scholarly journals Exploring the links between Physics and Astronomy education teaching and learning in the Philippines

2021 ◽  
Vol 2145 (1) ◽  
pp. 012073
Author(s):  
R M Guido ◽  
A Orleans
Keyword(s):  
Learning Styles ◽  
Student Performance ◽  
Teaching And Learning ◽  
Critical Role ◽  
The Philippines ◽  
Academic Program ◽  
Study Habits ◽  
Academic Programs ◽  
Astronomy Education ◽  
Academic Grades

Abstract Students consider physics to be one of the most prevalent and troublesome topics since they find physics to be a challenging course in high school and become more deceptive when they have it as an undergraduate course. The Rizal Technological University (RTU) in the Philippines offers undergraduate and graduate academic programs in astronomy. The university utilizes physics diagnostic tests to classify students’ suitability towards the course as RTU houses the Philippines’ most advanced optical telescopes and the Center for Astronomy Research and Development. The latter was established through the Department of Science and Technology to promote a research hub in the field of astronomy and space science, as well as providing support for research funding and scholarships. The study performed causal-comparative research design and correlational analytics toward students’ attitude and motivation, study habits, learning styles, professor factors, social factors, and academic grades in physics and astronomy. The study explored the links between physics and astronomy and revealed their faith in their study habits in both astronomy and physics. The findings of this study provide evidence of the link of physics and astronomy education in students’ academic programs and its value from the previous learnings of students and teaching of teachers as a critical role in predicting student performance. The increased enrolment in the academic program demonstrates the validity of the above-mentioned statements, as it enticed students to pursue astronomy as their scientific career. Other efforts are discussed in detail in this paper.

scholarly journals The Impact of Nurse Educators on Nursing Education: The Need for Certification

2017 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Quality Care ◽  
Critical Role ◽  
Nurse Educator ◽  
Positive Message ◽  
The Impact

Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.

scholarly journals An Integrated Decision Support Model For Enhancing Continuous Improvement Of Academic Programs

2019 ◽  
Vol 9 (5) ◽  
pp. 4835-4841
Author(s):  
M. A. Al-Shargabi
Keyword(s):  
Decision Support ◽  
Teaching And Learning ◽  
Vital Role ◽  
Educational Process ◽  
Academic Program ◽  
Academic Programs ◽  
Educational Goals ◽  
Decision Support Model ◽  
Proposed Model ◽  
Support Model

Continuous Quality Improvement (CQI) in higher educational institutions is considered an aspect that plays a vital role in maintaining excellence in teaching and learning. It focuses on several critical phases such as designing Program Learning Outcomes (PLOs) assessment plans, collecting data, evaluating the of PLO achievement results, and designing and implementing improvement actions to achieve educational goals. CQI is very critical to assess and improve the educational process. As it appears, academic program decision-makers find difficult to formulate and implement an authentic CQI for their programs without the help of decision support systems (DSSs). Therefore, this paper proposes an integrated decision support model that provides CQI decision support to enhance academic programs. Moreover, it provides authentication of the CQI process by auto-checking the accuracy of the CQI phases (assessment, evaluation, designing, and implementing improvement). After the development and implementation of the proposed model in a bachelor-level academic institution, the results show that the proposed model provides decision support for enhancing academic program’s CQI, and authentication of the CQI accuracy, which will lead to the improvement of the educational process and the achievement of educational goals.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

Teaching and Learning Styles: Implications for More Effective Pedagogy

2000 ◽  
Vol 13 (01-02) ◽  
Author(s):  
Ramona Marotz-Baden ◽  
Sandra Osborne ◽  
Holly Hunts
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Effective Pedagogy

МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

2020 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
А. И. Стребков ◽  
А. И. Мусаев
Keyword(s):  
Conflict Resolution ◽  
Comparative Analysis ◽  
Subject Matter ◽  
Academic Program ◽  
Academic Programs ◽  
Full Time ◽  
The Us ◽  
Promotional Materials ◽  
Russian Universities ◽  
Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

What explains the large disparity in child stunting in the Philippines? A decomposition analysis

2021 ◽  
pp. 1-36
Author(s):  
Valerie Gilbert T. Ulep ◽  
Jhanna Uy ◽  
Lyle Daryll Casas
Keyword(s):  
Dietary Diversity ◽  
Probability Model ◽  
Critical Role ◽  
Decomposition Analysis ◽  
The Philippines ◽  
Nutrition Status ◽  
Nutrition Survey ◽  
Child Stunting ◽  
Filipino Children ◽  
Linear Probability

Abstract Objective: About a third of under-five Filipino children are stunted, with significant socio-economic inequality. This study aims to quantify factors that explain the large gap in stunting between poor and non-poor Filipino children. Design: Using the 2015 Philippine National Nutrition Survey (NNS), we conducted a linear probability model to examine the determinants of child stunting then an Oaxaca-Blinder decomposition to explain the factors contributing to the gap in stunting between poor and non-poor children. Setting: Philippines Participants: 1, 881 children aged 6-23 months Results: The overall stunting prevalence was 38.5% with significant gap between poor and non-poor (45.0% vs. 32.0%). Maternal height, education, and maternal nutrition status account for 26%, 18%, and 17% of stunting inequality, respectively. These are followed by quality of prenatal care (12%), dietary diversity (12%), and iron supplementation in children (5%). Conclusions: Maternal factors account for more than 50% of the gap in child stunting in the Philippines. This signifies the critical role of maternal biological and socio-economic circumstances in improving the linear growth of children.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

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