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p < .05. Examining research factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course evaluations, and homework assignments indicated favorable attitudes and higher achievement scores for a majority of the students in the treatment group.

Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M.

2016-01-01

This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…

The Effects of Quality Books for Children and the Metacognitive Strategy on Students' Self-Esteem Levels

ERIC Educational Resources Information Center

Cer, Erkan; Sahin, Ertugrul

2017-01-01

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books…

Using Video Interaction Guidance to Develop Intrapersonal and Interpersonal Skills in Professional Training for Educational Psychologists

ERIC Educational Resources Information Center

Hayes, Ben; Dewey, Jessica; Sancho, Michelle

2014-01-01

In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group…

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

ERIC Educational Resources Information Center

Yalçinkaya, Eylem; Boz, Yezdan

2015-01-01

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

Does a Combination of Metaphor and Pairing Activity Help Programming Performance of Students with Different Self-Regulated Learning Level?

ERIC Educational Resources Information Center

Hui, Tie Hui; Umar, Irfan Naufal

2011-01-01

This study aims to investigate the effects of metaphors and pairing activity on programming performance of students with different self-regulated-learning (SRL) level. A total of 84 computing students were involved in this seven-week study, and they were randomly assigned either to a group that received a combination of metaphor and pair…

Using Argumentative Discussions to Enhance the Written Arguments of Middle School Students in Social Studies Classrooms

ERIC Educational Resources Information Center

Wissinger, Daniel R.

2012-01-01

The purpose of this study was to explore the effects of Walton, Reed, and Macagno's (2008) dialectical framework on middle school students' historical discussions and written arguments. To do this,151 middle school students from six classrooms were randomly assigned to one of two conditions and asked to participate in a three-week…

The Impact of Control Belief and Learning Disorientation on Cognitive Load: The Mediating Effect of Academic Emotions in Two Types of Hypermedia Learning Environments

ERIC Educational Resources Information Center

Sunawan; Xiong, Junmei

2017-01-01

The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the…

Response to Intervention, Family Involvement, and Student Achievement at Tier 2: A Mixed Methods Study of K-1 Students and Their Families

ERIC Educational Resources Information Center

Gerzel-Short, Lydia

2013-01-01

This dissertation examined the importance of family involvement in student learning and achievement within the Response to Intervention framework. This study built upon the premise that family involvement in a child's education is paramount if educational gaps are to be closed. Families included in this study were randomly assigned into a…

Motivating EFL Students: E-Learning Enjoyment as a Predictor of Vocabulary Learning through Digital Video Games

ERIC Educational Resources Information Center

Ebrahimzadeh, Mohsen; Alavi, Sepideh

2016-01-01

The present study examined e-learning enjoyment to see if it could predict high school students' vocabulary learning through a digital video game. Furthermore, the difference between those who played and those who watched the game was assessed. Participants of the study were male, high school, EFL students (N = 136, age 12-18) randomly assigned to…

Effects of Brain Gym on Overhand Throwing in First Grade Students: A Preliminary Investigation

ERIC Educational Resources Information Center

Maskell, Bronwen; Shapiro, Deborah R.; Ridley, Christopher

2004-01-01

The purpose was to examine the effect of Brain Gym on learning the overhand throw among 42 first grade students. Participants from two intact classes were randomly assigned to an experimental or control condition. Students were tested before and after a 5-week intervention using the object control subtest from the Test of Gross Motor Development-2…

What Makes a Matrix so Effective? An Empirical Test of the Relative Benefits of Signaling, Extraction, and Localization

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Kiewra, Kenneth A.

2010-01-01

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 x 2 design. Students studied a standard text, a text with key ideas extracted, an outline that…

Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

PubMed

Curtin, Lindsay B; Finn, Laura A; Czosnowski, Quinn A; Whitman, Craig B; Cawley, Michael J

2011-08-10

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation. Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input. A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation. The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

NASA Astrophysics Data System (ADS)

Koran, John J., Jr.; Koran, Mary Lou

In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.

Online suicide risk screening and intervention with college students: a pilot randomized controlled trial.

PubMed

King, Cheryl A; Eisenberg, Daniel; Zheng, Kai; Czyz, Ewa; Kramer, Anne; Horwitz, Adam; Chermack, Stephen

2015-06-01

This pilot randomized controlled trial examined the effect of an online intervention for college students at risk for suicide, Electronic Bridge to Mental Health Services (eBridge), which included personalized feedback and optional online counseling delivered in accordance with motivational interviewing principles. Primary outcomes were readiness to seek information or talk with family and friends about mental health treatment, readiness to seek mental health treatment, and actual treatment linkage. Participants were 76 college students (45 women, 31 men; mean age = 22.9 years, SD = 5.0 years) at a large public university who screened positive for suicide risk, defined by at least 2 of the following: suicidal thoughts, history of suicide attempt, depression, and alcohol abuse. Racial/ethnic self-identifications were primarily Caucasian (n = 54) and Asian (n = 21). Students were randomized to eBridge or the control condition (personalized feedback only, offered in plain report format). Outcomes were measured at 2-month follow-up. Despite relatively modest engagement in online counseling (29% of students posted ≥1 message), students assigned to eBridge reported significantly higher readiness for help-seeking scores, especially readiness to talk to family, talk to friends, and see a mental health professional. Students assigned to eBridge also reported lower stigma levels and were more likely to link to mental health treatment. Findings suggest that offering students personalized feedback and the option of online counseling, using motivational interviewing principles, has a positive impact on students' readiness to consider and engage in mental health treatment. Further research is warranted to determine the robustness of this effect, the mechanism by which improved readiness and treatment linkage occurs, and the longer term impact on student mental health outcomes. (c) 2015 APA, all rights reserved).

Changing climates of conflict: A social network experiment in 56 schools

PubMed Central

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M.

2016-01-01

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative. PMID:26729884

Lap Top Computers and the Learning Disabled Student. A Study of the Value of Portable Computers to the Writing Progress of Students with Fine Motor Problems. No. 193.

ERIC Educational Resources Information Center

Yau, Maria; And Others

Fifty-six Toronto (Ontario, Canada) seventh-grade and eighth-grade learning-disabled students whose handwriting was very difficult to read were randomly assigned to either an experimental or comparison group. Experimental group students were loaned a portable computer to use freely at school and at home during the course of the experiment.…

The Effects of a STEM Professional Development Intervention on Elementary Teachers' Science Process Skills

ERIC Educational Resources Information Center

Cotabish, Alicia; Dailey, Deborah; Hughes, Gail D.; Robinson, Ann

2011-01-01

In order to increase the quality and quantity of science instruction, elementary teachers must receive professional development in science learning processes. The current study was part of a larger randomized field study of teacher and student learning in science. In two districts in a southern state, researchers randomly assigned teacher…

Robin Hood Effects on Motivation in Math: Family Interest Moderates the Effects of Relevance Interventions

ERIC Educational Resources Information Center

Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; Nagengast, Benjamin; Trautwein, Ulrich

2017-01-01

Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2…

Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…

Lesson Study to Scale up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

ERIC Educational Resources Information Center

Lewis, Catherine; Perry, Rebecca

2017-01-01

An understanding of fractions eludes many U.S. students, and research-based knowledge about fraction, such as the utility of linear representations, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study…

Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education: A Randomized Experiment

ERIC Educational Resources Information Center

Bennett, Rebecca Iranzo; Egan, Helen; Cook, Amy; Mantzios, Michail

2018-01-01

Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled…

Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools.

PubMed

Detterman, Douglas K

2016-12-06

Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers' skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed.

The effect of yoga in stress reduction for dental students performing their first periodontal surgery: A randomized controlled study

PubMed Central

Shankarapillai, Rajesh; Nair, Manju Anathakrishnan; George, Roy

2012-01-01

Context: The dental students experience a lot of stress, which increase when they perform their first surgical procedure. Yoga as an anxiolytic tool in anxiety reduction has been practiced over centuries in India. Aim: To assess the efficacy of yoga in reducing the state trait anxiety of dental students before their first periodontal surgery performance. Settings and Design: A randomized controlled study using a two-way split plot design (pre-post-test) was conducted in the department of periodontics, Pacific Dental College, Udaipur, India. Materials and Methods: One hundred clinical dental students who were ready to perform their first periodontal surgery were selected. Students were randomly assigned to two groups and were given a 60-min session on stress reduction. Group A, yogic intervention group, were instructed to do yoga and their performances were monitored for a period of one week and Group B, control group, were given a lecture on stress reduction without any yoga instructions. The investigator who was unaware of the groups had taken the state trait anxiety score of the students three times a) before assigning them to each group, b) prior to the surgical procedure and c) immediately after the performance of surgery. Statistical Analysis Used: Analyses of variance (ANOVA) by SPSS V.16. Results: The statistical results showed a significant reduction in the VAS and state trait anxiety of Group A compared to Group B (ANOVA; P<0.001). Conclusions: This study concludes that Yogic breathing has a significant effect on the reduction of state trait anxiety level of dental students. PMID:22346066

Online Suicide Risk Screening and Intervention with College Students: A Pilot Randomized Controlled Trial

PubMed Central

King, Cheryl A.; Eisenberg, Daniel; Zheng, Kai; Czyz, Ewa; Kramer, Anne; Horwitz, Adam; Chermack, Steve

2015-01-01

Objective This pilot randomized controlled trial examined the effect of an online intervention for college students at risk for suicide, Electronic Bridge to Mental Health Services (eBridge), which included personalized feedback and optional online counseling delivered in accordance with motivational interviewing principles. Primary outcomes were readiness to seek information or talk with family and friends about mental health treatment, readiness to seek mental health treatment, and actual treatment linkage. Method Participants were 76 college students (45 women, 31 men; mean age = 22.9 years, SD = 5.0 years) at a large public university who screened positive for suicide risk, defined by at least two of the following: suicidal thoughts, history of suicide attempt, depression, and alcohol abuse. Racial/ethnic self-identifications were primarily Caucasian (n = 54) and Asian (n = 21). Students were randomized to eBridge or the control condition (personalized feedback only, offered in plain report format). Outcomes were measured at 2-month follow-up. Results Despite relatively modest engagement in online counseling (29% of students posted ≥ 1 message), students assigned to eBridge reported significantly higher readiness for help-seeking scores, especially readiness to talk to family, talk to friends, and see a mental health professional. Students assigned to eBridge also reported lower stigma levels and were more likely to link to mental health treatment. Conclusions Findings suggest that offering students personalized feedback and the option of online counseling, using motivational interviewing principles, has a positive impact on students’ readiness to consider and engage in mental health treatment. Further research is warranted to determine the robustness of this effect, the mechanism by which improved readiness and treatment linkage occurs, and the longer term impact on student mental health outcomes. PMID:25688811

The effect of role assignment in high fidelity patient simulation on nursing students: An experimental research study.

PubMed

Weiler, Dustin T; Gibson, Andrea L; Saleem, Jason J

2018-04-01

Previous studies have evaluated the effectiveness of high fidelity patient simulators (HFPS) on nursing training; however, a gap exists on the effects of role assignment on critical thinking, self-efficacy, and situation awareness skills in team-based simulation scenarios. This study aims to determine if role assignment and the involvement level related to the roles yields significant effects and differences in critical thinking, situation awareness and self-efficacy scores in team-based high-fidelity simulation scenarios. A single factorial design with five levels and random assignment was utilized. A public university-sponsored simulation center in the United States of America. A convenience sample of 69 junior-level baccalaureate nursing students was recruited for participation. Participants were randomly assigned one of five possible roles and completed pre-simulation critical thinking and self-efficacy assessments prior to the simulation beginning. Playing within their assigned roles, participants experienced post-partum hemorrhaging scenario using an HFPS. After completing the simulation, participants completed a situation awareness assessment and a post-simulation critical thinking and self-efficacy assessment. Role assignment was found to have a statistically significant effect on critical thinking skills and a statistically significant difference in various areas of self-efficacy was also noted. However, no statistical significance in situation awareness abilities was found. Results support the notion that certain roles required the participant to be more involved with the simulation scenario, which may have yielded higher critical thinking and self-efficacy scores than roles that required a lesser level of involvement. Copyright © 2018 Elsevier Ltd. All rights reserved.

Investigating the Effect of Complexity Factors in Gas Law Problems

ERIC Educational Resources Information Center

Schuttlefield, Jennifer D.; Kirk, John; Pienta, Norbert J.; Tang, Hui

2012-01-01

Undergraduate students were asked to complete gas law questions using a Web-based tool as a first step in our understanding of the role of cognitive load in chemistry word questions and in helping us assess student problem-solving. Each question contained five different complexity factors, which were randomly assigned by the tool so that a…

Empathetic Responses and Attitudes about Older Adults: How Experience with the Aging Game Measures up

ERIC Educational Resources Information Center

Henry, Beverly W.; Ozier, Amy D.; Johnson, Amy

2011-01-01

This study aimed to assess the impact of pre-professional education on students' knowledge and attitudes about aging, including the option of a simulated learning activity. Using a mixed design, groups of nursing and nutrition students (n = 127) were randomly assigned to experience the Aging Game. Pre- and posttest observations included measures…

Effects of a Supplemental Intervention Focused in Equivalency Concepts for Students with Varying Abilities

ERIC Educational Resources Information Center

Hunt, Jessica H.

