Neuropsychological Concomitants of Calculation Skills in College Students Referred for Learning Difficulties

2002 ◽  
Vol 21 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Paul T. Cirino ◽  
Mary K. Morris ◽  
Robin D. Morris
Keyword(s):  
College Students ◽  
Learning Difficulties ◽  
Calculation Skills

scholarly journals Evaluation of the Double-Deficit Hypothesis in College Students Referred for Learning Difficulties

2005 ◽  
Vol 38 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Paul T. Cirino ◽  
Marlyne K. Israelian ◽  
Mary K. Morris ◽  
Robin D. Morris
Keyword(s):  
College Students ◽  
Learning Difficulties ◽  
Double Deficit Hypothesis ◽  
Double Deficit

scholarly journals Learning Difficulties Facing Individuals With Multiple Sclerosis: Pharmacy Students’ Experience.

2020 ◽  
Author(s):  
Elham Alshammari
Keyword(s):  
Multiple Sclerosis ◽  
College Students ◽  
Significant Relationship ◽  
Learning Difficulties ◽  
Research Interest ◽  
Pharmacy Students ◽  
Learning Performance ◽  
Knowledge Level

Learning performance among patients with multiple sclerosis is one of the growing areas of research interest. The present study used the MSQOL-54 measure to examine data obtained from college students studying pharmacy. The collected data were meant to increase pharmacy students; awareness of the learning difficulties experienced by MS patients. The data consisted of students from years 2 to 6 of college. The findings showed that study year had no significant relationship with the knowledge level, Х2= 12.69, p > .05. However, year of study had a significant relationship with awareness about learning difficulties, Х2 = 17.61, p < .05. In total, 52.83% of students in study year 2 were not aware of the learning difficulties MS patients face and 51.72% of third year students were aware of the learning difficulties. By the fourth year, the number increased to 85.71%. After year 4, the percentage of students who were aware of learning difficulties seemed to decrease (82% in year 5 and 68% in year 6). These findings show that students tend to forget what they have learnt. Further studies need to be carried out to examine strategies for enhancing the experience of MS students.

Assessing College-Level Learning Difficulties and “At Riskness” for Learning Disabilities and ADHD

2011 ◽  
Vol 44 (6) ◽  
pp. 533-542 ◽  
Author(s):  
Steven T. Kane ◽  
John H. Walker ◽  
George R. Schmidt
Keyword(s):  
College Students ◽  
At Risk ◽  
Learning Disabilities ◽  
User Interface ◽  
Interface Design ◽  
Large Scale ◽  
Screening Tool ◽  
Learning Difficulties ◽  
User Interface Design ◽  
College Level

This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument’s validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.

scholarly journals Taiwanese College Students’ Perceptions of Integrating Multimedia into ESP Courses

2016 ◽  
Vol 4 (3) ◽  
pp. 351
Author(s):  
Ching-Ying Lin
Keyword(s):  
College Students ◽  
Social Science ◽  
Learning Strategies ◽  
Liberal Arts ◽  
Learning Difficulties ◽  
The Other ◽  
Integrated Instruction ◽  
Authentic Materials ◽  
National University ◽  
Self Learning

<p><em>The purpose of this study was to investigate the learning difficulties and the preferred learning strategies among Taiwanese college students while they were taking English for Specific Purpose (ESP) courses. Two different ESP courses are examined: one of the courses is an undergraduate Marketing English course and the other is an undergraduate Hospitality English course, both in a college of liberal arts and social science in the national university in Taiwan. The instructor in the ESP courses adopted the multimedia—integrated instruction. The multimedia—integrated instruction not only provided authentic materials for learners in the target ESP, but also offered students real situational settings and useful activities that based on individual need. The result of the study indicated that students’ self-learning effectiveness in both performance and linguistic skills were significantly improved. In addition, they reported satisfaction with the multimedia-integrated instruction. Thus, the multimedia—integrated instruction increase learners’ motivation and also offer a solution to learners’ problems in the development of ESP courses.</em><em></em></p>

Online learning perception among college students during COVID-19 pandemic around the world: Review

2021 ◽  
Vol 9 (3) ◽  
pp. 790-799
Author(s):  
Christine Ouma ◽  
Keyword(s):  
College Students ◽  
Systematic Review ◽  
Online Learning ◽  
United Arab Emirates ◽  
Home Environment ◽  
Learning Difficulties ◽  
Internet Access ◽  
High Volume ◽  
The Philippines ◽  
Course Material

The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.

Sign in / Sign up

Export Citation Format

Share Document