How Many Total Points Should Your Course Have?

2021 ◽  
pp. 009862832110311
Author(s):  
Jordan D. Troisi ◽  
Elizabeth Arnott-Hill ◽  
Or’Shaundra Benson ◽  
Julian W. C. Wright ◽  
Bethany Fleck
Keyword(s):  
Experimental Design ◽  
Student Outcomes ◽  
Emotional Impact ◽  
Classroom Performance ◽  
Student Responses ◽  
Point Condition ◽  
Total Point

Background Instructors often use a point-based system for grading students (e.g., 100 or 1000 total points). This system can impact student outcomes. Objective The purpose of this research was to examine the implications of different point value courses for student emotions, perceptions of courses, and classroom performance. Method The lab-based study used an experimental design to gather student responses to a hypothetical course with one of three potential total point values (100, 1,000, or 100,000 points). The classroom-based study examined student responses to different point values in 12 actual courses in which students were enrolled (with either 100 or 1000 total points). Results In the lab-based study, courses with greater total point values (i.e., 1000 and 100,000) had greater emotional impact than a course with 100 total points. Participants in these conditions also preferred a course that featured a pass/fail scheme. In the classroom-based study, students in the 100-point condition (vs. 1000-point condition) missed more assignments, and as a consequence, performed more poorly in their course. Conclusion Higher total point values in courses may have a more significant impact on students’ emotions, and as a consequence, they may miss less work, and perform better in the course overall.

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

scholarly journals Effective questioning in CLIL classrooms: empowering thinking

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Rebeca Valverde Caravaca
Keyword(s):  
Critical Thinking ◽  
Knowledge Economy ◽  
Student Outcomes ◽  
Marked Improvement ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Classroom Interactions ◽  
Student Responses ◽  
Testing Methodology ◽  
Learning Capacity

Abstract This research explores the types of questions teachers ask their students in CLIL classrooms and how they can optimize their use of these questions. It came about as a result of a slowdown detected in the learning capacity of students after the first two years of CLIL programmes in the region of Murcia, Spain. The first data collected demonstrated that most classroom interactions only involved responding to display questions, which required the mere remembering or understanding of concepts. Hence, we implemented a testing methodology to determine whether stimulating higher-order thinking would result in a significant improvement in student outcomes. The results showed that this methodological intervention succeeded in its aim, as a marked improvement in student responses was achieved. These findings highlight the value of optimizing the use of questions to foster critical thinking and empower students for the knowledge economy in which we live.

Teachers’ Expectations of Girls’ Classroom Performance and Behavior: Effects of Girls’ Race and Pubertal Timing

2017 ◽  
Vol 38 (7) ◽  
pp. 885-907 ◽  
Author(s):  
Rona Carter ◽  
Faheemah N. Mustafaa ◽  
Seanna Leath
Keyword(s):  
Experimental Design ◽  
Elementary School Teachers ◽  
Social Problems ◽  
Pubertal Timing ◽  
Pubertal Development ◽  
Classroom Performance ◽  
School Teachers ◽  
And Behavior ◽  
Pubertal Transition ◽  
Internalizing And Externalizing

Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls’ pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers ( N = 220; Mage = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girl’s future academic/social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachers’ expectations, with girls’ race accentuating this relationship.

Identifying suboptimalities with factorial model comparison

2018 ◽  
Vol 41 ◽  
Author(s):  
Wei Ji Ma
Keyword(s):  
Experimental Design ◽  
Model Comparison ◽  
Process Models ◽  
Multiple Forms ◽  
Factorial Experimental Design ◽  
Factorial Model ◽  
Multiple Components ◽  
The Many

AbstractGiven the many types of suboptimality in perception, I ask how one should test for multiple forms of suboptimality at the same time – or, more generally, how one should compare process models that can differ in any or all of the multiple components. In analogy to factorial experimental design, I advocate for factorial model comparison.

Combining integrated systems-biology approaches with intervention-based experimental design provides a higher-resolution path forward for microbiome research

2019 ◽  
Vol 42 ◽  
Author(s):  
J. Alfredo Blakeley-Ruiz ◽  
Carlee S. McClintock ◽  
Ralph Lydic ◽  
Helen A. Baghdoyan ◽  
James J. Choo ◽  
...  
Keyword(s):  
Systems Biology ◽  
High Resolution ◽  
Experimental Design ◽  
Integrated Systems ◽  
Microbiome Research ◽  
Constructive Criticism

Abstract The Hooks et al. review of microbiota-gut-brain (MGB) literature provides a constructive criticism of the general approaches encompassing MGB research. This commentary extends their review by: (a) highlighting capabilities of advanced systems-biology “-omics” techniques for microbiome research and (b) recommending that combining these high-resolution techniques with intervention-based experimental design may be the path forward for future MGB research.