2014-01-01

The purpose of this study was to examine the effects of a Tier 2 supplemental intervention focused on rational number equivalency concepts and applications on the mathematics performance of third-grade students with and without mathematics difficulties. The researcher used a pretest-posttest control group design and random assignment of 19…

An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C.

2015-01-01

In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a…

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

ERIC Educational Resources Information Center

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

Effects of Segmented Animated Graphics among Students of Different Spatial Ability Levels: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Fong, Soon Fook

2013-01-01

This study investigated the effects of segmented animated graphics utilized to facilitate learning of electrolysis of aqueous solution. A total of 171 Secondary Four chemistry students with two different spatial ability levels were randomly assigned to one of the experimental conditions: (a) text with multiple static graphics (MSG), (b) text with…

The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students

ERIC Educational Resources Information Center

Ramirez, Sylvia Z.; Jain, Sachin; Flores-Torres, Leila L.; Perez, Roxanna; Carlson, Ralph

2009-01-01

This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain…

Can Teachers Trust the World Wide Web for Classroom Lesson Plans?

ERIC Educational Resources Information Center

Vasko, Francis J.; Peterson, Winnie J.

2007-01-01

Standards challenge educators on a regular basis to integrate technology into their content and methods courses. Students today access the Internet which in many cases, if students see it on the Internet they believe it. In this article, the authors present an experience wherein teacher candidates were randomly assigned a twenty-minute lesson to…

The Cheer Study to Reduce BMI in Elementary School Students: A School-Based, Parent-Directed Study in Framingham, Massachusetts

ERIC Educational Resources Information Center

Resnick, Elissa A.; Bishop, Marilyn; O'Connell, Anne; Hugo, Beverly; Isern, Germinal; Timm, Alison; Ozonoff, Al; Geller, Alan C.

2009-01-01

Childhood obesity may be lessened by parent-focused interventions. A pilot parent-directed trial with 46 parents of overweight and obese elementary school students was conducted at two ethnically diverse public schools in Framingham, Massachusetts. Parents were randomly assigned to either the Materials Group, which received mailed educational…

OMG! Texting in Class = U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension

ERIC Educational Resources Information Center

Gingerich, Amanda C.; Lineweaver, Tara T.

2014-01-01

In two experiments, we examined the effects of text messaging during lecture on comprehension of lecture material. Students (in Experiment 1) and randomly assigned participants (in Experiment 2) in a text message condition texted a prescribed conversation while listening to a brief lecture. Students and participants in the no-text condition…

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students

ERIC Educational Resources Information Center

Bardhoshi, Gerta; Duncan, Kelly; Erford, Bradley T.

2018-01-01

This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core…

Improving the Acquisition of Novel Vocabulary through the Use of Imagery Interventions

ERIC Educational Resources Information Center

Cohen, Marisa T.; Johnson, Helen L.

2011-01-01

The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only, which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture…

Peer Effects in Drug Use and Sex among College Students.

ERIC Educational Resources Information Center

Duncan, Greg J.; Boisjoly, Johanne; Kremer, Michael; Levy, Dan M.; Eccles, Jacque

2005-01-01

Past research suggests that congregating delinquent youth increases their likelihood of problem behavior. We test for analogous peer effects in the drug use and sexual behavior of male (n = 279) and female (n = 435) college students, using data on the characteristics of first-year roommates to whom they were randomly assigned. We find that males…

Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough?

ERIC Educational Resources Information Center

Otaiba, Stephanie Al; Schatschneider, Christopher; Silverman, Eden

2005-01-01

The purpose of this research was to investigate the effectiveness of a tutoring intervention provided by community tutors to kindergarten students at risk for reading difficulties. The 73 students were randomly assigned to 1 of 3 conditions: (a) tutoring 4 days a week, (b) tutoring 2 days a week, or (c) a control condition that provided…

The Temporal and Dynamic Nature of Self-Regulatory Processes during Independent and Externally Assisted Hypermedia Learning

ERIC Educational Resources Information Center

Johnson, Amy M.; Azevedo, Roger; D'Mello, Sidney K.

2011-01-01

This study examined the temporal and dynamic nature of students' self-regulatory processes while learning about the circulatory system with hypermedia. A total of 74 undergraduate students were randomly assigned to 1 of 2 conditions: independent learning or externally assisted learning. Participants in the independent learning condition used a…

Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load

ERIC Educational Resources Information Center

Huang, Kun; Chen, Ching-Huei; Wu, Wen-Shiuan; Chen, Wei-Yu

2015-01-01

This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the…

The Sustained Impact of Teacher Encouragement on Elementary Students' Vegetable Snack Consumption: Initial Findings from a Wisconsin Study

ERIC Educational Resources Information Center

Jamelske, Eric M.; Vernon, Erin

2018-01-01

Purpose/Objectives: The purpose of this study was to determine the impact of teacher encouragement on elementary school student vegetable snack consumption. Methods: Twelve Wisconsin elementary school teachers were randomly assigned different levels of encouragement procedures during vegetable snack time. The consumption levels of 218 students…

An Examination of the Impact of a Biological Anti-Stigma Message for Depression on College Students

ERIC Educational Resources Information Center

Boucher, Laura A.; Campbell, Duncan G.

2014-01-01

Stigma is one reason that some people avoid seeking mental health treatment. This study tested whether a biologically based anti-stigma message affected various stigma-related outcomes in college students. One hundred eighty-two undergraduate participants were randomly assigned to see a billboard presenting the message, "Depression is a brain…

Effect of Instruction in Story Grammar on the Narrative Writing of EFL Students.

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam A.

A study investigated the effects of explicit versus implicit instruction in story grammar on the narrative writing skills of English-as-a-Foreign-Language (EFL) students at the university level. Subjects were 83 freshmen enrolled in English at the Faculty of Education at Suez Canal University (Egypt). The subjects were randomly assigned to…

Comparison of the Effects of Computer-Based Practice and Conceptual Understanding Interventions on Mathematics Fact Retention and Generalization

ERIC Educational Resources Information Center

Kanive, Rebecca; Nelson, Peter M.; Burns, Matthew K.; Ysseldyke, James

2014-01-01

The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…

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

ERIC Educational Resources Information Center

Singh, Indra Sen; Chibuye, Bitwell

2016-01-01

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

The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension

ERIC Educational Resources Information Center

Solís, Michael; Vaughn, Sharon; Scammacca, Nancy

2015-01-01

This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n =…

The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities

ERIC Educational Resources Information Center

Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S.

2011-01-01

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…

The Effect of the Type of Achievement Grouping on Students' Question Generation in Science

ERIC Educational Resources Information Center

Kaya, Sibel

2015-01-01

This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in…

Readers, Players, and Watchers: EFL Students' Vocabulary Acquisition through Digital Video Games

ERIC Educational Resources Information Center

Ebrahimzadeh, Mohsen

2017-01-01

The present study investigated vocabulary acquisition through a commercial digital video game compared to a traditional pencil-and-paper treatment. Chosen through cluster sampling, 241 male high school students (age 12-18) participated in the study. They were randomly assigned to one of the following groups. The first group, called Readers,…

Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

ERIC Educational Resources Information Center

Jones, Cindy D.; Reutzel, D. Ray

2015-01-01

The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…

Teaching about Psychological Disorders: A Case for Using Discussion Boards in the Classroom

ERIC Educational Resources Information Center

Sheen, Mercedes; AlJassmi, Maryam A.; Jordan, Timothy R.

2017-01-01

This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students…

The Impact of Complexity on the Expertise Reversal Effect: Experimental Evidence from Testing Accounting Students

ERIC Educational Resources Information Center

Blayney, Paul; Kalyuga, Slava; Sweller, John

2016-01-01

Element interactivity is a central concept of cognitive load theory that defines the complexity of a learning task. The reduction of task complexity through a temporary segmentation or isolation of interacting elements was investigated with 104 students randomly assigned to an interacting elements group, where participants were required to deal…

A Random Assignment Evaluation of Learning Communities at Kingsborough Community College--Seven Years Later

ERIC Educational Resources Information Center

Weiss, Michael J.; Mayer, Alexander K.; Cullinan, Dan; Ratledge, Alyssa; Sommo, Colleen; Diamond, John

2015-01-01

Community colleges play a vital role in higher education, enrolling more than one in every three postsecondary students. While their market share has grown over the past 50 years, students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for strategies that increase rates of success. We…

A Random Assignment Evaluation of Learning Communities at Kingsborough Community College: Seven Years Later

ERIC Educational Resources Information Center

Weiss, Michael J.; Mayer, Alexander; Cullinan, Dan; Ratledge, Alyssa; Sommo, Colleen; Diamond, John

2014-01-01

Community colleges play a vital role in higher education, enrolling more than one in every three postsecondary students. While the market share of these institutions has grown over the past 50 years, students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for strategies that increase…

Influence of a Message's Reception as a Function of Perceived Feminist Authorship.

ERIC Educational Resources Information Center

Laux, John M.; Newman, Isadore

This paper discusses a study that was conducted in order to add to the body of literature that investigates the manner in which feminist psychology is accepted among education graduate students. Graduate students (N=69) at a large public mid-western university were recruited and randomly assigned to one of four treatment groups. Participants were…

Empathy or Antipathy? The Consequences of Racially and Socially Diverse Peers on Attitudes and Behaviors.

ERIC Educational Resources Information Center

Duncan, Greg J.; Boisjoly, Johanne; Levy, Dan M.; Kremer, Michael; Eccles, Jacque

This paper estimates peer effects by taking advantage of random assignment of first-year roommates through a housing lottery at a large state university. Preliminary results show that, when compared with white students who have white roommates, white students with black roommates express much more positive attitudes regarding affirmative action…

Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Star, Jon R.

2007-01-01

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation…

Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities

ERIC Educational Resources Information Center

Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

The Computer as a Teaching Aid for Eleventh Grade Mathematics: A Comparison Study.

ERIC Educational Resources Information Center

Kieren, Thomas Ervin

To determine the effect of learning computer programming and the use of a computer on mathematical achievement of eleventh grade students, for each of two years, average and above average students were randomly assigned to an experimental and control group. The experimental group wrote computer programs and used the output from the computer in…

The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

ERIC Educational Resources Information Center

Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu

2011-01-01

This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…

The Effect of Brief Functional Relaxation on College Students' Needle Anxiety during Injected Vaccinations

ERIC Educational Resources Information Center

McWhorter, Linda G.; Gil-Rivas, Virginia

2014-01-01

Objective: This study examined the effect of brief functional relaxation (FR) training on needle anxiety (NA) during vaccinations. Participants: From October 2010 through May 2012, 48 undergraduates were recruited through the psychology research participant pool. Methods: Students (N = 48) were randomly assigned to a 15-minute brief FR session…

The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language

ERIC Educational Resources Information Center

Lawrence, Joshua F.; Francis, David; Paré-Blagoev, Juliana; Snow, Catherine E.

2017-01-01

We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with…

Prediction Accuracy: The Role of Feedback in 6th Graders' Recall Predictions

ERIC Educational Resources Information Center

Al-Harthy, Ibrahim S.

2016-01-01

The current study focused on the role of feedback on students' prediction accuracy (calibration). This phenomenon has been widely studied, but questions remain about how best to improve it. In the current investigation, fifty-seven students from sixth grade were randomly assigned to control and experimental groups. Thirty pictures were chosen from…

The Impact of an Online Educational Video and a Medical Amnesty Policy on College Students' Intentions to Seek Help in the Presence of Alcohol Poisoning Symptoms

ERIC Educational Resources Information Center

Oster-Aaland, Laura; Thompson, Kevin; Eighmy, Myron

2011-01-01

This study analyzed the impact of a medical amnesty policy and an online alcohol poisoning video on college students' intentions to seek help when witnessing alcohol poisoning symptoms. Students were randomly assigned to receive an amnesty policy, alcohol poisoning video, or both. The group that received both treatments was most likely to seek…

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul

PubMed Central

Choi, Jaesung; Park, Hyunjoon; Behrman, Jere R.

2015-01-01

A growing body of research reports associations of school contexts with adolescents’ weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents’ weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. PMID:25863424

IMMEDIATE AND SHORT-TERM EFFECTS OF THE 5TH GRADE VERSION OF THE keepin’ it REAL SUBSTANCE USE PREVENTION INTERVENTION*

PubMed Central

Hecht, Michael L.; Elek, Elvira; Wagstaff, David A.; Kam, Jennifer A.; Marsiglia, Flavio; Dustman, Patricia; Reeves, Leslie; Harthun, Mary

2010-01-01

This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, keepin’ it REAL, for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control condition, implementing the school’s pre-existing substance use prevention programming. Students (n = 1,566) completed a questionnaire prior to curriculum implementation and follow-up questionnaires toward the end of 5th and 6th grade. The 5th grade kiR curriculum generally appeared no more effective than the control schools’ programming in changing students’ resistance or decision-making skills; substance use intentions, expectancies, or normative beliefs; or lifetime and recent substance use. Such findings have implications for the age appropriateness of school-based programs. PMID:19157042

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul.

