scholarly journals The Influence of Practical Curricular Courses on the Upper Body Flexibility in the Faculty of Physical Education and Sports Students

2021 ◽  
Vol 13 (4) ◽  
pp. 394-412
Author(s):  
George Danut Mocanu ◽  
Tatiana Dobrescu
Keyword(s):  
Wilcoxon Test ◽  
Upper Body ◽  
First Year ◽  
Female Group ◽  
Significant Progress ◽  
Paired Samples ◽  
Shoulder Flexibility ◽  
Comparison Of The Results ◽  
Almost All ◽  
Academic Year

The range and quality of sports technique is conditioned by flexibility. This study analyzes the effects of practical activities that are specific to the first year FPES Galati courses on the upper body flexibility. Over the course of the academic year 2017-2018, the investigated group (composed of 27 girls and 46 boys) has constantly participated for 28 weeks in the 6 practical courses (gymnastics, track and field, swimming, football, volleyball, ice skating), divided in a balanced way throughout the two semesters. The analysis and comparison of the results for the two sexes, during the initial and final tests, applied at the beginning and the end of the academic year, show a superiority of the girls' flexibility in almost all events. The Wilcoxon test for paired samples has identified significant progress between the initial and final assessments in the female group, in 4 of the tests (Right lateral trunk flexibility Combined spine-hip flexibility, Shoulder flexibility, Vertical arm flexibility), recording Z values corresponding to thresholds of P<0.05; however, in the male group, no significant progress was recorded not even in one of the tests, all Z values corresponding to thresholds of P>0.05. The investigation of the differences recorded between independent samples, using the Mann Whitney U test, has identified significant increases in the girls' values in only 3 events, during the initial tests, and in 4 during the final ones, even if the girls' average values are higher than the boys' values for most tests. In conclusion, the boys did not record significant improvements in their performances, only a slight increase or the same values over the course of the investigated period; the girls however, recorded results that show a potential of optimizing their flexibility at this age. The authors recommend that an increased attention should be given during practical courses to develop the students' flexibility as a favoring factor of motion fluidity and improvement of the students' motor potential.

scholarly journals Student Development Survey: A Case Study from Maranatha Christian University, Indonesia

2020 ◽  
Vol 6 (6) ◽  
pp. 51-57
Author(s):  
Candra Sinuraya ◽  
Robert Oloan Rajagukguk ◽  
Regina Fabian
Keyword(s):  
Student Development ◽  
Longitudinal Research ◽  
Data Gathering ◽  
First Year ◽  
Christian University ◽  
Stage Of Development ◽  
Spss Software ◽  
Almost All ◽  
Academic Year

This survey research aimed to understand the development of Maranatha Christian University students enrolled in 2017 using Chickering Model (1993), as part of longitudinal research to monitor and to evaluate the level of students’ development each year. The participants of this study were MCU students enrolled in the 2017 academic year. Data gathering method used direct survey. Variance analysis used to interpret the data using SPSS software. Total participants in this study were 1,149 individuals. The results of the study showed: (a) almost all students enrolled in 2017 are mature enough to get into the next stage of development, (b) half of the students will be needing helps cultivating their areas of competence (intellectual, manual-physical, and social), managing emotion, and interdependency, (c) identity establishment, development of purpose, and integrity are not priority for the first-year study.

scholarly journals Plavecká úroveň studentů Univerzity Tomáše Bati ve Zlíně v letech 2002–2013

2014 ◽  
Vol 8 (2) ◽  
pp. 36-45
Author(s):  
Miroslava Dolejšová ◽  
Zdeněk Melichárek ◽  
Marcela Kubalčíková
Keyword(s):  
University Students ◽  
Wilcoxon Test ◽  
Statistical Hypothesis ◽  
Swimming Training ◽  
Significance Level ◽  
Paired Samples ◽  
The Times ◽  
Almost All

