Baccalaureate Student Outcomes in Research Methods

2002 ◽  
Vol 8 (1) ◽  
pp. 121-132
Author(s):  
Betsy S. Vourlekis ◽  
James X. Bembry
Keyword(s):  
Student Achievement ◽  
Research Methods ◽  
Outcome Measures ◽  
Test Scores ◽  
Student Outcomes ◽  
Systematic Evaluation ◽  
Research Knowledge ◽  
Self Confidence ◽  
Research Curriculum ◽  
Knowledge Scale

Programs seek innovative and useful approaches to demonstrate accountability for quality results through systematic evaluation and improvement of programmatic outcomes. In this undertaking the research curriculum is an important area for scrutiny. This study tested student outcomes in research methods classes in a baccalaureate program to examine the outcomes of research knowledge, attitudes, and self-confidence for a cohort of students as a whole (N=82) and for four different research class “options” provided in the program's curriculum. Outcome measures were test scores on the standardized Kirk-Rosenblatt Research Knowledge Scale, and a self-efficacy rating measure. Findings showed satisfactory student achievement overall in comparison to other reported BSW samples (posttest scores), mixed evidence to the program concerning knowledge gains and student self-confidence, but considerable consistency of outcomes across class options. Results illuminate useful areas for further investigation and enhancement.

Effects of a Low-Element Challenge Course on Abstinence Self-Efficacy and Group Cohesion

2011 ◽  
Vol 22 (2) ◽  
pp. 151-158 ◽  
Author(s):  
Jamie M. Clem ◽  
Thomas E. Smith ◽  
Kristin V. Richards
Keyword(s):  
Outcome Measures ◽  
Self Efficacy ◽  
Group Cohesion ◽  
Future Research ◽  
Chemically Dependent ◽  
Challenge Course ◽  
Self Confidence ◽  
Therapeutic Value ◽  
Before And After ◽  
Group Unity

Substance abuse researchers identify self-efficacy and group cohesion as important components in alcohol and other drug-dependency treatment. Objectives: The purpose of this single-group, pretest–posttest study is to explore the therapeutic value of a challenge course intervention on the self-efficacy and group cohesion of nine chemically dependent, adult females. Methods: Data were collected using two validated outcome measures administered before and after the intervention. Focus groups provided insight into the experiences of participants and were examined using manifest and latent theme analysis. Results: Findings indicate statistically significant improvements on both outcome measures with medium to large effect sizes. Several themes were identified including group unity, trust, interpersonal growth, and self-confidence. Conclusions: Suggestions for practice and future research are provided.

scholarly journals Cooperative Learning in Industrial-sized Biology Classes

2007 ◽  
Vol 6 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Norris Armstrong ◽  
Shu-Mei Chang ◽  
Marguerite Brickman
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Outcomes ◽  
Learning Activities ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Large Classes ◽  
Course Material ◽  
Large Enrollment ◽  
The Impact

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sijia Zhang ◽  
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Student Outcomes ◽  
Positive Influence ◽  
Reading Literacy ◽  
School Leadership Practices ◽  
Mathematics And Science ◽  
Combined Data

This study examined how school leadership, parental involvement, disciplinary climate can collectively impact students' perceptions on reading and student achievement. The sample was obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school leadership practices, the greater the degree of parental involvement and disciplinary climate, thus higher levels of students' perceptions on reading and better student achievement. The results indicated the school leadership did have an indirect positive influence on student outcomes (students' perception on reading, and student achievement.

scholarly journals Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

2014 ◽  
Vol 104 (9) ◽  
pp. 2593-2632 ◽  
Author(s):  
Raj Chetty ◽  
John N. Friedman ◽  
Jonah E. Rockoff
Keyword(s):  
Student Achievement ◽  
School District ◽  
Experimental Design ◽  
Test Scores ◽  
Value Added ◽  
Good Measure ◽  
Teaching Staff ◽  
Quasi Experimental ◽  
Unbiased Estimates ◽  
Parent Characteristics

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement. (JEL H75, I21, J24, J45)

scholarly journals Proposed Criteria for Systematic Evaluation of Qualitative Oncology Research

2019 ◽  
Vol 15 (10) ◽  
pp. 523-529 ◽  
Author(s):  
Susan M. Hannum ◽  
Sydney M. Dy ◽  
Katherine C. Smith ◽  
Arif H. Kamal
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Theoretical Framework ◽  
Systematic Evaluation ◽  
Oncology Research ◽  
Methodological Rigor ◽  
Clear Explanation ◽  
Research Findings ◽  
Oncology Practice

Oncology has made significant advances in standardizing how clinical research is conducted and reported. The advancement of such research that improves oncology practice requires an expansion of not only our research questions but also the research methods we deploy to address them. In particular, there is increasing recognition of the value of qualitative research methods to develop more comprehensive understandings of phenomena of interest and to describe and explain underlying motivations and potential causes of specific outcomes. However, qualitative researchers in oncology have lacked guidance to produce and evaluate methodologically rigorous qualitative publications. In this review, we highlight characteristics of high-quality, methodologically rigorous reports of qualitative research, provide criteria for readers and reviewers to appraise such publications critically, and proffer guidance for preparing publications for submission to Journal of Oncology Practice. Namely, the quality of qualitative research in oncology practice is best assessed according to key domains that include fitness of purpose, theoretical framework, methodological rigor, ethical concerns, analytic comprehensives, and the dissemination/application of findings. In particular, determinations of rigor in qualitative research in oncology practice should consider definitions of the appropriateness of qualitative methods for the research objectives against the setting of current literature, use of an appropriate theoretical framework, inclusion of a rigorous and innovative measurement plan, application of appropriate analytic techniques, and clear explanation and dissemination of the research findings.