PubMed

Choi, Jaesung; Park, Hyunjoon; Behrman, Jere R

2015-06-01

A growing body of research reports associations of school contexts with adolescents' weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents' weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Cluster Randomized Trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in First Grade

ERIC Educational Resources Information Center

DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian

2018-01-01

The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…

Extensions of Existing Methods for Use with a New Class of Experimental Designs Useful when There Is Treatment Effect Contamination

ERIC Educational Resources Information Center

Rhoads, Christopher

2011-01-01

Researchers planning a randomized field trial to evaluate the effectiveness of an educational intervention often face the following dilemma. They plan to recruit schools to participate in their study. The question is, "Should the researchers randomly assign individuals (either students or teachers, depending on the intervention) within schools to…

Effects of a College Access Program for Youth Underrepresented in Higher Education: A Randomized Experiment

ERIC Educational Resources Information Center

Bergin, David A.; Cooks, Helen C.; Bergin, Christi C.

2007-01-01

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The…

Evaluation of a Randomized Intervention to Delay Sexual Initiation among Fifth-Graders Followed through the Sixth Grade

ERIC Educational Resources Information Center

Koo, Helen P.; Rose, Allison; El-Khorazaty, M. Nabil; Yao, Qing; Jenkins, Renee R.; Anderson, Karen M.; Davis, Maurice; Walker, Leslie R.

2011-01-01

US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade,…

Optimal Design in Three-Level Block Randomized Designs with Two Levels of Nesting: An ANOVA Framework with Random Effects

ERIC Educational Resources Information Center

Konstantopoulos, Spyros

2013-01-01

Large-scale experiments that involve nested structures may assign treatment conditions either to subgroups such as classrooms or to individuals such as students within subgroups. Key aspects of the design of such experiments include knowledge of the variance structure in higher levels and the sample sizes necessary to reach sufficient power to…

The High/Scope Perry Preschool Study: A Case Study in Random Assignment.

ERIC Educational Resources Information Center

Schweinhart, Lawrence J.

2000-01-01

Studied the long-term benefits of preschool programs for young children living in poverty in the High/Scope Perry Preschool Study, which examined the lives of 123 African Americans randomly divided into a preschool treatment group and a no-preschool comparison group. Cost-benefit analyses of data on these students to age 27 show beneficial effects…

The Impact of Curriculum-Based Professional Development on Science Instruction: Results from a Cluster-Randomized Trial

ERIC Educational Resources Information Center

Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

2011-01-01

This research is part of a larger, IES-funded study titled: "Measuring the Efficacy and Student Achievement of Research-based Instructional Materials in High School Multidisciplinary Science" (Award # R305K060142). The larger study seeks to use a cluster-randomized trial design, with schools as the unit of assignment, to make causal…

Effects of online games on student performance in undergraduate physics

NASA Astrophysics Data System (ADS)

Sadiq, Irfan

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

Impact of the Good Behavior Game, a Universal Classroom–Based Behavior Intervention, on Young Adult Service Use for Problems with Emotions, Behavior, or Drugs or Alcohol

PubMed Central

Poduska, Jeanne; Kellam, Sheppard; Wang, Wei; Brown, C. Hendricks; Ialongo, Nicholas; Toyinbo, Peter

2009-01-01

Background The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools in two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: 1) GBG, 2) an intervention aimed at academic achievement, or 3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts. PMID:18249508

High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

PubMed

Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

2015-01-01

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

Implementing Student-Level Random Assignment during Summer School: Lessons Learned from an Efficacy Study of Online Algebra I for Credit Recovery

ERIC Educational Resources Information Center

Heppen, Jessica; Allensworth, Elaine; Walters, Kirk; Pareja, Amber Stitziel; Kurki, Anja; Nomi, Takako; Sorensen, Nicholas

2011-01-01

Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track…

A Stacked Approach to Reading Intervention: Increasing 2nd- and 3rd-Graders' Independent Reading Levels with an Intervention Program

ERIC Educational Resources Information Center

Young, Chase; Durham, Patricia; Rosenbaum-Martinez, Crystal

2018-01-01

Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3…

Effectiveness of the KiVa Antibullying Program: Grades 1-3 and 7-9

ERIC Educational Resources Information Center

Karna, Antti; Voeten, Marinus; Little, Todd D.; Alanen, Erkki; Poskiparta, Elisa; Salmivalli, Christina

2013-01-01

This study investigated the effectiveness of the KiVa Antibullying Program in two samples of students, one from Grades 1-3 (7-9 years old, N = 6,927) and the other from Grades 7-9 (13-15 years old, N = 16, 503). The Grades 1-3 students were located in 74 schools and Grades 7-9 students in 73 schools that were randomly assigned to intervention and…

Just a Harmless Website?: An Experimental Examination of RateMyProfessors.com's Effect on Student Evaluations

ERIC Educational Resources Information Center

Lewandowski, Gary W., Jr.; Higgins, Emma; Nardone, Natalie N.

2012-01-01

This set of experiments assessed the influence of RateMyProfessors.com profiles, and the perceived credibility of those profiles, on students' evaluations of professors and retention of material. In Study 1, 302 undergraduates were randomly assigned to read positive or negative RateMyProfessors.com profiles with comments that focused on…

The Effects of Handwriting Instruction on Reading for Students in Grades 1 and 2

ERIC Educational Resources Information Center

Stroik, Linda R.

2016-01-01

The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read…

Do Social Work Students Assess and Address Economic Barriers to Clients Implementing Agreed Tasks?

ERIC Educational Resources Information Center

Eamon, Mary Keegan; Zhang, Sai-jun

2006-01-01

Identical vignettes except for a sentence describing a client's economic resources were randomly assigned to 129 MSW students. The vignettes described a social worker who agreed with a client's decision to relocate her residence as a partial solution to a presenting problem but did not assess or address economic barriers to the client's…

Effects of a Case-Based Reasoning System on Student Performance in a Java Programming Course

ERIC Educational Resources Information Center

Schmidt, Cecil

2007-01-01

The purpose of this study was to determine if a case-based reasoning tool would improve a student's understanding of the complex concepts in a Java programming course. Subjects for the study were randomly assigned from two sections of an introductory Java programming course. Posttests were used to measure the effects of the case-based reasoning…

Preventing Behavior Problems among Elementary Schoolchildren: Impact of a Universal School-Based Program in China

ERIC Educational Resources Information Center

Hong, Lin; Yufeng, Wang; Agho, Kingsley; Jacobs, Jennifer

2011-01-01

Background: To evaluate the effect on problem behaviors of a universal school-based prevention curriculum of third grade students. Methods: Six regular classes in 1 elementary school were randomly assigned to an intervention (n = 208) or control (n = 209) group. A 13-session program was offered to students in the intervention group. The Achenbach…

Facilitating Comprehension of Non-Native English Speakers during Lectures in English with STR-Texts

ERIC Educational Resources Information Center

Shadiev, Rustam; Wu, Ting-Ting; Huang, Yueh-Min

2018-01-01

We provided texts generated by speech-to text-recognition (STR) technology for non-native English speaking students during lectures in English in order to test whether STR-texts were useful for enhancing students' comprehension of lectures. To this end, we carried out an experiment in which 60 participants were randomly assigned to a control group…

Effects of Training Method and Gender on Learning 2D/3D Geometry

ERIC Educational Resources Information Center

Khairulanuar, Samsudin; Nazre, Abd Rashid; Jamilah, H.; Sairabanu, Omar Khan; Norasikin, Fabil

2010-01-01

This article reports the findings of an experimental study involving 36 primary school students (16 girls, 20 boys, Mean age = 9.5 years, age range: 8-10 years) in geometrical understanding of 2D and 3D objects. Students were assigned into two experimental groups and one control group based on a stratified random sampling procedure. The first…

High School-Based Treatment for Adolescents with Attention-Deficit/Hyperactivity Disorder: Results from a Pilot Study Examining Outcomes and Dosage

ERIC Educational Resources Information Center

Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.

2014-01-01

The purpose of this study was to examine the efficacy and dose-response relationship of a school-based treatment program for high school students with attention-deficit/hyperactivity disorder (ADHD). Two paraprofessionals provided interventions to 24 students with ADHD randomly assigned to the treatment condition at two public high schools. They…

Improving the Acquisition and Retention of Science Material by Fifth Grade Students through the Use of Imagery Interventions

ERIC Educational Resources Information Center

Cohen, Marisa T.; Johnson, Helen L.

2012-01-01

This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a…

To What Extent Does 'Flipping' Make Lessons Effective in a Multimedia Production Class?

ERIC Educational Resources Information Center

Choi, Jaeho; Lee, Youngju

2018-01-01

This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia production tasks. Students in the flipped group reviewed an e-book for lessons on multimedia…

Examining the Fifth Graders' Understanding of Heat and Temperature Concepts via Concept Mapping

ERIC Educational Resources Information Center

Cakir Olgun, Ozlem Sila

2008-01-01

This study investigated the effect of concept mapping over traditional instruction on students' understanding and retention of heat and temperature concepts. The sample of this study consisted of 5th grade students from two classes of a elementary school (n=75). One intact class was randomly assigned to the comparison group whereas the other one…

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

ERIC Educational Resources Information Center

Ross, Margaret E.; Green, Samuel B.; Salisbury-Glennon, Jill D.; Tollefson, Nona

2006-01-01

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive…

The Impact of a Classroom-Based Guidance Program on Student Performance in Community College Math Classes

ERIC Educational Resources Information Center

Butcher, Kristin F.; Visher, Mary G.

2013-01-01

Passing through remedial and required math classes poses a significant barrier to success for many community college students. This study uses random assignment to investigate the impact of a "light-touch" intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

ERIC Educational Resources Information Center

Buschang, Rebecca Ellen

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

An Application of the Stein and Glenn Story Schema Model to Second Graders' Retellings of "Little Red Cap."

ERIC Educational Resources Information Center

Caster, Tonja Root; Martin-Huff, Ellen M.

The purpose of this study was to examine the effects of gender and three modes of story reconstruction training on second-grade students' story comprehension. Thirty-six children were randomly assigned to three treatment groups: drawing, discussion, and thematic-fantasy play. On three separate occasions, students were read books and participated…

Career Academies: A Proven Strategy to Prepare High School Students for College and Careers

ERIC Educational Resources Information Center

Stern, David; Dayton, Charles; Raby, Marilyn

2010-01-01

Career academies, after more than four decades of development and three decades of evaluation, have been found by a conclusive random assignment study to be effective in improving outcomes for students during and after high school. Career academies have therefore become the most durable and best-tested component of a high school reform strategy to…

Effects of Physical Training and Calcium Intake on Bone Mineral Density of Students with Mental Retardation

ERIC Educational Resources Information Center

Hemayattalab, Rasool

2010-01-01

The purpose of this study was to investigate the effects of physical training and calcium intake on bone mineral density (BMD) of students with mental retardation. Forty mentally retarded boys (age 7-10 years old) were randomly assigned to four groups (no differences in age, BMD, calcium intake and physical activity): training groups with or…

Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

ERIC Educational Resources Information Center

Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel

2015-01-01

This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was…

An Investigation Into the Effects of Background Music in a Dramatic Television Presentation on University Students' Perception and Retention of Cognitive Content.

ERIC Educational Resources Information Center

Rink, Otho P.

To investigate the effects of background music on perception and retention of a dramatic television presentation's cognitive content, 107 English literature students were randomly assigned to one of five background treatments for a play. Four of the videotaped presentations included background music; Shostakovich's Symphony No. 6; Japanese jazz;…

Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

ERIC Educational Resources Information Center

Wang, Yanlin; Crooks, Steven M.