Statistics and parallaxes

1978 ◽  
Vol 48 ◽  
pp. 7-29
Author(s):  
T. E. Lutz
Keyword(s):  
Experimental Design ◽  
Statistical Methods ◽  
Review Paper ◽  
Systematic Errors ◽  
Past Experience ◽  
Random Errors ◽  
Trigonometric Parallaxes ◽  
Systematic And Random Errors

This review paper deals with the use of statistical methods to evaluate systematic and random errors associated with trigonometric parallaxes. First, systematic errors which arise when using trigonometric parallaxes to calibrate luminosity systems are discussed. Next, determination of the external errors of parallax measurement are reviewed. Observatory corrections are discussed. Schilt’s point, that as the causes of these systematic differences between observatories are not known the computed corrections can not be applied appropriately, is emphasized. However, modern parallax work is sufficiently accurate that it is necessary to determine observatory corrections if full use is to be made of the potential precision of the data. To this end, it is suggested that a prior experimental design is required. Past experience has shown that accidental overlap of observing programs will not suffice to determine observatory corrections which are meaningful.

Postgraduate Specialization Fellowship Training for Audiologists: Survey Results From Educators, Supervisors, and Students

2020 ◽  
Vol 29 (2) ◽  
pp. 290-299
Author(s):  
Julie G. Arenberg ◽  
Ray H. Hull ◽  
Lisa Hunter
Keyword(s):  
Fellowship Training ◽  
Professional Organization ◽  
Student Responses ◽  
Academic Affiliation ◽  
Job Opportunities ◽  
Working Groups ◽  
Survey Results ◽  
Active Research ◽  
Funding Opportunities ◽  
Exceptional Patient

Purpose From the Audiology Education Summit held in 2017, several working groups were formed to explore ideas about improving the quality and consistency in graduate education in audiology and externship training. The results are described here from one of the working groups formed to examine postgraduate specialization fellowships. Method Over the course of a year, the committee designed and implemented two surveys: one directed toward faculty and one toward students. The rationale for the survey and the results are presented. Comparisons between faculty and student responses are made for similar questions. Results Overall, the results demonstrate that the majority of both students and faculty believe that postgraduation specialization fellowships are needed for either 1 year or a flexible length. There was a consensus of opinion that the fellowship should be paid, as these would be designed for licensed audiologists. Most believed that the fellowships should be “governed by a professional organization (e.g., American Speech-Language-Hearing Association, American Academy of Audiology, American Doctors of Audiology, etc.),” or less so, a “separate body for this specific purpose.” Potential topics for specialization identified were the following: tinnitus, vestibular, cochlear implants, pediatrics, and intraoperative monitoring. The highest priority attributes for a specialization site were “abundant access to patient populations,” “staff of clinical experts,” and “active research.” The weight put toward these attributes differed between faculty and students with faculty prioritizing “university/academic centers,” and “access to academic coursework in the fellowship area.” The faculty rated “caseload diversity,” “minimum hours,” “research,” and “academic affiliation” as requirements for a fellowship site, with less weight for “coursework” and “other.” Finally, the students valued “improved personal ability to provide exceptional patient care,” “the potential for increased job opportunities,” and the “potential for a higher salary” as benefits most important to them, with lower ratings for “recognition as a subject matter expert” or “potential pathway to Ph.D. program.” Conclusions As a result of the survey, further exploration of a postgraduate specialization fellowship is warranted, especially to determine funding opportunities to offset cost for the sites and to ensure that fellows are paid adequately.

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Nepotism in the Hiring of Leaders

2014 ◽  
Vol 73 (4) ◽  
pp. 243-248 ◽  
Author(s):  
Annick Darioly ◽  
Ronald E. Riggio
Keyword(s):  
Experimental Design ◽  
Perceived Competence ◽  
Negative Evaluation ◽  
Leadership Position ◽  
Family Ties ◽  
Hiring Decision ◽  
Job Application ◽  
Career Progress

This study examines how applicants who are relatives of the company’s executives are perceived when they are being considered for a leadership position. In a 2 (Family ties: with vs. without) × 2 (Applicant qualifications: well-qualified vs. underqualified) experimental design, 165 Swiss employees read the applicant’s job application and evaluated the hiring decision, the perceived competence, and the perceived career progress of the target employee. This research showed that even a well-qualified potential employee received a more negative evaluation if the candidate had family ties to the company. Despite their negative evaluation of potential nepotistic hires, the participants nevertheless believed that family ties would boost the career progress of an underqualified applicant. Limitations and implications are discussed.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

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