High school start times and student achievement: Looking beyond test scores

2020 ◽  
Vol 76 ◽  
pp. 101975 ◽  
Author(s):  
Matthew Lenard ◽  
Melinda Sandler Morrill ◽  
John Westall
Keyword(s):  
High School ◽  
Student Achievement ◽  
Test Scores ◽  
School Start Times

Research Report: Effective Teaching

1986 ◽  
Vol 33 (9) ◽  
pp. 19-48
Author(s):  
Marilyn N. Suydam ◽  
Mark Driscoll
Keyword(s):  
Effective Teaching ◽  
Test Scores ◽  
Student Outcomes ◽  
Influential Factors ◽  
Research Report

In any field, one way to plan for a program's excellence is to study those programs that have been recognized for their excellence and to try to isolate the influential factors. During 1983 and 1984, the Northeast Regional Exchange (NEREX) engaged in “A Study of Exemplary Mathematics Programs.” The study, funded by the National Institute of Education, sought to “identify and describe factors and conditions associated with excellence in precollege mathematics.” Excellence was defined by student outcomes—test scores, awards, consistently high course enrollments, and so on.

scholarly journals RESEARCH ACTIVITY ON BIOLOGY IN PRIENAI „ŽIBURIO“ GYMNASIUM AND THEIR RELEVANCE

2006 ◽  
Vol 3 (1) ◽  
pp. 32-36
Author(s):  
Rasa Kučinskienė
Keyword(s):  
Research Methods ◽  
Natural Science ◽  
Social Life ◽  
Work Skills ◽  
Research Activity ◽  
Main Research ◽  
Self Confidence ◽  
Analyse Data ◽  
Life Phenomena ◽  
Independent Work

Research is such organisation of the teaching process when pupils get familiarised with main research methods master research method elements that are easily understood to them, and acquire abilities and skills to study natural and social life phenomena independently (Šapokienė, 1994). Since 1999 various type annual papers have been prepared in Prienai “Žiburio“ gymnasium (Lithuania). Research has been most widely applied in natural science lessons and annual papers. This article aims to evaluate the benefit of research for pupils in Prienai “Žiburio“ gymnasium. The research was conducted using inquest in 2006. Eleven pupils who wrote research papers on biology, thirty randomly chosen pupils, methodologist teachers and deputy director were questioned. Pupils stated that the most difficult task was to analyse the results, follow the research paper structure and phrase the conclusions. The most interesting part was the very process of testing, observation and problem search though this took the most of the time. The pupils chose annual papers on biology because they found the topic interesting and they wanted to acquire more knowledge in biology rather than any other subject as the respondents had already decided to study natural science. It can be stated that the pupils of the third gymnasium form are subject-orientated and relate their choice to the future profession, which is not the case with the pupils of the first gymnasium form. Lower form schoolgirls wrote the papers because they wanted to participate in the competitions. The respondents state that research provided them with research fundamentals, which they successfully apply at the university. The students maintain that research assists the pupil to acquire independent work skills, select the most important points, discover topical problems and solve them, acquire self-confidence, use various research methods, analyse data and acquire deeper knowledge in the subject. Key words: research activity, practical work, natural science education, biology lessons, problem solving.

scholarly journals EFFORTS TO IMPROVE STUDENT’S SELF CONFIDENCE USING COLLABORATIVE LEARNING MODEL

2017 ◽  
Vol 2 (2) ◽  
pp. 57 ◽  
Author(s):  
Nurhayati Nurhayati ◽  
Rosmaiyadi Rosmaiyadi ◽  
Buyung Buyung
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Collaborative Learning ◽  
Qualitative Data ◽  
Learning Model ◽  
Class Action ◽  
Analysis Techniques ◽  
School Year ◽  
Self Confidence ◽  
The Subject

<p>One way to improve students' self-confidence is to implement a collaborative learning model. Improving students' self-confidence using collaborative learning models can be done by conducting classroom action research. The subject of this class action research is the students of class X MIPA 4 SMA Negeri 2 Ngaglik, Sleman, Yogyakarta School Year 2015/2016 consisting of thirty two students. This study consists of two cycles. Technique Data collection used is test and non test. The instrument of this study is the test of student achievement and student confidence questionnaire. Data analysis techniques consisted of the conversion of qualitative data to quantitative and student mastery calculation. The average of student achievement before treatment is 40.3125 with the complete proportion of students is 3.125% and after treatment is 87.9167 with proportion of student which is complete is 100%. The average student self-confidence before treatment was 96.46875 with moderate category and after treatment was 109.2188 with high category. The results showed that collaborative learning model can improve student's self-confidence.</p>

scholarly journals Relationships between District Size, Socioeconomics, Expenditures, and Student Achievement in Washington

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Vince Diaz
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
School Districts ◽  
Student Outcomes ◽  
Washington State ◽  
District Size ◽  
Positive Direction ◽  
Assessment Of Student Learning ◽  
And Mathematics ◽  
The Relationship

The purpose of this article is to describe the relationship between district size, socioeconomic status, actual levy percentages, and their predictive influence on the 2003 Washington Assessment of Student Learning results for 4th and 7thgrade students in Reading and Mathematics. The convenient sample was 82 Washington State 2nd-Class school districts with enrollments between 500-2,000 students. The results indicated: (a) no significant correlations between achievement anddistrict size; (b) socioeconomic status was the best predictor of achievement; and (c) actual levy percentages and student outcomes were significantly correlated in the positive direction.  

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