2015-01-01

The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an…

Effectiveness of provider incentives for anaemia reduction in rural China: a cluster randomised trial

PubMed Central

Luo, Renfu; Zhang, Linxiu; Sylvia, Sean; Shi, Yaojiang; Foo, Patricia; Zhao, Qiran; Martorell, Reynaldo; Medina, Alexis; Rozelle, Scott

2012-01-01

Objectives To test the impact of provider performance pay for anaemia reduction in rural China. Design A cluster randomised trial of information, subsidies, and incentives for school principals to reduce anaemia among their students. Enumerators and study participants were not informed of study arm assignment. Setting 72 randomly selected rural primary schools across northwest China. Participants 3553 fourth and fifth grade students aged 9-11 years. All fourth and fifth grade students in sample schools participated in the study. Interventions Sample schools were randomly assigned to a control group, with no intervention, or one of three treatment arms: (a) an information arm, in which principals received information about anaemia; (b) a subsidy arm, in which principals received information and unconditional subsidies; and (c) an incentive arm, in which principals received information, subsidies, and financial incentives for reducing anaemia among students. Twenty seven schools were assigned to the control arm (1816 students at baseline, 1623 at end point), 15 were assigned to the information arm (659 students at baseline, 596 at end point), 15 to the subsidy arm (726 students at baseline, 667 at end point), and 15 to the incentive arm (743 students at baseline, 667 at end point). Main outcome measures Student haemoglobin concentrations. Results Mean student haemoglobin concentration rose by 1.5 g/L (95% CI –1.1 to 4.1) in information schools, 0.8 g/L (–1.8 to 3.3) in subsidy schools, and 2.4 g/L (0 to 4.9) in incentive schools compared with the control group. This increase in haemoglobin corresponded to a reduction in prevalence of anaemia (Hb <115 g/L) of 24% in incentive schools. Interactions with pre-existing incentives for principals to achieve good academic performance led to substantially larger gains in the information and incentive arms: when combined with incentives for good academic performance, associated effects on student haemoglobin concentration were 9.8 g/L (4.1 to 15.5) larger in information schools and 8.6 g/L (2.1 to 15.1) larger in incentive schools. Conclusions Financial incentives for health improvement were modestly effective. Understanding interactions with other motives and pre-existing incentives is critical. Trial registration number ISRCTN76158086. PMID:22842354

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: results of the Motivating Active Learning in Physical Education (MALP) trial.

PubMed

Lonsdale, Chris; Rosenkranz, Richard R; Sanders, Taren; Peralta, Louisa R; Bennie, Andrew; Jackson, Ben; Taylor, Ian M; Lubans, David R

2013-11-01

Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons. Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n=16) and their classes (n=288 students; M=13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction. The 'free choice' intervention increased PA (p<.05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p<.05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p<.05). Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons. © 2013.

Learning Historical Thinking with Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

ERIC Educational Resources Information Center

Bertram, Christiane; Wagner, Wolfgang; Trautwein, Ulrich

2017-01-01

The present study examined the effectiveness of the oral history approach with respect to students' historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions--live, video, text, or a (nontreated) control group--in a pretest, posttest, and follow-up design. Comparing the three…

Effects of Teaching a Library Usage Unit to Seventh Graders.

ERIC Educational Resources Information Center

Gifford, Vernon; Gifford, Jean

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

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

Using a Web-based simulation as a problem-based learning experience: perceived and actual performance of undergraduate public health students.

PubMed

Spinello, Elio F; Fischbach, Ronald

2008-01-01

This study investigated the use of a Web-based community health simulation as a problem-based learning (PBL) experience for undergraduate students majoring in public health. The study sought to determine whether students who participated in the online simulation achieved differences in academic and attitudinal outcomes compared with students who participated in a traditional PBL exercise. Using a nonexperimental comparative design, 21 undergraduate students enrolled in a health-behavior course were each randomly assigned to one of four workgroups. Each workgroup was randomly assigned the semester-long simulation project or the traditional PBL exercise. Survey instruments were used to measure students' attitudes toward the course, their perceptions of the learning community, and perceptions of their own cognitive learning. Content analysis of final essay exams and group reports was used to identify differences in academic outcomes and students' level of conceptual understanding of health-behavior theory. Findings indicated that students participating in the simulation produced higher mean final exam scores compared with students participating in the traditional PBL (p=0.03). Students in the simulation group also outperformed students in the traditional group with respect to their understanding of health-behavior theory (p=0.04). Students in the simulation group, however, rated their own level of cognitive learning lower than did students in the traditional group (p=0.03). By bridging time and distance constraints of the traditional classroom setting, an online simulation may be an effective PBL approach for public health students. Recommendations include further research using a larger sample to explore students' perceptions of learning when participating in simulated real-world activities. Additional research focusing on possible differences between actual and perceived learning relative to PBL methods and student workgroup dynamics is also recommended.

The relationship between simulation in nursing education and medication safety.

PubMed

Sears, Kimberley; Goldsworthy, Sandra; Goodman, William M

2010-01-01

This experimental study examined whether the use of clinical simulation in nursing education could help reduce medication errors. Fifty-four student volunteers were randomly assigned to an experimental (treatment) group (24 students) or a clinical control group (30 students). The treatment replaced some early-term clinical placement hours with a simulated clinical experience. The control group had all normally scheduled clinical hours. Treatment occurred prior to opportunities for medication administration. Copyright 2010, SLACK Incorporated.

Opening Doors to Student Success: A Synthesis of Findings from an Evaluation at Six Community Colleges. Policy Brief

ERIC Educational Resources Information Center

Scrivener, Susan; Coghlan, Erin

2011-01-01

Only one-third of all students who enter community colleges with the intent to earn a degree or certificate actually meet this goal within six years. MDRC launched the Opening Doors Demonstration in 2003--the first large-scale random assignment study in a community college setting--to tackle this problem. Partnering with six community colleges,…

Individual and Situational Factors that Influence the Efficacy of Personalized Feedback Substance Use Interventions for Mandated College Students

ERIC Educational Resources Information Center

Mun, Eun Young; White, Helene R.; Morgan, Thomas J.

2009-01-01

Little is known about individual and situational factors that moderate the efficacy of personalized feedback interventions (PFIs). Mandated college students (N = 348) were randomly assigned either to a PFI delivered in the context of a brief motivational interview (BMI; n = 180) or to a written PFI only (WF) condition and were followed up at 4…

More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Policy Brief

ERIC Educational Resources Information Center

Scrivener, Susan; Weiss, Michael J.

2013-01-01

This policy brief presents results from a random assignment evaluation of the City University of New York's Accelerated Study in Associate Programs (ASAP). An ambitious and promising endeavor, ASAP provides a comprehensive array of services and supports to help community college students graduate and to help them graduate sooner. The evaluation…

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

ERIC Educational Resources Information Center

Wainwright, Camille L.

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

Educational Web-Based Intervention for High School Students to Increase Knowledge and Promote Positive Attitudes toward Organ Donation

ERIC Educational Resources Information Center

Vinokur, Amiram D.; Merion, Robert M.; Couper, Mick P.; Jones, Eleanor G.; Dong, Yihui

2006-01-01

A sample of 490 high school students from 81 schools in Michigan participated in an experiment in which they were randomly assigned to either a control or an experimental Web site. The experimental Web site provided exposure to educational material about the process of organ donation and organ transplantation. The control Web site provided…

The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades

ERIC Educational Resources Information Center

Gomez, Angela Nicole

2012-01-01

The purpose of this study was to investigate the effectiveness of "MathFacts in a Flash" software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used…

The Effects of Response Modes and Cues on Language Learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning

ERIC Educational Resources Information Center

Chen, Ching-Huei; Huang, Kun

2014-01-01

An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students' self-efficacy beliefs, perceived cognitive load, and performance in language recall and recognition tasks. One hundred fifty-seven 6th grade students were randomly assigned to one of four conditions:…

Examination of the Diurnal Assumptions of the Test of Variables of Attention for Elementary Students

ERIC Educational Resources Information Center

Hurford, David P.; Lasater, Kara A.; Erickson, Sara E.; Kiesling, Nicole E.

2013-01-01

Objective: To examine the diurnal assumptions of the Test of Variables of Attention (TOVA). Method: The present study assessed 122 elementary students aged 5.5 to 10.0 years who were randomly assigned to one of four different groups based on time of administration (M-M: Morning-Morning, M-A: Morning-Afternoon, A-M: Afternoon-Morning, and A-A:…

Protecting You/Protecting Me: Evaluation of a Student-Led Alcohol Prevention and Traffic Safety Program for Elementary Students

ERIC Educational Resources Information Center

Bell, Mary Lou; Baker, Tara Kelley; Falb, Timothy; Roberts-Gray, Cindy

2005-01-01

Pre- and post-surveys of self-protective knowledge and skills in third, fourth, and fifth grade classrooms (n = 24) randomly assigned to a model program for alcohol prevention and traffic safety or to comparison group (n = 24 classrooms) were analyzed to evaluate replicability of immediate positive effects of first-year exposure and to test…

Writing Essays on a Laptop or a Desktop Computer: Does It Matter?

ERIC Educational Resources Information Center

Ling, Guangming; Bridgeman, Brent

2013-01-01

To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed…

The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca

2018-01-01

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…

Exploring the Cross-Linguistic Transfer of Reading Skills in Spanish to English in the Context of a Computer Adaptive Reading Intervention

ERIC Educational Resources Information Center

Baker, Doris Luft; Basaraba, Deni Lee; Smolkowski, Keith; Conry, Jillian; Hautala, Jarkko; Richardson, Ulla; English, Sherril; Cole, Ron

2017-01-01

We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…

An Evaluation of Three Methods of Racism-Sexism Training in a University Student Orientation Program. Research Report No. 1-75.

ERIC Educational Resources Information Center

Troy, Warwick G.; And Others

Three types of workshops dealing with racism and sexism were conducted for 1900 incoming university freshmen as part of their orientation program. The methods were a structured discussion model developed by Sedlacek and Brooks (1976), a Starpower simulation workshop, and a movie discussion group. Students were randomly assigned to one of the three…

Cross-Age Tutoring: A Strategy for Increasing Reading Achievement and Improving Self-Concept for Elementary School Children.

ERIC Educational Resources Information Center

Wood, Edwin Leon

This study attempted to determine the effects of a twice-weekly, four-month-long, cross-age tutoring program on children's reading achievement levels and self-concepts. A total of 240 students, stratified by grade and sex, were randomly assigned to four experimental groups. Within each group, students were matched by grade: grade four with grade…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

ERIC Educational Resources Information Center

Buschang, Rebecca E.

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

The Effect of the Number and Nature of Features and of General Ability on the Simultaneous and Successive Processing of Maps.

ERIC Educational Resources Information Center

Sutherland, Sandra; Winn, William

The interactions of three factors that may be involved with the memory for pattern or sequence in visual materials were investigated in this study: (1) arbitrariness of representation; (2) task; and (3) ability of students. The subjects, who were 29 graduate students in education, were pretested for general ability and randomly assigned to four…

Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning. NBER Working Paper No. 16089

ERIC Educational Resources Information Center

Figlio, David N.; Rush, Mark; Yin, Lu

2010-01-01

This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction,…

The Effects of Class Size in Online College Courses: Experimental Evidence. CEPA Working Paper No. 15-14

ERIC Educational Resources Information Center

Bettinger, Eric; Doss, Christopher; Loeb, Susanna; Taylor, Eric

2015-01-01

Class size is a first-order consideration in the study of education production and education costs. How larger or smaller classes affect student outcomes is especially relevant to the growth and design of online classes. We study a field experiment in which college students were quasi-randomly assigned to either a large or a small class. All…

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Personality, Organizational Culture, and Cooperation: Evidence from a Business Simulation.

ERIC Educational Resources Information Center

Chatman, Jennifer A.; Barsade, Sigal G.

1995-01-01

Explored personal and situational sources of cooperation. Assessed MBA students' disposition to cooperate and randomly assigned them to simulated organizations emphasizing either collectivistic or individualistic cultural values. Coworkers rated cooperative subjects in collectivistic cultures as most cooperative. Cooperative people were most…

Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities

PubMed Central

VAUGHN, SHARON; WEXLER, JADE; ROBERTS, GREG; BARTH, AMY A.; CIRINO, PAUL T.; ROMAIN, MELISSA A.; FRANCIS, DAVID; FLETCHER, JACK; DENTON, CAROLYN A.

2011-01-01

This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities. PMID:23125463

The Effects of Total Physical Response by Storytelling and the Traditional Teaching Styles of a Foreign Language in a Selected High School

ERIC Educational Resources Information Center

Kariuki, Patrick N. K.; Bush, Elizabeth Danielle

2008-01-01

The purpose of this study was to examine the effects of Total Physical Response by Storytelling and the traditional teaching method on a foreign language in a selected high school. The sample consisted of 30 students who were randomly selected and randomly assigned to experimental and control group. The experimental group was taught using Total…

A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.

PubMed

Connor, Carol McDonald; Morrison, Frederick J; Fishman, Barry; Crowe, Elizabeth C; Al Otaiba, Stephanie; Schatschneider, Christopher

2013-08-01

Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

NASA Astrophysics Data System (ADS)

Stelzer, Timothy; Gladding, Gary; Mestre, José P.; Brookes, David T.

2009-02-01

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

The Impact of Conferencing Assessment on EFL Students' Grammar Learning (Impacto de la evaluación mediante conferencias en el aprendizaje de la gramática en estudiantes de inglés como lengua extranjera)

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Zarghami, Zahra

2012-01-01

This article reports on a study that was carried out in order to examine the impact of conferencing assessment on students' learning of English grammar. Forty-two Iranian intermediate university students were randomly assigned to an experimental and a control group. The participants in the experimental group took part in four individual and four…

Improving Children's Listening Comprehension with a Manipulation Strategy

ERIC Educational Resources Information Center

Marley, Scott C.; Szabo, Zsuzsanna

2010-01-01

The authors examined the cognitive benefits of physical manipulation. Participants were 76 kindergarten and first-grade students randomly assigned to 2 strategies: stories with pictures or manipulation. In the pictures strategy, participants listened to story content and viewed pictures. In the manipulation strategy, participants moved…

Emotional Design in Multimedia Learning

ERIC Educational Resources Information Center

Um, Eunjoon; Plass, Jan L.; Hayward, Elizabeth O.; Homer, Bruce D.

