scholarly journals Comparing Student Performance, Attitudes And Preferences In An Introduction To Business Course: Online, Hybrid And Traditional Delivery Methods Who Makes The A Grade?

2011 ◽  
Vol 1 (3) ◽  
pp. 83 ◽  
Author(s):  
Daniel Gutierrez ◽  
Storm Russo
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Strong Support ◽  
Student Experiences ◽  
Delivery Method ◽  
Delivery Methods ◽  
Hybrid Course ◽  
Business Courses ◽  
Traditional Course ◽  
Business Course

The present study compares three Introduction to Business courses delivered using three different teaching formats; online, hybrid and traditional methods. Findings indicate that while the traditional course received higher ratings by students, hybrid students outperformed students in the online and traditional course (n = 56). Thirty-five percent of the students in the hybrid course earned an A compared to 23 percent of the traditional students, while only 7 percent of the students enrolled in the online course completed the course with an A grade. Student attitudes also indicate once a student experiences a hybrid model course, there is strong preference for this type of delivery method. Although 85 percent of the students enrolled in the hybrid course had never enrolled in a distance learning course, 73 percent selected the hybrid format as their preference of delivery method. Strong support exists indicating that hybrid courses that are well designed create an atmosphere that increase student learning. Moreover, once students have a good hybrid experience, they are more likely to prefer courses designed as hybrids.

STATISTICS STUDENT PERFORMANCE AND ANXIETY: COMPARISONS IN COURSE DELIVERY AND STUDENT CHARACTERISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 320-336
Author(s):  
SARAI HEDGES
Keyword(s):  
Student Performance ◽  
Student Persistence ◽  
Student Attitudes ◽  
Rating Scale ◽  
Statistics Education ◽  
Performance Outcomes ◽  
Course Delivery ◽  
Delivery Methods ◽  
Study Results ◽  
Programs Of Study

The statistics education community continues to explore the differences in performance outcomes and in student attitudes between online and face-to-face delivery methods of statistics courses. In this quasi-experimental study student persistence, exam, quiz, and homework scores were compared between delivery methods, class status, and programs of study for students enrolled in an undergraduate introductory statistics course. Student persistence and homework grades were significantly different for course delivery method. Anxiety levels, measured using the Statistical Anxiety Rating Scale (STARS), were compared between delivery methods, programs of study, and gender. One anxiety subscale—Test & Class Anxiety—was significantly different between delivery methods and genders. Implications and suggestions for further study are offered based on the study results. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Administration of β-lactam antibiotics and delivery method correlate with intestinal abundances of Bifidobacteria and Bacteroides in early infancy, in Japan

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Naruaki Imoto ◽  
Chie Kano ◽  
Yumi Aoyagi ◽  
Hiroto Morita ◽  
Fumitaka Amanuma ◽  
...  
Keyword(s):  
Early Infancy ◽  
Intestinal Microbiome ◽  
Intestinal Immunity ◽  
Delivery Method ◽  
Premature Rupture ◽  
Delivery Methods ◽  
Faecal Samples ◽  
Observational Cohort ◽  
Group B ◽  
Generation Sequencing

AbstractThe intestinal microbiome changes dynamically in early infancy. Colonisation by Bifidobacterium and Bacteroides and development of intestinal immunity is interconnected. We performed a prospective observational cohort study to determine the influence of antibiotics taken by the mother immediately before delivery on the intestinal microbiome of 130 healthy Japanese infants. Faecal samples (383) were collected at 1, 3, and 6 months and analysed using next-generation sequencing. Cefazolin was administered before caesarean sections, whereas ampicillin was administered in cases with premature rupture of the membranes and in Group B Streptococcus-positive cases. Bifidobacterium and Bacteroides were dominant (60–70% mean combined occupancy) at all ages. A low abundance of Bifidobacterium was observed in infants exposed to antibiotics at delivery and at 1 and 3 months, with no difference between delivery methods. A lower abundance of Bacteroides was observed after caesarean section than vaginal delivery, irrespective of antibiotic exposure. Additionally, occupancy by Bifidobacterium at 1 and 3 months and by Bacteroides at 3 months differed between infants with and without siblings. All these differences disappeared at 6 months. Infants exposed to intrapartum antibiotics displayed altered Bifidobacterium abundance, whereas abundance of Bacteroides was largely associated with the delivery method. Existence of siblings also significantly influenced the microbiota composition of infants.

