The Utility of Computer-Assisted Power Analysis Lab Instruction

2007 ◽  
Vol 34 (4) ◽  
pp. 248-252 ◽  
Author(s):  
John V. Petrocelli
Keyword(s):  
Sample Size ◽  
Undergraduate Students ◽  
Power Analysis ◽  
The Other ◽  
Homework Assignment ◽  
Size Analysis ◽  
Computer Assisted ◽  
Psychology Research ◽  
Research Projects ◽  
Computer Based

Undergraduate students ( N = 47), enrolled in 2 separate psychology research methods classes, evaluated a power analysis lab demonstration and homework assignment. Students attended 1 of 2 lectures that included a basic introduction to power analysis and sample size analysis. One lecture included a demonstration of how to use a computer-based power analysis calculator, whereas the other lecture did not. Students then completed a homework assignment (with or without the power analysis calculator). Compared to students who did not use the power analysis calculator, students who did reported that the lab and homework assignment increased their understanding of power analysis and increased their overall level of interest in their research projects. These students also recommended using the lab in future courses.

The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives

1994 ◽  
Vol 10 (2) ◽  
pp. 153-160 ◽  
Author(s):  
Loretta A. Cardinale ◽  
Charles M. Smith
Keyword(s):  
Undergraduate Students ◽  
Learning Strategy ◽  
Cued Recall ◽  
Learning Objectives ◽  
Strategy Training ◽  
Control Group ◽  
Computer Assisted ◽  
Treatment Groups ◽  
Computer Based Learning ◽  
Computer Based

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.

scholarly journals Grammatical accuracy & length across computer-assisted and pencil–and-paper assessments: Variation in advanced-level EFL writing

2016 ◽  
Vol 7 (1) ◽  
pp. 989-996
Author(s):  
Masoud Yaghoubi Notash ◽  
Maryam Mahmoodi
Keyword(s):  
Language Testing ◽  
Communication Technologies ◽  
The Other ◽  
Computer Assisted ◽  
Efl Writing ◽  
Advanced Level ◽  
Digital Era ◽  
Grammatical Accuracy ◽  
Computer Based ◽  
Paper And Pencil

The sweeping trend of communication technologies increasingly makes computers and computer-based operations an indispensable part of our everyday lives. Education as a institution deeply rooted within the context of the broader community can, therefore, hardly afford to do without the digital era. Assessment, as a subcategory of education, is expected to be under the influence of the same trend. The present study, focusing on the EFL situation in Iran compared two equal-sized advanced learners’  each containing 20) writing accuracy and length. One group employed the traditional paper-and-pencil  PPT) mode while the other used computer-assisted language testing  CALT).  Results indicated a significantly more accurate writing for the CALT group, while a longer writing production for the PPT group. Implications of the study are discussed.

Attitude of Undergraduate Students Towards Computer-Based Test (CBT)

2012 ◽  
Vol 8 (2) ◽  
pp. 33-45 ◽  
Author(s):  
Adeyinka Tella ◽  
M. T. Bashorun
Keyword(s):  
Undergraduate Students ◽  
Positive Attitude ◽  
Group Discussion ◽  
Case Study Research ◽  
The Other ◽  
Learning Performance ◽  
Attitudinal Survey ◽  
Computer Based ◽  
The University

This study examined the attitude of the students towards computer-based test (CBT) at the University of Ilorin, Nigeria. A case study research design was adopted to carry out the study. The sample consists of 2209 undergraduate students selected from seven out of the ten Faculties that made up the university. Data were collected through a computer based test attitudinal survey (CBTAS) and a focus group discussion. The results demonstrated that; generally, respondents have positive attitude towards CBT. More than average of the respondents prefer CBT to paper and pencil test. Respondents also demonstrate strong perception of increase in their learning performance as a result of taking CBT/examination. On the other hand, problems such as shortage of computers, lack of skills, loss of data in the process of writing CBT, slow network and hazard of reading on the screen were identified.