2012-01-01

Can multimedia learning environments be designed to foster positive emotions that will improve learning and related affective outcomes? College students (N = 118) were randomly assigned to 4 conditions created by 2 factors related to learners' emotion: "external mood induction" (positive vs. neutral emotions) and "emotional design induction"…

A qualitative study examining the preparedness of dental hygiene students for a service-learning placement in residential aged care.

PubMed

Wallace, J P; Blinkhorn, A S; Blinkhorn, F A

2017-02-01

The aim of this qualitative study was to measure the effect of a specifically designed orientation re-enactment DVD used to facilitate dental hygiene students transition from the classroom to a Residential Aged Care Facility (RACF) service-learning placement with less personal anxiety and more confidence in their role during the placement. Final year students (n = 47) were randomly allocated to one of 17 RACFs on the NSW, Central Coast, Australia. All students were then randomly allocated to a two-group study with the active group assigned to view the DVD prior to their placement. Students who viewed the DVD were asked not to discuss the content with students who were assigned to the control group. Post-placement focus groups were organized, recorded and transcribed verbatim. Data were collated, analysed and unitized into emergent themes. Representative quotes are presented in the results. The study was informed by 4 years of previous quantitative and qualitative process evaluation of the RACF programme. Focus group discussions identified that those students who had seen the DVD reported a shorter timeframe to successfully transition from the classroom to the RACF and stated that the DVD provided them with a realistic expectation of the RACF environment and their role in the placement experience. The orientation DVD reduced student anxiety and improved student confidence in their role during the placement by providing a realistic orientation of the RACF environment. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed Central

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students’ reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students’ reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students’ reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects. PMID:27600828

Music Activities as a Meaningful Context for Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series Design with Random Assigned Control Group

ERIC Educational Resources Information Center

An, Song A.; Tillman, Daniel A.

2015-01-01

The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n = 56) from an elementary school in the west coast of the United States…

Studying the Effectiveness of Combination Therapy (Based on Executive Function and Sensory Integration) Child-Centered on the Symptoms of Attention Deficit/hyperactivity Disorder (ADHD)

ERIC Educational Resources Information Center

Salami, Fatemeh; Ashayeri, Hassan; Estaki, Mahnaz; Farzad, Valiollah; Entezar, Roya Koochak

2017-01-01

The aim of the present study is to examine the effectiveness of combination therapy based on executive function and sensory integration child-centered on ADHD. For this purpose, from among all first, second and third grade primary school students in Shiraz, 40 children were selected. The selected students were randomly assigned in two groups of…

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

ERIC Educational Resources Information Center

Kariuki, Patrick N.; Blair, Paul W.

2015-01-01

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

Replicated Findings of an Evaluation of a Brief Intervention Designed to Prevent High-Risk Drinking among First-Year College Students: Implications for Social Norming Theory

ERIC Educational Resources Information Center

Stamper, Georgia Ann; Smith, Bradley H.; Gant, Rick; Bogle, Kristin E.

2004-01-01

College students were randomly assigned to receive either (a) standard alcohol programming (SAP) or (b) SAP plus an intervention designed to change perceptions of alcohol norms (PAN). Effects of the intervention delivered during one class period (i.e., 55 minutes) were assessed using pre- and post-intervention surveys about personal alcohol use…

A Comparison of Two Instructional Methods for Teaching Logo to Learning Disabled and Nonlearning Disabled Children.

ERIC Educational Resources Information Center

Mathinos, Debra A.; Leonard, Ann Scheier

The study examines the use of LOGO, a computer language, with 19 learning disabled (LD) and 19 non-LD students in grades 4-6. Ss were randomly assigned to one of two instructional groups: sequential or whole-task, each with 10 LD and 10 non-LD students. The sequential method features a carefully ordered plan for teaching LOGO commands; the…

Efficacy of a Preventive Counseling Program for Improving Psychological Hardiness and the Positive Use of Social Network Sites among Students at Risk

ERIC Educational Resources Information Center

Almahaireh, Abdallah Salem Farhan; Aldalaeen, Anas Saleh Rabi; Takhaineh, Suhib Khaled Ahmad

2018-01-01

The purpose of this study was to investigate the efficacy of a preventive counseling program for improving psychological hardiness (PsyH) and the positive use of social network sites (SNSs). The sample consisted of 30 students from Mu'tah University in Jordan who were randomly assigned into either an experimental group (15) or a control group…

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

PubMed Central

Pitterle, Michael E.; Hayney, Mary S.

2014-01-01

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

Adolescents’ impressions of antismoking media literacy education: qualitative results from a randomized controlled trial

PubMed Central

Primack, Brian A.; Fine, Danielle; Yang, Christopher K.; Wickett, Dustin; Zickmund, Susan

2009-01-01

Although media literacy represents an innovative venue for school-based antismoking programming, studies have not systematically compared student impressions of these and traditional programs. This study utilized data from a randomized trial comparing these two types of programs. After each program, students responded to three open-ended questions related to their assigned curriculum. Two coders, blinded to student assignments, independently coded these data. Coders had strong inter-rater agreement (kappa = 0.77). Our primary measures were spontaneously noted overall assessment, enjoyment/interest and the likelihood of changing smoking behavior. Of the 531 participants, 255 (48.0%) were randomized to the intervention (media literacy) group. Intervention participants had more net positive responses [rate ratio (RR) = 1.27, 95% confidence interval (CI) = 1.05, 1.54], more responses rating the program as compelling (RR = 1.63, 95% CI = 1.16, 2.29) and fewer responses rating the program as non-compelling (RR = 0.62, 95% CI = 0.39, 0.97). However, the intervention group was not more likely to suggest that the curriculum was likely to change behavior positively (RR = 0.57, 95% CI = 0.30, 1.06). Findings suggest that although media literacy provides a compelling format for the delivery of antitobacco programming, integration of components of traditional programming may help media literacy programs achieve maximal efficacy. PMID:19052155

Constructing cardiovascular fitness knowledge in physical education

PubMed Central

Zhang, Tan; Chen, Ang; Chen, Senlin; Hong, Deockki; Loflin, Jerry; Ennis, Catherine

2015-01-01

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students’ assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing–reasoning assignments contributed the most to knowledge growth. Analytical and analytical–application assignments contributed less than the constructivist theories would predict. PMID:25995702

Mindfulness Meditation Versus Physical Exercise in the Management of Depression Among Nursing Students.

PubMed

Alsaraireh, Faris Abdelkarim; Aloush, Sami Mohammad

2017-10-01

Depression among nursing students is an ongoing problem. Several psychotherapies have been suggested as alternatives to antidepressants in the management of depression. The aim of this randomized controlled study was to compare the effectiveness of mindfulness meditation versus physical exercise in the management of depression among nursing students. A sample of 181 soon-to-graduate nursing students participated in the study and were assigned at random to one of two therapies: physical exercise (n = 90) or mindfulness meditation (n = 91). The Center for Epidemiologic Studies Depression Scale was completed by the participants in both groups prior to the therapies and after completion. The findings indicated that both therapies were effective in the management of depression. However, mindfulness meditation is more effective than physical exercise. Mindfulness meditation is recommended over physical exercise in the management of depression among undergraduate nursing students. [J Nurs Educ. 2017;56(10):599-604.]. Copyright 2017, SLACK Incorporated.

Adults' Perceptions of a Child with Autism

ERIC Educational Resources Information Center

Iobst, Emily; Nabors, Laura; Rosenzweig, Kim; Srivorakiat, Laura; Champlin, Rachel; Campbell, Jonathan; Segall, Matthew

2009-01-01

We investigated whether different types of information influenced adults' attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information…

Note Taking and Recall

ERIC Educational Resources Information Center

Fisher, Judith L.; Harris, Mary B.

1974-01-01

To study the effect of note taking and opportunity for review on subsequent recall, 88 college students were randomly assigned to five treatment groups utilizing different note taking and review combinations. No treatment effects were found, although quality of notes was positively correlated with free recall an multiple-choice measures.…

CAI: Overcoming Attitude Barriers.

ERIC Educational Resources Information Center

Netusil, Anton J.; Kockler, Lois H.

During each of two school quarters, approximately 60 college students enrolled in a mathematics course were randomly assigned to an experimental group or a control group. The control group received instruction by the lecture method only; the experimental group received the same instruction, except that six computer-assisted instruction (CAI) units…

The State, Not the Trait, of Nostalgia Increases Creativity

ERIC Educational Resources Information Center

Ye, Shengquan; Ngan, Rose Ying Lam; Hui, Anna N. N.

2013-01-01

Nostalgic experience evokes emotions and activates the cognitive process of recalling and reconstructing information in memory. This study investigated the effects of nostalgia on creativity using experiments and questionnaires. Two-hundred-and-eighty university students were randomly assigned to experimental and control groups, in which…

Evaluation of life and death studies course on attitudes toward life and death among nursing students.

PubMed

Hwang, Huei-Lih; Lin, Huey-Shyan; Chen, Wen-Tin

2005-12-01

The aim of this study was to evaluate attitudes toward life and death among nursing students after attending the life and death studies (LDS) program. Both qualitative and quantitative methods were used to collect data. The pretest-posttest control group design randomly assigned students to an experimental (n = 47) or control group (n = 49). The 13-week course included lectures, video appraisal, games, simulations, films, books, assignments and group sharing. Statistical and content analysis were used to analyze qualitative and quantitative data. The findings showed a significant improvement in perception of the meaningfulness of life in four categories of improvement: expanded viewpoint, sadness about death, treating life sincerely, and instilling hope in life. The qualitative data indicated that a positive change in meaning of life was associated with interaction with others and self-reflection.

School Choice and Educational Inequality in South Korea

PubMed Central

Byun, Soo-yong; Kim, Kyung-keun; Park, Hyunjoon

2014-01-01

This study examined the choice debate in South Korea, which centers on the residentially based school assignment policy called the High School Equalization Policy (HSEP). Using a nationally representative sample of South Korean 11th graders, the study further explored the role of the HSEP in educational equality by investigating how HSEP implementation was related to the separation of low and high socioeconomic status (SES) students between schools and how the socioeconomic composition of a school was related to student achievement. Results showed that the odds that low SES students were separated into low SES schools was smaller in the regions of HSEP implementation, where students were randomly assigned to a school based on place of residence, than in the regions of non-HSEP implementation, where students were allowed to choose a school. Results also showed that student achievement significantly depended on the socioeconomic composition of a school students attended in the regions of non-HSEP implementation, whereas this was not the case in the regions of HSEP implementation. We discussed the implications of these findings for the potential impact of school choice policies on educational inequality. PMID:24834021

Long-term effects of course-embedded undergraduate research: The CASPiE longitudinal study

NASA Astrophysics Data System (ADS)

Szteinberg, Gabriela A.

The Center for Authentic Science Practice in Education (CASPiE) is a National Science Foundation funded initiative that seeks to introduce first- and second-year undergraduate students to research in their mainstream laboratory courses. To investigate the effects of this research-based curriculum, a longitudinal study was initiated at Purdue University (PU) and University of Illinois-Chicago (UIC), where CASPiE was implemented in a portion of laboratory sections of a general chemistry course (CHEM 116 at PU/CHEM 114 at UIC). The study examined the long-term effects of the CASPiE program on students' chemistry course performance, research involvement, and retention in STEM majors and future careers. The results of the academic records analyses showed that PU CASPiE students from the opt-in semesters, i.e. those when students chose to enroll in the CASPiE sections, were higher-achieving students from the beginning of their college years and performed significantly higher than the students in the traditional sections. There were no significant differences in chemistry course performance among PU students from the randomly assigned semester. However, looking from the first semester chemistry course to the upper 300 level chemistry courses, randomly assigned PU students from the traditional sections had a significant performance decrease. The CASPiE students had a performance decrease that was not significant. At UIC, there were no significant differences between CASPiE and traditional students' chemistry performance. Analyses of the academic records also revealed that there were no differences in STEM major retention between CASPiE and traditional students, from both PU and UIC. However, CASPiE students from UIC and the ones from the opt-in sections at PU graduated faster in average than traditional students. Students' responses to an online survey showed that there were no differences in students' choice of future plans in STEM or non-STEM fields (such as graduate or professional school, or type of job). Interviews with PU's CASPiE and traditional students revealed that CASPiE students thought their laboratory work was applicable and relevant to other research and their lives and they tended to remember their lab activities more than the traditional students. CASPiE students thought the lab work they did was rewarding and they felt a sense of accomplishment. CASPiE students from the randomly assigned semester thought the experience was rewarding in retrospect, which is an important finding because during that semester students were frustrated that they were not able to choose their participation in CASPiE. Traditional students thought their lab experience helped prepare them for future courses at PU, whereas CASPiE students thought they were better prepared for class and lab in general, they learned how to keep a research notebook and write scientific papers, and that overall they learned how to conduct research. Specifically, CASPiE students thought they were able to use creativity in their lab. Both students from CASPiE and traditional sections thought they learned how to work well in groups through their lab experiences. Based on the results, we can conclude that CASPiE was successful at providing first- and second-year students with research experiences in their second-semester general chemistry class, without negatively affecting their chemistry course performance, retention in STEM majors or future plans. PU CASPiE students from the opt-in years were higher-achieving students than the traditional counterparts therefore the significant differences in chemistry performance between these students are not surprising. The CASPiE curriculum did seem to have had an enhancing effect on the randomly assigned PU CASPiE students' chemistry performance over the years. Furthermore, CASPiE students from PU reported gains from doing research experiences that have previously been reported in the literature on undergraduate research experiences. The results from this study show that CASPiE could be a beneficial curriculum for STEM college educators who wish to have more students practice research during their college courses. (Abstract shortened by UMI.)