Peer learning as a tool to strengthen math skills in introductory chemistry laboratories

2018 ◽  
Vol 19 (1) ◽  
pp. 319-330 ◽  
Author(s):  
Melissa C. Srougi ◽  
Heather B. Miller
Keyword(s):  
Student Performance ◽  
Attitude Change ◽  
Student Attitudes ◽  
Peer Learning ◽  
Introductory Chemistry ◽  
Math Skills ◽  
Attrition Rates ◽  
Math Ability ◽  
Chemistry Laboratories ◽  
Main Ideas

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. Therefore, in an effort to improve student learning outcomes, we implemented peer learning interventions in our introductory chemistry laboratories to determine if math skills were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in laboratory sections consisting of instructor-assigned partners who differed in math ability, compared to sections where students self-selected a partner. Students who were assigned math partners of different ability showed an 8% improvement in chemistry math concepts compared to no improvement among those who self-selected a partner, as assessed using pre- and post-math tests. Mathematical learning gains were particularly large (16%) for those students in the 50th percentile of math performance. Students also reported a significantly more positive attitude change about working with others compared to students who self-selected a partner. In addition, assigned students demonstrated a more positive shift in self-concepts such as chemistry knowledge and laboratory skills. This study illustrates that peer learning can serve as a useful and easy-to-implement tool to strengthen math skills and improve student attitudes in introductory chemistry laboratories.

scholarly journals Public–Private Partnership and Social Equity: An Empirical Study of the Disadvantaged Business Enterprise Program

2021 ◽  
pp. 036119812110312
Author(s):  
Kunqi Zhang ◽  
Qingbin Cui
Keyword(s):  
Program Implementation ◽  
Social Equity ◽  
Business Enterprise ◽  
Delivery Method ◽  
Public Attention ◽  
Delivery Methods ◽  
The Us ◽  
Disadvantaged Business Enterprise ◽  
Design Bid Build ◽  
Linear Regressions

Pushback for public–private partnerships (P3s) comes in part from their purported favoritism toward large firms. However, no study has empirically verified this claim. This paper examined the Disadvantaged Business Enterprise (DBE) program to assess whether delivery methods play a role in the participation of minority- and women-owned firms in federally assisted transportation contracts. A sample of 134 contracts from the US Major Transportation Project Database served as the dataset to run linear regressions. Results revealed that P3 associates with higher DBE goals than design–bid–build (DBB). Plausible explanations include P3 being associated with a larger contract size, more public attention, more potential subcontracting opportunities with design included in the package, and intensified agency desire for greater diversity in DBE subcontracts. Moreover, the delivery method has an insignificant effect on DBE attainment. This paper also introduces the DBE envelope, a radar plot capable of graphically assessing DBE program implementation.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Development and Formative Evaluation of a Low-Fidelity Equine Castration Model for Veterinary Education

2021 ◽  
Vol 8 ◽  
Author(s):  
M. Katie Sheats ◽  
Megan J. Burke ◽  
James B. Robertson ◽  
Katherine E. Fiebrandt ◽  
Callie A. Fogle
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Formative Evaluation ◽  
Performance Metrics ◽  
Early Stage ◽  
Future Research ◽  
Student Survey ◽  
Significant Difference ◽  
Veterinary Faculty ◽  
Fidelity Model

