scholarly journals (159) The Impact of Interior Houseplants in University Classrooms on Course Performance, Course Satisfaction, and Student Perceptions of the Course and Instructor

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1065A-1065
Author(s):  
Jennifer Doxey ◽  
Tina M. Waliczek
Keyword(s):  
Student Perceptions ◽  
Demographic Data ◽  
Value Added ◽  
Quantitative Information ◽  
Course Satisfaction ◽  
Course Performance ◽  
Grade Point ◽  
Tropical Plants ◽  
Class Rank ◽  
The Impact

Many individuals and businesses enhance the central design of their homes or offices with living interior plants. While the aesthetic values of interior greenery are obvious, some research has suggested that interior living plants may offer some psychological and restorative values, such as reduced tension, better coping mechanisms, and increased concentration and attention. The main objective of this research was to investigate the impact of plants within a university classroom setting on course performance, course satisfaction, and student perceptions of the instructor. The study was designed to include a minimum of two classes of the same coursework, taught by the same professor in the same room. Three sets of two classes each, and ≈500 students were included within the study. Throughout the semester, the experimental class of students was treated by including an assortment of tropical plants within the classroom. Plants were not present in the control classroom of the study. A survey administered to each classroom of students at the end of the semester asked students to provide demographic data including class rank, gender, and grade point average. The professor for each course provided information on each student's grade for the course, as well as overall quantitative information on how well students were satisfied with the experience they had within the course. The results demonstrate value added to the classroom experience and help to justify consideration of the added expense of interior plants in meeting the goals of instructor and curriculum.

scholarly journals The Impact of Interior Plants in University Classrooms on Student Course Performance and on Student Perceptions of the Course and Instructor

HortScience ◽  
2009 ◽  
Vol 44 (2) ◽  
pp. 384-391 ◽  
Author(s):  
Jennifer S. Doxey ◽  
Tina Marie Waliczek ◽  
Jayne M. Zajicek
Keyword(s):  
Student Perceptions ◽  
Demographic Data ◽  
Control Groups ◽  
Course Performance ◽  
Tropical Plants ◽  
Class Rank ◽  
Instructor Evaluation ◽  
And Control ◽  
The Impact ◽  
Evaluation Survey

The main objective of this research was to investigate the impact of plants within a university classroom setting on course performance and on student perceptions of the course and instructor. The study was designed to include a minimum of two classes of the same coursework taught by the same professor in the same room during one semester. Three sets of two classes each and 385 students were included within the study. Throughout the semester, the experimental class of students was treated by including an assortment of tropical plants within the classroom. Plants were not present in the control classroom of the study. The official university course and instructor evaluation survey was administered at the end of the semester. Additionally, each student provided demographic data, including class rank, gender, and ethnicity. To measure course performance, the professor for each course reported each student's grade for the course. No statistically significant differences were found in comparisons of grades/student course performance (P = 0.192). However, statistically significant differences were found in comparisons of overall course and instructor evaluation scores of treatment and control groups (P = 0.065). Statistically significant differences were found in comparisons of the individual courses/classrooms between control and treatment groups on statements in subsections of the course and instructor evaluation survey, including the areas of “learning,” “enthusiasm (of instructor),” and “organization (of instructor).” In these comparisons of the treatment and control groups, the differences that were most apparent were in students who had class in the classroom that was windowless and stark. The plants appeared to have the greatest impact on students in the room that was void of other natural elements.

scholarly journals Impact of distance education via interactive videoconferencing on students’ course performance and satisfaction

2018 ◽  
Vol 42 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Olga M. Klibanov ◽  
Christian Dolder ◽  
Kevin Anderson ◽  
Heather A. Kehr ◽  
J. Andrew Woods
Keyword(s):  
Distance Education ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Nonparametric Tests ◽  
Knowledge Assessment ◽  
Course Performance ◽  
Grade Point ◽  
Main Campus ◽  
Course Grades ◽  
The Impact

The impact of distance education via interactive videoconferencing on pharmacy students’ performance in a course was assessed after implementation of a distance campus. Students filled out a “Student Demographic Survey” and a “Precourse Knowledge Assessment” at the start of the course and a “Postcourse Knowledge Assessment” and a “Postcourse Student Perceptions Survey” at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

scholarly journals The Impact of Sickle Cell Disease on Academic Performance among Affected Students

