Student-centered physiology in high schools

2011 ◽  
Vol 35 (2) ◽  
pp. 161-167 ◽  
Author(s):  
Sowmya S. Anjur
Keyword(s):  
Test Performance ◽  
Test Score ◽  
Specific Test ◽  
Student Centered ◽  
Teacher Student ◽  
Significant Difference ◽  
Student Test ◽  
The Individual ◽  
Laboratory Experiences ◽  
Teacher Centered

Student test score percentages in the Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy, a high school for students of the state of Illinois gifted in math and science, were studied over a period of 5 yr. Inquiry-based laboratory experiences in the course were slowly converted during this time from partly student centered and mostly teacher led to completely student centered beginning in fall 2008. Quarterly analysis of the effect of increased inquiry upon average weekly report submissions of 400 students over 4 yr showed a significant improvement in submission ( P < 0.0002) between quarters 1 and 2 and also improvement from year to year between the academic years of 2006/2007 and 2009/2010 ( P < 0.0001). A comparison of student test score percentages from 346 students in 4 major tests showed a significant increase ( P = 0.0125) beginning in the academic year of 2008/2009, when the conversion of all laboratories in the course from partly student centered to completely student centered was concluded compared with scores over the 2 yr from 2006/2007 up to this point. There was also a significant difference ( P < 00001) in test score percentages between the individual tests themselves over the 4 yr studied. Taking the study a step further, the 35 students registered in the two PAD classes offered in the fall 2010 semester were divided in each of their classes into student-centered and teacher-centered groups, with the former designing all their experiments and the latter following instructions from the teacher. Student score percentages on specific test questions from the four major tests that focused on transfer of student understanding were compared between these two groups. There was a significant improvement ( P = 0.012) when students designed their own laboratories (student-centered group) compared with doing what the teacher asked (teacher-centered group). There was also a significant difference between these student score percentages among the individual tests ( P < 0.0001). These data suggest that an increase in student-centered experiments may lead to a corresponding increase in test performance on questions involving student transfer.

Self-Monitoring and Self-Reinforcement of Studying by College Students

1977 ◽  
Vol 40 (1) ◽  
pp. 103-108 ◽  
Author(s):  
James L. Tichenor
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Natural Environment ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Experimental Period ◽  
Self Monitoring ◽  
Significant Difference ◽  
Psychology Course

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

scholarly journals Perbedaan Tingkat Kemandirian Belajar Ditinjau Dari Metode Pembelajaran pada Anak

2018 ◽  
Vol 7 (1) ◽  
pp. 60-68
Author(s):  
Nindia Pratitis
Keyword(s):  
Data Analysis ◽  
Higher Learning ◽  
Learning Method ◽  
Test Technique ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Self Learning ◽  
Learning Data ◽  
Teacher Centered

This study aims to determine whether there are differences in learning independence in terms of learning methods in children. Subjects in this study consisted of children aged 6-12 years amounted to 84 people, which is divided into two groups where the first group is a child using student centered learning method while the second group is a group that uses teacher centered learning method learning. Data collecting tool is a self-learning questionnaire prepared by the author. The questionnaire consisted of 36 items of statement items. The data analysis was done by independent sample t test technique with the help of SPSS version 17 statistic program. The result of data analysis showed that there was a significant difference of learning independence level in terms of learning method in children where children using student centered learning method have higher learning independence level than children using teacher centered learning method. Keywords: Learning Independence, Learning Method

scholarly journals TEACHER-CENTERED LEARNING AND STUDENT-CENTERED LEARNING APPROACHES IN NURSING SCHOOL: WHICH ONE IS BETTER?

2017 ◽  
Vol 3 (2) ◽  
pp. 65-72
Author(s):  
Intansari Nurjannah ◽  
Fatihatul Husniyah ◽  
Totok Harjanto
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Nursing School ◽  
P Value ◽  
Teaching Staff ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Teacher Centered ◽  
Length Of Study

Background: Student academic achievement is influenced by learning instruments  such as: of teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s  outcomes as an approach to apply a curricular component.Aim: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school.Methods: This was a quantitative research with a descriptive analytic method comparative study with 918 samples.Methods: The entire undergraduate student population of in one of nursing school in Indonesia from 1999 to 2011 was included in this research. The relevant data in this study was GPA score and length of study. A total sampling method was performed to select 918 subjects involved in the study. The data were analyzed using Mann-Whitney test.Results: Academic achievement was assesed from GPA score and length of study. The average GPA of students who followed a TCL approach was 3.28, while the score for those who followed a SCL approach was 3.54 with p-value of 0.00. The average length of study of students who followed a TCL approach was 4 years 3 months; while those with a SCL approach was 4 years 1 month with p-value of 0.279.Conclusions: There was a significant difference on GPA score and no significant differences on the length of study between the undergraduate students who followed a TCL versus a SCL approaches.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Aftermath Effect Of GST On Consumer Purchasing Power