The aim of this paper is to compare the swimming fitness of students at our university. We wanted to know whether the non-swimmers could improve their swimming fitness at the end of the swimming training. We wanted to know whether the students of our university improved their swimming fitness at the end of the swimming training. We wondered whether the swimming fitness of our university students has changed in 10 years. The first part of the analysis covered the years 2007 to 2013. We examined whether the non-swimmers were able to improve the swimming fitness. At the same time we examined whether the students improved the swimming fitness at the end of the swimming training. We used the tests of proportions to analyse the data. The second part of the analysis covered the years 2002 and 2012. We measured the times of students both at the beginning and at the end of the swimming training in these years. We wondered whether the swimming fitness of university students has changed in 10 years. To compare the swimming fitness in 2002 and 2012 we used the Wilcoxon test for paired samples. To compare the swimming fitness in 10 years we applied the Mann-Whitney-Wilcoxon test.We found that 138 non-swimmers improved their swimming fitness at the end of the swimming training. It has been shown that non-swimmers made up less than 10 % of the total number of students who attended the swimming training between the years 2007 and 2013. All non-swimmers improved in academic years 2007/2008, 2011/2012 and 2012/2013. 92 non-swimmers swam the limit of 100 meters. We have shown that 60 % of non-swimmers improved their swimming fitness at the end of the swimming training. Furthermore, we found that a third of students mismanaged to swim the limit of 100 meters. The required limit of 100 meters swam 1 029 students. 3 432 students improved the swimming fitness at the end of the swimming training. Furthermore, we found that the swimming fitness of students improved both in 2002 and 2012. Finally, we found that the swimming fitness of our students has improved in 10 years. We managed to prove almost all the statistical hypothesis at the significance level of 0.05 and therefore we could consider them to be statistically significant. The procedure that we used to analyse the swimming fitness of students at the Tomas Bata University in Zlín may be beneficial for analysis of the swimming fitness not only at other universities, but in different workplaces that deal with measuring the performance of athletes.

scholarly journals EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT’S SCIENTIFIC CREATIVITY AND RESPONSIBILITY

2018 ◽  
Vol 17 (1) ◽  
pp. 136-151 ◽  
Author(s):  
Suyidno Suyidno ◽  
Mohamad Nur ◽  
Leny Yuanita ◽  
Binar Kurnia Prahani ◽  
Budi Jatmiko
Keyword(s):  
Wilcoxon Test ◽  
First Year ◽  
Physics Teaching ◽  
Scientific Creativity ◽  
First Year Students ◽  
Physics Learning ◽  
Analysis Technique ◽  
Post Test ◽  
Basic Physics ◽  
Academic Year

The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Transformative Learning in Mastery-Oriented CS0 Course

2021 ◽  
pp. 234763112110072
Author(s):  
Srinivasan Lakshminarayanan ◽  
N. J. Rao ◽  
G. K. Meghana
Keyword(s):  
Transformative Learning ◽  
First Year ◽  
Guided Discovery ◽  
Engineering Programs ◽  
Transformative Experiences ◽  
Significant Difference ◽  
Cognitive Levels ◽  
Almost All ◽  
Core Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

The Multiple Forms of Neurofibromatosis

1982 ◽  
Vol 3 (9) ◽  
pp. 293-298
Author(s):  
Vincent M. Riccardi
Keyword(s):  
First Year ◽  
Multiple Forms ◽  
Tay Sachs Disease ◽  
Marked Variability ◽  
Heritable Disorder ◽  
Basic Biology ◽  
Self Help Groups ◽  
Almost All ◽  
First Year Of Life ◽  
Huntington Chorea

Von Recklinghausen neurofibromatosis (NF)1 has multiple forms in several senses. First, there is the matter of heterogeneity: There is more than one disease designated by the term NF, for example "classical" NF as originally described by Von Recklinghausen2 and "acoustic" NF characterized by bilateral acoustic neunomas.3,4 Second, there is the matter of marked variability in the overall severity and progression of classical NF, the disorder to be considered in this review. NF can cause serious problems, and even death in the newborn period,5 or be associated with only a relatively mild or modest burden into the seventh decade and beyond. In almost all patients NF becomes obvious in the first year of life and some form of specific problems or compromise develops before age 20 years. NF is a heritable disorder, with a frequency of 1 in 3,000.6 This means it affects at least 80,000 Americans, making it much more common than is ordinarily supposed. Indeed, it is more common than Huntington chorea, Duchenne muscular dystrophy, and Tay-Sachs disease combined.4 However, in spite of its commonness,6-10 a realistic appreciation of NF's importance for pediatrics, and for medical care and research in general, is only a recent development. This long overdue change in emphasis reflects a recognition that NF's pathogenesis has bearing on a number of issues in basic biology, including neural crest embryology and genetic influences on the origin of cancer,1 the establishment of several NF clinical research programs, and the activities of several NF patient self-help groups.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

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