Impact of an academic-community partnership in medical education on community health: evaluation of a novel student-based home visitation program.

PubMed

Rock, John A; Acuña, Juan M; Lozano, Juan Manuel; Martinez, Iveris L; Greer, Pedro J; Brown, David R; Brewster, Luther; Simpson, Joe L

2014-04-01

Current US healthcare delivery systems do not adequately address healthcare demands. Physicians are integral but rarely emphasize prevention as a primary tool to change health outcomes. Home visitation is an effective method for changing health outcomes in some populations. The Florida International University Herbert Wertheim College of Medicine Green Family Foundation NeighborhoodHELP service-learning program assigns medical students to be members of interprofessional teams that conduct household visits to determine their healthcare needs. We performed a prospective evaluation of 330 households randomly assigned to one of two groups: visitation from a student team (intervention group) or limited intervention (control group). The program design allowed randomly selected control households to replace intervention-group households that left the program of their own volition. All of the households were surveyed at baseline and after 1 year of participation in the study. After 1 year in the program and after adjustment for confounders, intervention group households proved more likely (P ≤ 0.05) than control households to have undergone physical examinations, blood pressure monitoring, and cervical cytology screenings. Cholesterol screenings and mammograms were borderline significant (P = 0.05 and P = 0.06, respectively). This study supports the value of home visitation by interprofessional student teams as an effective way to increase the use of preventive health measures. The study underscores the important role interprofessional student teams may play in improving the health of US communities, while students concurrently learn about primary prevention and primary care.

Virtual classroom helps medical education for both Chinese and foreign students.

PubMed

Shi, C; Wang, L; Li, X; Chai, S; Niu, W; Kong, Y; Zhou, W; Yin, W

2015-11-01

The rapid development of computer and internet technology has a strong influence over one's quality of education within different fields of study. To determine the potential benefits of introducing internet into medical school classes, a pilot study was conducted in three different Chinese medical schools. Seven hundred and eight medical school undergraduates, 385 dental school students and 366 foreign students were randomly recruited to complete a self-administered questionnaire. The contents included personal information, current usage of computer and internet, and attitudes towards the computerised teaching methods. Two forum groups were created using instant message software and were randomly assigned to two classes, allowing students to freely ask or discuss questions with the help of their teachers in these two virtual classrooms. All 1539 questionnaires were accepted and analysed. Although there were some differences between Chinese and foreign undergraduates, both group of students were highly proficient in internet usage and navigation. Overwhelmingly, 88.37% of the students owned a computer and frequently logged onto the internet. Most of them believed that the internet is a helpful adjunct to their studies and held positive attitudes towards computerised teaching. Compared to the classes that were not assigned internet forums, the two experimental classes performed significantly better on the examination. Our results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties.

PubMed

Jitendra, Asha K; Harwell, Michael R; Dupuis, Danielle N; Karl, Stacy R

This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.

A Qualitative Examination of Yoga for Middle School Adolescents

PubMed Central

Butzer, Bethany; LoRusso, Amanda Marie; Windsor, Regina; Riley, Frankye; Frame, Kate; Khalsa, Sat Bir S.; Conboy, Lisa

2017-01-01

The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools. PMID:28757897

Improvement of Rural Children's Asthma Self-Management by Lay Health Educators

ERIC Educational Resources Information Center

Horner, Sharon D.; Fouladi, Rachel T.

2008-01-01

Background: The purpose of the present analysis is to examine changes in rural children's asthma self-management after they received lay health educator (LHE)-delivered classes. Methods: Elementary schools were randomly assigned to the treatment or attention-control condition and their participating students received either asthma education or…

Effects of Visual/Verbal Associations.

ERIC Educational Resources Information Center

Martin, Anna C.

Different effects of instructional strategies on recall and comprehension of terms frequently used in formal analysis of art were examined. The study looked at a synthesis of three theoretical positions: dual-coding theory, schema theory, and elaboration theory. Two-hundred and fifty sixth-grade students were randomly assigned to three groups:…

Auto- Versus Heterohypnosis: Behavioral and Subjective Differences.

ERIC Educational Resources Information Center

Johnson, Lynn S.; Weight, David G.

This paper examines and compares tyo hypnotic modes in terms of behavioral and experimental responses. The two modes are: (1) autohypnosis and (2) heterohypnosis. The two types of hypnosis experiences were administered to each of two randomly assigned groups. Subjects were 25 male and 23 female volunteer introductory psychology students. The…

Related General-Vocabulary Knowledge Transfers to Learning Technical Terms

ERIC Educational Resources Information Center

Balch, William R.

2015-01-01

In a classroom experiment during the first week of an introductory psychology course, randomly assigned students received a pretest and then a brief training on the definitions of general-vocabulary words either related (e.g., "facilitation") or unrelated (e.g., "rendition") to 16 technical terms (e.g., "social…

Artistic Tasks Outperform Nonartistic Tasks for Stress Reduction

ERIC Educational Resources Information Center

Abbott, Kayleigh A.; Shanahan, Matthew J.; Neufeld, Richard W. J.

2013-01-01

Art making has been documented as an effective stress reduction technique. In this between-subjects experimental study, possible mechanisms of stress reduction were examined in a sample of 52 university students randomly assigned to one of four conditions generated by factorially crossing Activity Type (artistic or nonartistic) with Coping…

The Effect of Electronic Storybooks on Struggling Fourth-Graders' Reading Comprehension

ERIC Educational Resources Information Center

Ertem, Ihsan Seyit

2010-01-01

This quantitative research examined the differences in struggling readers' comprehension of storybooks according to the medium of presentation. Each student was randomly assigned with one of three conditions: (1) computer presentation of storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print…

Effects of Strategy Training and Incentives on Students' Performance, Confidence, and Calibration

ERIC Educational Resources Information Center

Gutierrez, Antonio P.; Schraw, Gregory

2015-01-01

This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve…

An Intervention to Improve Motivation for Homework

ERIC Educational Resources Information Center

Akioka, Elisabeth; Gilmore, Linda

2013-01-01

A repeated measures design, with randomly assigned intervention and control groups and multiple sources of information on each participant, was used to examine whether changing the method of delivery of a school's homework program in order to better meet the students' needs for autonomy, relatedness and competence would lead to more positive…

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention

ERIC Educational Resources Information Center

Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand

2016-01-01

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…

Treatment Outcome and Maintenance in Systematic Desensitization: Professional versus Paraprofessional Effectiveness.

ERIC Educational Resources Information Center

Shelton, John L.; Madrazo-Peterson, Rita

1978-01-01

Anxious students were randomly assigned to a wait-list control group; to three groups aided by experienced behavior therapists; or to three groups led by paraprofessionals. Results show paraprofessionals can achieve outcome and maintenance effects equivalent to more rigorously trained professionals. Paraprofessionals can conduct desensitization in…

The Effects of Elaboration on Self-Learning Procedures from Text.

ERIC Educational Resources Information Center

Yang, Fu-mei

This study investigated the effects of augmenting and deleting elaborations in an existing self-instructional text for a micro-computer database application, "Microsoft Works User's Manual." A total of 60 undergraduate students were randomly assigned to the original, elaborated, or unelaborated text versions. The elaborated version…

Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2016-01-01

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

Can Coloring Mandalas Reduce Anxiety?

ERIC Educational Resources Information Center

Curry, Nancy A.; Kasser, Tim

2005-01-01

This study examined the effectiveness of different types of art activities in the reduction of anxiety. After undergoing a brief anxiety-induction, 84 undergraduate students were randomly assigned to color a mandala, to color a plaid form, or to color on a blank piece of paper. Results demonstrated that anxiety levels declined approximately the…

Supervisor Attachment, Supervisory Working Alliance, and Affect in Social Work Field Instruction

ERIC Educational Resources Information Center

Bennett, Susanne; Mohr, Jonathan; Deal, Kathleen Holtz; Hwang, Jeongha

2013-01-01

Objective: This study focused on interrelationships among supervisor attachment, supervisory working alliance, and supervision-related affect, plus the moderating effect of a field instructor training. Method: The researchers employed a pretest-posttest follow-up design of 100 randomly assigned field instructors and 64 students in two…

Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science

ERIC Educational Resources Information Center

Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.

2014-01-01

The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…

The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

ERIC Educational Resources Information Center

Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

2014-01-01

Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

Shades of Threat: Racial Identity as a Moderator of Stereotype Threat

ERIC Educational Resources Information Center

Davis, Claytie, III; Aronson, Joshua; Salinas, Moises

2006-01-01

This study investigated Black racial identity attitudes as a moderator of intellectual performance in potentially stereotype threatening situations. Ninety-eight African American students were randomly assigned to one of three stereotype threatening conditions: low threat, medium threat, or high threat. Analyses confirmed a stereotype threat…

Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction

ERIC Educational Resources Information Center

Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie; Williams, Jeffrey M.

2016-01-01

This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted…

Personal Self-Disclosure: Expectancy and Situational Effects

ERIC Educational Resources Information Center

Wilson, Melvin; Rappaport, Julian

1974-01-01

Male college students were randomly assigned to one of two conditions of specific expectancy, in which they were told that they would find it either easy or difficult to self-disclose to a stranger interviewer. The JSDQ, scored for anticipated self-disclosure, but not for recalled self-disclosure, predicted observed performance. (Author)

A Random Assignment Evaluation of Learning Communities Seven Years Later: Impacts on Education and Earnings Outcomes

ERIC Educational Resources Information Center

Weiss, Michael J.; Mayer, Alexander; Cullinan, Dan; Ratledge, Alyssa; Sommo, Colleen; Diamond, John

2014-01-01

Empirical evidence confirms that increased education is positively associated with higher earnings across a wide spectrum of fields and student demographics (Barrow & Rouse, 2005; Card, 2001; Carneiro, Heckman, & Vytlacil, 2011; Dadgar & Weiss, 2012; Dynarski, 2008; Jacobson & Mokher, 2009; Jepsen, Troske, & Coomes, 2009; Kane…

The Effects of Levels of Elaboration on Learners' Strategic Processing of Text

ERIC Educational Resources Information Center

Dornisch, Michele; Sperling, Rayne A.; Zeruth, Jill A.

2011-01-01

In the current work, we examined learners' comprehension when engaged with elaborative processing strategies. In Experiment 1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners' lower- and higher-order learning outcomes and ability to employ elaborative strategies. Findings…

Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended versus Face-to-Face Versions of a Research Methods and Statistics Course

ERIC Educational Resources Information Center

Goode, Christopher T.; Lamoreaux, Marika; Atchison, Kristin J.; Jeffress, Elizabeth C.; Lynch, Heather L.; Sheehan, Elizabeth

2018-01-01

Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower…

Academic performance and comparative effectiveness of computer- and textbook-based self-instruction.

PubMed

Kurihara, Yukio; Kuramoto, Shu; Matsuura, Kimio; Miki, Yoichiro; Oda, Katsushi; Seo, Hiromi; Watabe, Teruaki; Qayumi, A Karim

2004-01-01

We intended to clarify the influence of student academic ability on the effectiveness of CAI, using data of a study to assess the effectiveness of a new type of CAI software, cyberPatient (CP), at Kochi Medical School (KMS). A total of 59 third-year students were randomly assigned to four groups: Group-1 used a textbook for self-instruction, Group-2 used CP, Group-3 used both types of learning materials, and Group-4 did not learn. Learning performance was evaluated by multiple-choice examination and OSCE. In order to clarify the influence of students' academic ability on the effectiveness of CAI, statistical analyses were conducted, assigning students as either high or medium or low performance students. High performance students from Group-1, -2 and -3 did not differ significantly in test performance after self-instruction. However, low performance students in Group-1 scored significantly lower than those in Group-2 and -3. All students in Group-2 and -3 reported that CP stimulated willingness to learn and assisted understanding. The present analysis suggested that effectiveness of CAI might be associated with the academic ability of students.

Value of audio-enhanced handheld computers over paper surveys with adolescents.