Audio and Text Density in Computer-Based Instruction

2000 ◽  
Vol 22 (2) ◽  
pp. 217-230 ◽  
Author(s):  
Carol M. Koroghlanian ◽  
Howard J. Sullivan
Keyword(s):  
Undergraduate Students ◽  
Full Text ◽  
The Other ◽  
Computer Experience ◽  
Computer Based Instruction ◽  
Significant Difference ◽  
Computer Based ◽  
Text Density ◽  
Based Instruction ◽  
Better Than

This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 university undergraduate students. Data concerning the participants' pre-existing computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by a CBI program and included numerous illustrations. Participants were randomly assigned to one of three presentation versions of the instruction: Text Only, Full Text-Full Audio, or Lean Text-Full Audio. No significant difference in achievement was found between the three treatment groups, however there was a significant difference in learning efficiency, with the Text Only group requiring significantly less instructional time and achieving as well on the posttest as each of the other two groups. Significant differences in achievement were obtained for overall computer experience (participants with more computer experience performed better than those with less) and gender (females performed better than males). Overall, attitudes toward the instruction were favorable with participants in the Full Text-Full Audio treatment responding less favorably than their counterparts in the other two treatments. The findings have implications for the use of audio, text and graphics in the instructional design of computer-based instruction.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

Pengembangan Pembelajaran Model Blended Computer Based Learning (BCBL) Tentang Turunan Fungsi untuk Meningkatkan Kemandirian Belajar Siswa SMA

2019 ◽  
Vol 2 ◽  
Author(s):  
M. Safrudin ◽  
Sutaryat Trisnamansyah ◽  
Tb. Abin Syamsuddin Makmun ◽  
Deni Darmawan
Keyword(s):  
High Schools ◽  
Simulation Experiment ◽  
Computer Assisted ◽  
Development Stages ◽  
Computer Based Learning ◽  
Self Reliance ◽  
Computer Based ◽  
Systematic Development ◽  
Learner Activity

The aimed of this studied was developed learning through computer-assisted as BCBL. Result of this studied have been stated that: (a) the potential of five high schools in Karawang districts supported the implementation of BCBL development, (b) planning of BCBL development through a systematic development stages from preparation, production, simulation, experiment, and publication, (c) the implementation result of BCBL learning through revision tested were learner activity and higher autonomy. Keywords: BCBL; Independence Self-reliance; Student Competence.

Effect of C6-Volatiles on Bioluminescent Plant Pathogens

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 557d-557
Author(s):  
Jennifer Warr ◽  
Fenny Dane ◽  
Bob Ebel
Keyword(s):  
Biological Activity ◽  
Bacterial Growth ◽  
Xanthomonas Campestris ◽  
Plant Pathogens ◽  
Genetically Engineered ◽  
The Other ◽  
Computer Assisted ◽  
Signal Molecules ◽  
Low Concentrations

C6 volatile compounds are known to be produced by the plant upon pathogen attack or other stress-related events. The biological activity of many of these substances is poorly understood, but some might produce signal molecules important in host–pathogen interactions. In this research we explored the possibility that lipid-derived C6 volatiles have a direct effect on bacterial plant pathogens. To this purpose we used a unique tool, a bacterium genetically engineered to bioluminesce. Light-producing genes from a fish-associated bacterium were introduced into Xanthomonas campestris pv. campestris, enabling nondestructive detection of bacteria in vitro and in the plant with special computer-assisted camera equipment. The effects of different C6 volatiles (trans-2 hexanal, trans-2 hexen-1-ol and cis-3 hexenol) on growth of bioluminescent Xanthomonas campestris were investigated. Different volatile concentrations were used. Treatment with trans-2 hexanal appeared bactericidal at low concentrations (1% and 10%), while treatments with the other volatiles were not inhibitive to bacterial growth. The implications of these results with respect to practical use of trans-2 hexanal in pathogen susceptible and resistant plants will be discussed.

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

scholarly journals Erratum to: Power Analysis and Sample Size Planning in Ancova Designs

Psychometrika ◽  
2021 ◽  
Author(s):  
Gwowen Shieh
Keyword(s):  
Sample Size ◽  
Power Analysis ◽  
Sample Size Planning

A Correction to this paper has been published: https://doi.org/10.1007/s11336-019-09692-3

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