2019 ◽  
Vol 118 (5) ◽  
pp. 122-131
Author(s):  
S. Thowseaf ◽  
M. Ayisha Millath ◽  
K. Malik Ali
Keyword(s):  
Living Standard ◽  
Purchasing Power ◽  
Percentage Increase ◽  
Defense System ◽  
Key Factors ◽  
Predominant Role ◽  
Tax System ◽  
Significant Difference ◽  
The Individual ◽  
Taxation System

Tax is an important source of income for the country. It is through tax; country strengthens its defense system, infrastructure, and government. Hence, tax system plays a predominant role in developing country’s economy. The complication in taxation system and liberty for taxpayers are key factors generating loopholes for corruption. GST is superior taxation system over VAT but, if neither properly implemented nor scrutinized according to the economy, it is people residing get affected.  GST taxation system is capable of increasing legal transaction, reducing corruption and complexity that exists in current taxation. India is 166th country to adopt GST and GST taxation slab in India is 0%, 5%, 12%, 18% and 28%.  Although average Tax levied is 14.8750% in India, it is 28% tax that is levied for most of the commodities, which are directly or indirectly used in everyday life of common individuals. Despite, GST being favorable to distributor in-terms of profit and government to attain tax by increasing legal transaction through invoice. It is noted that for the same percentage of taxation, the amount does not vary for VAT and GST. The tax slab decreased for 71 commodities and no change in 21 commodities; there has been an increase in tax slab for 60 commodities. 26% taxation was levied for most commodities considered was currently levied by 28% taxation which is greater than before. It was found that average tax percentage reduced was calculated to be 6.07143. The average tax percentage increase was calculated to be 4.7833 percentage for the considered commodities. The overall tax average tax percentage is estimated to be 14.8750% which does not have a significant difference concerning tax levied before GST, which was calculated to be 15.7829% for considered commodities. Therefore, the consumer purchasing power and overall living standard of the individual in India will remain almost same.

scholarly journals A comparison between Asians and Caucasians in the dimensions of the femoral isthmus based on a 3D-CT analysis of 1189 adult femurs

2021 ◽  
Author(s):  
Darius M. Thiesen ◽  
Dimitris Ntalos ◽  
Alexander Korthaus ◽  
Andreas Petersik ◽  
Karl-Heinz Frosch ◽  
...  
Keyword(s):  
Proximal Femur ◽  
Strong Predictor ◽  
Matched Pair ◽  
3D Ct ◽  
Femur Fractures ◽  
Matched Pair Analysis ◽  
Significant Difference ◽  
Ct Analysis ◽  
Ct Data ◽  
The Individual

Abstract Introduction For successful intramedullary implant placement at the femur, such as nailing in unstable proximal femur fractures, the use of an implant that at least reaches or exceeds the femoral isthmus and yields sufficient thickness is recommended. A number of complications after intramedullary femoral nailing have been reported, particularly in Asians. To understand the anatomical features of the proximal femur and their ethnic differences, we aimed to accurately calculate the femoral isthmus dimensions and proximal distance of Asians and Caucasians. Methods In total, 1189 Asian and Caucasian segmented 3D CT data sets of femurs were analyzed. The individual femoral isthmus diameter was precisely computed to investigate whether gender, femur length, age, ethnicity or body mass index have an influence on isthmus diameters. Results The mean isthmus diameter of all femurs was 10.71 ± 2.2 mm. A significantly larger diameter was found in Asians when compared to Caucasians (p < 0.001). Age was a strong predictor of the isthmus diameter variability in females (p < 0.001, adjusted r2 = 0.299). With every year of life, the isthmus showed a widening of 0.08 mm in women. A Matched Pair Analysis of 150 female femurs showed a significant difference between isthmus diameter in Asian and Caucasian femurs (p = 0.05). In 50% of the cases the isthmus was found in a range of 2.4 cm between 16.9 and 19.3 cm distal to the tip of the greater trochanter. The female Asian femur differs from Caucasians as it is wider at the isthmus. Conclusions In absolute values, the proximal isthmus distance did not show much variation but is more proximal in Asians. The detailed data presented may be helpful in the development of future implant designs. The length and thickness of future standard implants may be considered based on the findings.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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