PubMed

Trapl, Erika S; Taylor, H Gerry; Colabianchi, Natalie; Litaker, David; Borawski, Elaine A

2013-01-01

To examine the impact of 3 data collection modes on the number of questions answered, data quality, and student preference. 275 urban seventh-grade students were recruited and randomly assigned to complete a paper survey (SAQ), PDA survey (PDA), or PDA survey with audio (APDA). Students completed a paper debriefing survey. APDA respondents completed significantly more questions compared to SAQ and PDA. PDA and APDA had significantly less missing data than did SAQ. No differences were found for student evaluation. Strong benefits may be gained by the use of APDA for adolescent school-based data collection.

Mediators of effects of a selective family-focused violence prevention approach for middle school students.

PubMed

2012-02-01

This study examined how parenting and family characteristics targeted in a selective prevention program mediated effects on key youth proximal outcomes related to violence perpetration. The selective intervention was evaluated within the context of a multi-site trial involving random assignment of 37 schools to four conditions: a universal intervention composed of a student social-cognitive curriculum and teacher training, a selective family-focused intervention with a subset of high-risk students, a condition combining these two interventions, and a no-intervention control condition. Two cohorts of sixth-grade students (total N = 1,062) exhibiting high levels of aggression and social influence were the sample for this study. Analyses of pre-post change compared to controls using intent-to-treat analyses found no significant effects. However, estimates incorporating participation of those assigned to the intervention and predicted participation among those not assigned revealed significant positive effects on student aggression, use of aggressive strategies for conflict management, and parental estimation of student's valuing of achievement. Findings also indicated intervention effects on two targeted family processes: discipline practices and family cohesion. Mediation analyses found evidence that change in these processes mediated effects on some outcomes, notably aggressive behavior and valuing of school achievement. Results support the notion that changing parenting practices and the quality of family relationships can prevent the escalation in aggression and maintain positive school engagement for high-risk youth.

Experimental problem solving: An instructional improvement field experiment

NASA Astrophysics Data System (ADS)

Ross, John A.; Maynes, Florence J.

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

Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?

PubMed Central

Haist, Steven A; Wilson, John F; Fosson, Sue E; Brigham, Nancy L

1997-01-01

OBJECTIVE To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students. DESIGN Stratified randomization of the first-year students. SETTING A public medical school. PARTICIPANTS All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module. MAIN RESULTS The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably. CONCLUSIONS Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student’s performances on objective measures and ratings of teaching effectiveness.

College students' perceptions of peers with autism spectrum disorder.

PubMed

Matthews, Nicole L; Ly, Agnes R; Goldberg, Wendy A

2015-01-01

Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD.

The Effects of Schema-Broadening Instruction on Second Graders’ Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study

PubMed Central

Fuchs, Lynn S.; Zumeta, Rebecca O.; Schumacher, Robin Finelli; Powell, Sarah R.; Seethaler, Pamela M.; Hamlett, Carol L.; Fuchs, Douglas

2010-01-01

The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders’ word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which taught students to represent the structural, defining features of word problems with overarching equations. Intervention lasted 16 weeks. We pretested and posttested 270 students on measures of word-problem skill; analyses that accounted for the nested structure of the data indicated superior word-problem learning for SBI students. Descriptive analyses of students’ word-problem work indicated that SBI helped students represent the structure of word problems with algebraic equations, suggesting that SBI promoted this aspect of students’ emerging algebraic reasoning. PMID:20539822

Comparative effectiveness of instructional methods: oral and pharyngeal cancer examination.

PubMed

Clark, Nereyda P; Marks, John G; Sandow, Pamela R; Seleski, Christine E; Logan, Henrietta L

2014-04-01

This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty-led hands-on instruction, or both video and hands-on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students' baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty-led hands-on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.

"Fair Play": A Videogame Designed to Address Implicit Race Bias Through Active Perspective Taking.

PubMed

Gutierrez, Belinda; Kaatz, Anna; Chu, Sarah; Ramirez, Dennis; Samson-Samuel, Clem; Carnes, Molly

2014-12-01

Having diverse faculty in academic health centers will help diversify the healthcare workforce and reduce health disparities. Implicit race bias is one factor that contributes to the underrepresentation of Black faculty. We designed the videogame "Fair Play" in which players assume the role of a Black graduate student named Jamal Davis. As Jamal, players experience subtle race bias while completing "quests" to obtain a science degree. We hypothesized that participants randomly assigned to play the game would have greater empathy for Jamal and lower implicit race bias than participants randomized to read narrative text describing Jamal's experience. University of Wisconsin-Madison graduate students were recruited via e-mail and randomly assigned to play "Fair Play" or read narrative text through an online link. Upon completion, participants took an Implicit Association Test to measure implicit bias and answered survey questions assessing empathy toward Jamal and awareness of bias. As hypothesized, gameplayers showed the least implicit bias but only when they also showed high empathy for Jamal (P=0.013). Gameplayers did not show greater empathy than text readers, and women in the text condition reported the greatest empathy for Jamal (P=0.008). However, high empathy only predicted lower levels of implicit bias among those who actively took Jamal's perspective through gameplay (P=0.014). A videogame in which players experience subtle race bias as a Black graduate student has the potential to reduce implicit bias, possibly because of a game's ability to foster empathy through active perspective taking.

A Randomized Trial to Measure the Efficacy of Applying Task Oriented Role Assignment to Improve Neonatal Resuscitation

DTIC Science & Technology

2017-05-06

May 2017 in accordance with MDWI 4 1- 108, has been approved and assigned local fi le #17186. 2. Pertinent biographic information (name of author(s...Office, Ms. Alice Houy, office phone: 210-292-8029; email address: alice.houy.civ@mail.mil. 4 . Congratulations, and thank you for your efforts and time...GMEJGHSE STUDENT. 4 . PROTOCOL NUMBER. Litke-Wager, Carrie, Major, 0- 4 , SGVT (81 YES 0 NO C .20 I 5.099d 5. PROTOCOL TITLE: (NOTE: For each new

Innovative Strategies for Clinical Microscopy Instruction: Virtual Versus Light Microscopy.

PubMed

McDaniel, M Jane; Russell, Gregory B; Crandall, Sonia J

2018-06-01

The purpose of the study was to compare virtual microscopy with light microscopy to determine differences in learning outcomes and learner attitudes in teaching clinical microscopy to physician assistant (PA) students. A prospective, randomized, crossover design study was conducted with a convenience sample of 67 first-year PA students randomized to 2 groups. One group used light microscopes to find microscopic structures, whereas the other group used instructor-directed video streaming of microscopic elements. At the midpoint of the study, the groups switched instructional strategies. Learning outcomes were assessed via posttest after each section of the study, with comparison of final practical examination results to previous cohorts. Attitudes about the 2 educational strategies were assessed through a postcourse questionnaire with a Likert scale. Analysis of the first posttest demonstrated that students in the video-streamed group had significantly better learning outcomes than those in the light microscopy group (P = .004; Cohen's d = 0.74). Analysis of the posttest after crossover showed no differences between the 2 groups (P = .48). Between the 2 posttests, students first assigned to the light microscopy group scored a 6.6 mean point increase (±10.4 SD; p = .0011), whereas students first assigned to the virtual microscopy group scored a 1.3 mean point increase (±7.1 SD; p = .29). The light microscopy group improved more than the virtual microscopy group (P = .019). Analysis of practical examination data revealed higher scores for the study group compared with 5 previous cohorts of first-year students (P < .0001; Cohen's d = 0.66). Students preferred virtual microscopy to traditional light microscopy. Virtual microscopy is an effective educational strategy, and students prefer this method when learning to interpret images of clinical specimens.

Training and Transfer of Complex Cognitive Skills: Effects of Worked Examples and Conventional Problem-Solving

ERIC Educational Resources Information Center

Darabi, Abbas; Nelson, David W.

2004-01-01

Thirty six senior students in chemical engineering were randomly assigned to three treatment groups in an experimental study that examined the impact of different instructional strategies for troubleshooting malfunctions in a computer-based simulation of a chemical processing plant. In two groups, different types of worked examples,…

Time Advice and Learning Questions in Computer Simulations

ERIC Educational Resources Information Center

Rey, Gunter Daniel

2011-01-01

Students (N = 101) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without time advice) x 3 (with learning questions and corrective feedback, with…

Attributions about Perpetrators and Victims of Interpersonal Abuse: Results from an Analogue Study

ERIC Educational Resources Information Center

Langhinrichsen-Rohling, Jennifer; Shlien-Dellinger, Rania K.; Huss, Matthew T.; Kramer, Vertrie L.

2004-01-01

This analogue study (written vignettes and videotapes) examines the influence of victim-perpetrator relationship (spouse or acquaintance), sex of perceiver, and type of abuse (psychological vs. physical) on attributions about victims and perpetrators of domestic abuse. College student participants (73 men, 108 women) were randomly assigned to…

Technology-Enhanced Peer Review: Benefits and Implications of Providing Multiple Reviews

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Lagkas, Thomas D.; Demetriadis, Stavros N.

2017-01-01

This study analyses the impact of self and peer feedback in technology-enhanced peer review settings. The impact of receiving peer comments ("receiver" perspective) is compared to that of reaching own insights by reviewing others' work ("giver" perspective). In this study, 38 sophomore students were randomly assigned in two…

Message Modality and Source Credibility Can Interact to Affect Argument Processing.

ERIC Educational Resources Information Center

Booth-Butterfield, Steve; Gutowski, Christine

1993-01-01

Extends previous modality and source cue studies by manipulating argument quality. Randomly assigned college students by class to an argument quality by source attribute by modality factorial experiment. Finds the print mode produces only argument main effects, and audio and video modes produce argument by cue interactions. Finds data inconsistent…

Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

ERIC Educational Resources Information Center

Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael; Welsh, Megan E.

2017-01-01

This study investigated the current state of writing instruction in science classes (Grades 6-12). A random sample of certified science teachers from the United States (N = 287) was electronically surveyed. Participants reported on their purposes for teaching writing, the writing assignments most often given to students, use of evidence-based…

Impact of Thematic Approach on Communication Skill in Preschool

ERIC Educational Resources Information Center

Ashokan, Varun; Venugopal, Kalpana

2016-01-01

The study investigated the effects of thematic approach on communication skills for preschool children. The study was a quasi experimental non-equivalent pretest-post-test control group design whereby 5-6 year old preschool children (n = 49) were randomly assigned to an experimental and a control group. The experimental group students were exposed…

The Effects of an Inference-Making Strategy Taught with and without Goal Setting

ERIC Educational Resources Information Center

Reed, Deborah K.; Lynn, Devon

2016-01-01

This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting…

The Impact of Video-Based Materials on Chinese-Speaking Learners' English Text Comprehension

ERIC Educational Resources Information Center

Lin, Lu-Fang

2016-01-01

This study investigated whether video-based materials can facilitate second language learners' text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group),…

Saying the Wrong Thing: Improving Learning with Multimedia by Including Misconceptions

ERIC Educational Resources Information Center

Muller, D. A.; Bewes, J.; Sharma, M. D.; Reimann, P.

2008-01-01

In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the "Exposition", a concise lecture-style presentation; (2) the "Extended Exposition", the Exposition with additional interesting information; (3) the "Refutation", the Exposition with…

Split-Attention and Redundancy Effects on Mobile Learning in Physical Environments

ERIC Educational Resources Information Center

Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred

2012-01-01

This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following three conditions: texts with pictures embedded in the mobile device (TP condition); texts embedded in…

An Investigation of the Effectiveness of Radiotracer Techniques for Instruction in Microbiology.

ERIC Educational Resources Information Center

Hurlburt, Evelyn McClelland

Students in a junior college microbiology course were randomly assigned to one of two laboratory treatments: one using radiotracer techniques to investigate aspects of microbial metabolism, and the other using conventional techniques to investigate the same metabolic features. An achievement test administered at the completion of the unit and six…

Fluency Gains in Struggling College Readers from Wide Reading and Repeated Readings

ERIC Educational Resources Information Center

Ari, Omer

2015-01-01

Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…

Validity of a Checklist for the Design, Content, and Instructional Qualities of Children's Books

ERIC Educational Resources Information Center

Çer, Erkan; Sahin, Ertugrul

2016-01-01

The purpose of this study was to develop a checklist whose validity has been tested in assessing children's books. Participants consisted of university students who had taken a course in children's literature. They were selected through convenience sampling and randomly assigned into experimental and control groups. Participants in the…

Power Analysis for Models of Change in Cluster Randomized Designs

ERIC Educational Resources Information Center

Li, Wei; Konstantopoulos, Spyros

2017-01-01

Field experiments in education frequently assign entire groups such as schools to treatment or control conditions. These experiments incorporate sometimes a longitudinal component where for example students are followed over time to assess differences in the average rate of linear change, or rate of acceleration. In this study, we provide methods…

Using Three Online Course Management Systems in EFL Instruction

ERIC Educational Resources Information Center

Al-Jarf, Reima Sado

2005-01-01

Nicenet, WebCT and Moodle were used to teach grammar to freshman students at the College of Languages and Translation, King Saud University in Saudi Arabia. The subjects were divided into three groups and were randomly assigned to the three online courses. The same questions, discussion threads, grammar websites, daily grammar lesson, exercises…

Distributional Analysis in Educational Evaluation: A Case Study from the New York City Voucher Program

ERIC Educational Resources Information Center

Bitler, Marianne; Domina, Thurston; Penner, Emily; Hoynes, Hilary

2015-01-01

We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to…

Learning to Program in KPL through Guided Collaboration

ERIC Educational Resources Information Center

Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Cherng

2011-01-01

A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e.,…

The Influence of Art Making on Anxiety: A Pilot Study

ERIC Educational Resources Information Center

Sandmire, David Alan; Gorham, Sarah Roberts; Rankin, Nancy Elizabeth; Grimm, David Robert

2012-01-01

This study examined the psychological effects of art making in a sample of 57 undergraduate students. One week prior to final examinations, participants were randomly assigned to either an art-making group or a control group. The State-Trait Anxiety Inventory was administered before and after participation. Art making activities included painting…

Are Written Instructions Enough? Efficacy of Male Condom Packaging Leaflets among College Students

ERIC Educational Resources Information Center

Lindemann, Dana F.; Harbke, Colin R.