Entrustable Professional Activities (EPAs) are units of activity that early-stage professionals perform in the workplace that necessitate simultaneous integration of multiple competencies. EPA #6 requires students to perform a common surgical procedure on a stable patient, including pre-operative and post-operative management. Castration is one of the most common surgeries performed by equine primary care practitioners and is considered an “entry-level competency” for veterinary graduates entering equine private practice, however, to our knowledge there are no equine castration models available for veterinary student education. Therefore, we developed an inexpensive, low-fidelity model of equine field castration and evaluated it using a mixed-methods approach. Two different groups of students, with or without model experience, completed surveys before and after live horse castration. Students who used the model also completed model specific surveys. Videos of the students completing the model were evaluated by at least two different equine veterinary faculty using a 15-point rubric, and inter-rater reliability of the rubric was determined. After completing the model, students reflected on strengths and weaknesses of their performance. From our student survey results, we determined that student attitudes toward the model were mostly positive. Interestingly, there were several student attitudes toward the model that became significantly more favorable after live horse castration. Prior to live horse castration, there was no significant difference in confidence in model vs. no-model groups. Following live horse castration, students who used the model had higher confidence in procedure preparation and hand-ties than students who did not use the model, but they had lower scores for confidence during patient recovery. When reflecting on model castration, students most commonly cited preparation and surgical description as strengths, and ligature placement and hand-ties as weaknesses. Experts provided several suggestions to improve the model, including incorporation of emasculators and the need for better model stabilization. Our findings suggest that both students and veterinary educators feel that this low-fidelity model has educational value. Rubric performance metrics were favorable, but additional steps are needed to improve grading consistency among educators. Future research will determine whether student performance on the model is predictive of competence score during live-horse castration.

scholarly journals Effectively Serving The Needs Of Todays Business Student: The Product Life Cycle Approach To Class Organization

2012 ◽  
Vol 5 (3) ◽  
pp. 293-302
Author(s):  
Jacqueline K. Eastman ◽  
Maria Aviles ◽  
Mark Hanna
Keyword(s):  
Life Cycle ◽  
Product Life Cycle ◽  
Business Students ◽  
Mature Stage ◽  
Life Cycle Approach ◽  
Product Life ◽  
Millennial Students ◽  
Business Courses ◽  
Learning Rates ◽  
Business Course

We illustrate a class organization process utilizing the concept of the Product Life Cycle to meet the needs of todays millennial student. In the Introduction stage of a business course, professors need to build structure to encourage commitment. In the Growth stage, professors need to promote the structure through multiple, brief activities that can keep the attention of business students. In the Mature stage, professors need to use the structure to stabilize engagement levels and learning rates but be willing to make adjustments to prevent apathy in the course. Finally, in the Decline stage, professors need to dismantle the structure while allowing opportunities for utilizing materials for future business courses and addressing todays millennial students need for achievement and sense of entitlement with the course grades. The value is that this paper illustrates an approach to aid professors in organizing business courses that can be utilized in a variety of courses to better serve millennial students.

scholarly journals Analysis of Shortcomings Found in Most Appropriate Housing Delivery Method for Ameliorating Customer Satisfaction

2020 ◽  
Vol 4 (11) ◽  
pp. 10-15
Keyword(s):  
Customer Satisfaction ◽  
Housing Quality ◽  
Residential Areas ◽  
Delivery Method ◽  
Delivery Methods ◽  
Delivery Performance ◽  
Quantitative Data Analysis ◽  
High Population Growth ◽  
Emerging Issues ◽  
Case Data

Identify most appropriate housing delivery method is one of the critical emerging issues in the developing due to poor standard of living in cities. The scale and speed of urbanization and high population growth rate in India will pose an unprecedented managerial and policy level challenge on housing quality in residential areas. On the other side many stock of house were found vacant or non-usable. Even uses of an appropriate housing delivery method, some gaps /shortcoming are identifying. If these gaps can fulfill these gaps and can enhance customer satisfaction. This study was developing by using actual construction case data in quantitative data analysis methods such as Estimate track Estimate and Analytical Hierarchical process. This research focuses on the housing areas as understand primarily by available local housing delivery methods. This aim of the research is to develop a index for evaluating housing delivery performance of housing areas to improve the customer satisfaction of existing as well as upcoming housing areas.

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