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Abdulaziz Alhazmi ◽  
Khalid Hakami ◽  
Faisal Abusageah ◽  
Essa Jaawna ◽  
Meshal Khawaji ◽  
...  
Keyword(s):  
Academic Performance ◽  
Sickle Cell Disease ◽  
Online Education ◽  
Sickle Cell ◽  
Demographic Data ◽  
Acute Chest Syndrome ◽  
Lower Grade ◽  
Cell Disease ◽  
Grade Point ◽  
The Impact

Background: Sickle cell disease (SCD) is a genetic disease that is highly prevalent in Jazan Province, Saudi Arabia, and is mostly characterized by many complications such as vaso-occlusive crises (VOC), acute chest syndrome (ACS) and well-documented neurological complications. These complications may affect patients’ academic performance. Methods: An observational, cross-sectional, retrospective study was conducted in Jazan Province. General and demographic data were collected and questions about academic performance of students with SCD were answered. Both t-tests and chi-square tests, along with multiple logistic regression, were used for analysis. Results: 982 participants were selected for this study with a mean age of 23 years (SD: 7). Most of the participants were female (64%). The number of participants with SCD was 339 (36%), of whom 42% were male. Students with SCD recorded lower grade point averages (GPA) and more absences compared to healthy participants. Further, about 60% of students with SCD thought they performed better than 40% of the participants without SCD during the COVID-19 pandemic when most of the educational activities were online. Conclusion: As has been previously reported, this study suggested that the academic performance of students with SCD is negatively affected compared to healthy individuals, and this is mostly due to complications associated with the disease. Further, students with SCD acknowledged better performance with online education, an option that should be considered to improve their academic performance. National studies on a larger population are required by health and education officials, and supportive online educational programs are warranted to enhance the academic performance of this population.

Effects of a Fall Reading Break on First Year Students' Course Performance in Programming

2018 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
Samar Mohamed
Keyword(s):  
Focus Groups ◽  
Regression Model ◽  
Student Perceptions ◽  
First Year ◽  
Health Issues ◽  
Course Performance ◽  
First Year Students ◽  
First Semester ◽  
The University ◽  
The Impact

This paper presents a mixed methods study into the effects of a fall break on course performance in a first semester programming course in Mechatronics Engineering at the University of Waterloo.In 2016, the University of Waterloo instituted a two-day fall break immediately following Thanksgiving Monday, on a three-year pilot. The stated rationale for this break was to address student wellness and mental health issues, especially as this pertains to students transitioning from high school and their “looming midterms”. As of October 2017, there are now 20 institutions in Ontario with a fall break of between one five days in length after the Thanksgiving holiday.A linear regression model was calculated to examine the impact of the fall break on students. This model predicts students who regretted how they spent the fall break will earn 6% less in their first programming course. A logistic regression model was calculated which predicted inexperienced, struggling students have the highest odds of regretting how they spent the break.Three focus groups were conducted with students who experienced the fall break in fall of 2016 or 2017. These focus groups examined student perceptions of the fall break, how they recalled using their time during the break, and their reflections on the br

scholarly journals The impact of attitudes beliefs and cognitive reflection on the development of critical thinking skills in online students

2020 ◽  
Author(s):  
Boban Simonovic ◽  
Katia Vione ◽  
Dean Fido ◽  
Edward Stupple ◽  
James Martin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Cognitive Reflection ◽  
The Impact

Learning and development of critical thinking skills in higher education is essential for academic achievement. The following experiment is first to examine the effect of online student perceptions and attitudes towards critical thinking across dimensions of confidence, valuing, misconceptions cognitive reflection and authors writing. Furthermore, we developed and examined the effect of four critical thinking workshops with an aim to help students improve their grade point average. Our analyses demonstrated that student’s confidence and cognitive reflection predict academic achievement. Moreover, the online CT intervention improved students’ CT attitudes, skills, and academic performance. Significant interactions were observed between time (pre and post-intervention) and intervention in cognitive reflection (as measured by the extend version of the cognitive reflection test; CRT) confidence beliefs and attitudes related to critical thinking (as measured by the critical thinking toolkit CriTT), and student grade point average (GPA; as measured by students performance on online modules). It was concluded that the critical thinking can be thought and that an intervention based ‘how to think’ rather than ‘what to think’ mixed approach can help students develop critical thinking, strengthen their confidence in critical thinking and help students improve their academic performance in an online setting.