2013-01-01

Objective: To evaluate whether or not written condom use instructions successfully inform correct condom use skills. Design: Between-subjects, two-group design. Setting: Public university located in rural Midwestern region of the United States. Method: Participants were randomly assigned to either a control condition (read physical exercise…

Analyzing Value Content in Television Programs.

ERIC Educational Resources Information Center

Jensen, Larry; Zelig, Mark

Four prime time television programs--"Charlie's Angels,""Little House on the Prairie,""Grizzly Adams," and "Lou Grant" --were rated by university students for their portrayal of moral reasoning and values. Data were obtained from three episodes of each program by randomly assigning raters to one of two viewing groups, both of which used an…

A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators

ERIC Educational Resources Information Center

Mattanah, Jonathan F.; Ayers, Jean F.; Brand, Bethany L.; Brooks, Leonie J.; Quimby, Julie L.; McNary, Scot W.

2010-01-01

This study examined effects of a peer-led social support group intervention on college adjustment. Ninety first-year students, randomly assigned to participate in the intervention, reported higher levels of perceived social support and reduced loneliness when compared to controls (n = 94), after accounting for preintervention levels on these…

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers

ERIC Educational Resources Information Center

Jacob, Robin; Armstrong, Catherine; Bowden, A. Brooks; Pan, Yilin

2016-01-01

This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary schools. The evaluation uses an experimental design. Students were randomly assigned within 19 different Reading Partners sites to a program or control…

Death Anxiety and Cancer-Related Stigma: A Terror Management Analysis

ERIC Educational Resources Information Center

Mosher, Catherine E.; Danoff-Burg, Sharon

2007-01-01

In a study designed to examine correlates of cancer-related stigma, 405 college students were assigned randomly to listen to an audiotaped interview in which the target's cancer type and smoking status were manipulated. In the lung cancer conditions, target gender also was manipulated. Social distance and emotional responses differed according to…

Preventing Adolescents' Externalizing and Internalizing Symptoms: Effects of the Penn Resiliency Program

ERIC Educational Resources Information Center

Cutuli, J. J.; Gillham, Jane E.; Chaplin, Tara M.; Reivich, Karen J.; Seligman, Martin E. P.; Gallop, Robert J.; Abenavoli, Rachel M.; Freres, Derek R.

2013-01-01

This study reports secondary outcome analyses from a past study of the Penn Resiliency Program (PRP), a cognitive-behavioral depression prevention program for middle-school aged children. Middle school students (N = 697) were randomly assigned to PRP, PEP (an alternate intervention), or control conditions. Gillham et al., (2007) reported analyses…

Searching for Buried Treasure: Uncovering Discovery in Discovery-Based Learning

ERIC Educational Resources Information Center

Chase, Kiera; Abrahamson, Dor

2018-01-01

Forty 4th and 9th grade students participated individually in tutorial interviews centered on a problem-solving activity designed for learning basic algebra mechanics through diagrammatic modeling of an engaging narrative about a buccaneering giant burying and unearthing her treasure on a desert island. Participants were randomly assigned to…

Differently Structured Advance Organizers Lead to Different Initial Schemata and Learning Outcomes

ERIC Educational Resources Information Center

Gurlitt, Johannes; Dummel, Sebastian; Schuster, Silvia; Nuckles, Matthias

2012-01-01

Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a…

Effects of Three Questioning Strategies on EFL Reading Comprehension.

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam A.

This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups…

Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment

ERIC Educational Resources Information Center

Anderson, William Todd

2016-01-01

The purpose of this study was to examine the effect of mindful listening instruction on music listening sensitivity and music listening enjoyment. A pretest--posttest control group design was used. Participants, fourth-grade students (N = 42) from an elementary school in a large city in the Northeastern United States, were randomly assigned to two…

Stereotype Threat and Women's Performance in Physics

ERIC Educational Resources Information Center

Marchand, Gwen C.; Taasoobshirazi, Gita

2013-01-01

Stereotype threat (ST), which involves confirming a negative stereotype about one's group, is a factor thought to contribute to the gender gap in science achievement and participation. This study involved a quasi-experiment in which 312 US high school physics students were randomly assigned, via their classroom cluster, to one of three ST…

Power Analysis for Cross Level Mediation in CRTs

ERIC Educational Resources Information Center

Kelcey, Ben

2014-01-01

A common design in education research for interventions operating at a group or cluster level is a cluster randomized trial (CRT) (Bloom, 2005). In CRTs, intact clusters (e.g., schools) are assigned to treatment conditions rather than individuals (e.g., students) and are frequently an effective way to study interventions because they permit…

Improving Kindergarten Students' Writing Outcomes Using Peer-Assisted Strategies

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Petscher, Yaacov; Al Otaiba, Stephanie; Lemons, Christopher J.

2018-01-01

The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of…

Accelerated Desensitization with Adaptive Attitudes and Test Gains with 5th Graders

ERIC Educational Resources Information Center

Miller, Melanie; Morton, Jerome; Driscoll, Richard; Davis, Kai A.

2006-01-01

The study evaluates an easily-administered test-anxiety reduction program. An entire fifth grade was screened, and 36 students identified as test-anxious were randomly assigned to an Intervention or a non-participant Control group. The intervention was an accelerated desensitization and adaptive attitudes (ADAA) treatment which involved…

The Power of the Test for Treatment Effects in Three-Level Block Randomized Designs

ERIC Educational Resources Information Center

Konstantopoulos, Spyros

2008-01-01

Experiments that involve nested structures may assign treatment conditions either to subgroups (such as classrooms) or individuals within subgroups (such as students). The design of such experiments requires knowledge of the intraclass correlation structure to compute the sample sizes necessary to achieve adequate power to detect the treatment…

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

ERIC Educational Resources Information Center

Barth, Amy E.; Vaughn, Sharon; Capin, Philip; Cho, Eunsoo; Stillman-Spisak, Stephanie; Martinez, Leticia; Kincaid, Heather

2016-01-01

Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6-8 were randomly assigned to treatment (n = 83) and control conditions (n = 51)…

Application of Network Planning to Teaching Wind-Surfing

ERIC Educational Resources Information Center

Zybko, Przemyslaw; Jaczynowski, Lech

2008-01-01

Study aim: To determine the effects of network planning on teaching untrained subjects windsurfing. Material and methods: Untrained physical education students (n = 390), aged 19-23 years, took part in the study while staying on a summer camp. They were randomly assigned into two groups: experimental (n = 216) and control (n = 174). Two methods of…

Evaluating the Effectiveness of Tools for Online Database Instruction

ERIC Educational Resources Information Center

Mery, Yvonne; DeFrain, Erica; Kline, Elizabeth; Sult, Leslie

2014-01-01

The intent of this study was to evaluate the Guide on the Side (Gots), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group…

Improving Students' Knowledge and Values in Physical Education through "Physical Best" Lessons

ERIC Educational Resources Information Center

Leonetti, Melissa; Zhu, Xihe; Chen, Senlin

2017-01-01

This study examined the effects of using "Physical Best" lessons to promote adolescent energy balance knowledge and task values. Seventh graders (N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected "Physical Best" lessons, while the comparison experienced 10 district…

Effect of Worked Examples on Mental Model Progression in a Computer-Based Simulation Learning Environment

ERIC Educational Resources Information Center

Darabi, Aubteen; Nelson, David W.; Meeker, Richard; Liang, Xinya; Boulware, Wilma

2010-01-01

In a diagnostic problem solving operation of a computer-simulated chemical plant, chemical engineering students were randomly assigned to two groups: one studying product-oriented worked examples, the other practicing conventional problem solving. Effects of these instructional strategies on the progression of learners' mental models were examined…

Exploring the Boundary Conditions of the Redundancy Principle

ERIC Educational Resources Information Center

McCrudden, Matthew T.; Hushman, Carolyn J.; Marley, Scott C.

2014-01-01

This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a…

The Learning and Recall of Unexpected Information in Social Schemas.

ERIC Educational Resources Information Center

Glasnapp, Pamela M.

A study examined how people respond to violations of F. Heider's (1958) balance principle when learning patterns of sentiments among people in a group. Subjects, 90 students from introductory psychology and communication courses at the University of Kansas, participated in the experiment, and were randomly assigned to one of three schema…

Reducing Homophobia through Gay and Lesbian Speaker Panels.

ERIC Educational Resources Information Center

Reinhardt, Brian

This study investigated the effects of attendance at a panel featuring gay and lesbian speakers on self-reported measures of individual homophobia. A total of 200 female and 120 male college students enrolled in human sexuality classes were randomly assigned to pretest or no pretest conditions and completed surveys before, after, and one month…

Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change

ERIC Educational Resources Information Center

Johnson, Marcus Lee; Sinatra, Gale M.

2013-01-01

This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and…

Teaching Learning Disabled Adolescents to Set Realistic Goals.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

Sixty-one learning disabled (LD) adolescents in four junior high schools were randomly assigned to experimental or control groups as part of an effort to teach LD students to set realistic goals so they might experience success and satisfaction in school. Ss in the experimental group made achievement contracts and predicted their performance in…

76 FR 75549 - Agency Information Collection Activities; Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-02

... at http://www.admongo.gov . The proposed evaluation will test a large group of students in these..., one hour of online game playing, one hour of homework assignments, and 20 minutes for the test). With... evaluation will involve a randomized controlled trial of the Admongo program in one or more school districts...

Studying the Effectiveness of an Online Language Learning Platform in China

ERIC Educational Resources Information Center

Baker, Ryan; Wang, Feng; Ma, Zhenjun; Ma, Wei; Zheng, Shiyue

2018-01-01

In this paper we evaluate the effectiveness of an adaptive online learning platform, designed to support Chinese students in learning the English language. The adaptive platform is studied in three studies, where the experimental platform is compared to an alternate, non-adaptive platform, with random assignment to conditions (the adaptive…

Effects of Argument Scaffolding and Source Credibility on Science Text Comprehension

ERIC Educational Resources Information Center

Lin, Tzu-Jung; Horng, Ruey-Yun; Anderson, Richard C.

2014-01-01

This study investigated the effects of argument scaffolding and source credibility on science text comprehension. Eighty-seven college students were randomly assigned to an argument scaffolding activity, or no scaffolding, and read 2 science texts, attributed to a high- or a low-credibility source. The argument-scaffolding group recalled less…

Effects of Varying Response Formats on Self-Ratings of Life-Satisfaction

ERIC Educational Resources Information Center

Mazaheri, Mehrdad; Theuns, Peter

2009-01-01

A sample of 1,737 volunteering students, randomly assigned to 12 conditions, rated their current overall (dis)satisfaction with life. Each condition used 1 of 12 response formats, differing in (1) "polarity" ("bipolar" versus "unipolar"), (2) "orientation" ("horizontal" versus "vertical"), and (3) "anchoring" (-5 to +5, "Not Numbered," and 0 "to"…

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness

ERIC Educational Resources Information Center

Pianta, Robert; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Williford, Amanda; LoCasale-Crouch, Jennifer; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

2017-01-01

Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year.…

Attenders versus Slackers: A Classroom Demonstration of Quasi-Experimentation and Self-Selecting Samples

ERIC Educational Resources Information Center

Stellmack, Mark A.

2013-01-01

Studies of the effects of class attendance on class performance typically are quasi-experimental because students choose whether or not to attend class; that is, the samples are self-selecting. The lack of random assignment prevents one from establishing a causal relationship between attendance and performance. Relating attendance to performance…

Implementing Team-Based Learning in Middle School Social Studies Classes

ERIC Educational Resources Information Center

Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

2015-01-01

The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical Manipulatives-Oriented Curriculum

ERIC Educational Resources Information Center

Zacharia, Zacharias C.; de Jong, Ton

2014-01-01

This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre-post comparison study randomly assigned 194 undergraduates in an introductory physics course to one of five conditions: three…