scholarly journals Predictors of performance on the National Board of Chiropractic Examiners Parts I and II*

2014 ◽  
Vol 28 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Angela R. McCall ◽  
Richard D. Harvey
Keyword(s):  
Longitudinal Design ◽  
Course Performance ◽  
Grade Point ◽  
National Board ◽  
Course Content ◽  
Institutional Practice ◽  
Course Grades ◽  
Educational Assessments ◽  
Validity Studies ◽  
The Impact

Objective The purpose of this study was to examine predictors for success on Parts I and II of the National Board of Chiropractic Examiners (NBCE) written examinations. Methods Two validity studies were conducted to examine the criterion validity of Logan College assessments for Part I and II NBCE scores. Both studies consisted of a longitudinal design to examine the validity of entrance grade point average (GPA), in-program chiropractic course content GPA, and an institutional practice exam on Parts I and II of the NBCE. Results Analyses revealed that Part I GPA and practice exam scores combined accounted for 72% of the variance within Part I NBCE scores. Furthermore, every subtest of the Part I NBCE could be reliably predicted by course performance. In the 2nd study, Part I GPA, Part I NBCE score, and Part II GPA accounted for 75% of the variance within Part II NBCE scores. Conclusions Internal training and educational assessments (eg, course grades and practice exams) proved to be strong determinants of NBCE performance above and beyond initial levels of preparedness, thus validating the impact of the chiropractic curriculum on NBCE test achievement.

scholarly journals Detection of diarrhoea associated rotavirus and co-infection with diarrhoeagenic pathogens in the Littoral region of Cameroon using ELISA, RT-PCR and Luminex xTAG GPP assays

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rahinatou N. Ghapoutsa ◽  
Maurice Boda ◽  
Rashi Gautam ◽  
Valantine Ngum Ndze ◽  
Akongnwi E. Mugyia ◽  
...  
Keyword(s):  
Demographic Data ◽  
Laboratory Diagnosis ◽  
Epidemiological Studies ◽  
Sub Saharan Africa ◽  
Rt Pcr ◽  
Mortality And Morbidity ◽  
Vaccine Introduction ◽  
Littoral Region ◽  
Rotavirus Vaccines ◽  
The Impact

Abstract Background Despite the global roll-out of rotavirus vaccines (RotaTeq/Rotarix / ROTAVAC/Rotasiil), mortality and morbidity due to group A rotavirus (RVA) remains high in sub-Saharan Africa, causing 104,000 deaths and 600,000 hospitalizations yearly. In Cameroon, Rotarix™ was introduced in March 2014, but, routine laboratory diagnosis of rotavirus infection is not yet a common practice, and vaccine effectiveness studies to determine the impact of vaccine introduction have not been done. Thus, studies examining RVA prevalence post vaccine introduction are needed. The study aim was to determine RVA prevalence in severe diarrhoea cases in Littoral region, Cameroon and investigate the role of other diarrheagenic pathogens in RVA-positive cases. Methods We carried out a study among hospitalized children < 5 years of age, presenting with acute gastroenteritis in selected hospitals of the Littoral region of Cameroon, from May 2015 to April 2016. Diarrheic stool samples and socio-demographic data including immunization and breastfeeding status were collected from these participating children. Samples were screened by ELISA (ProSpecT™ Rotavirus) for detection of RVA antigen and by gel-based RT-PCR for detection of the VP6 gene. Co-infection was assessed by multiplexed molecular detection of diarrheal pathogens using the Luminex xTAG GPP assay. Results The ELISA assay detected RVA antigen in 54.6% (71/130) of specimens, with 45, positive by VP6 RT-PCR and 54, positive using Luminex xTAG GPP. Luminex GPP was able to detect all 45 VP6 RT-PCR positive samples. Co-infections were found in 63.0% (34/54) of Luminex positive RVA infections, with Shigella (35.3%; 12/34) and ETEC (29.4%; 10/34) detected frequently. Of the 71 ELISA positive RVA cases, 57.8% (41/71) were fully vaccinated, receiving two doses of Rotarix. Conclusion This study provides insight on RVA prevalence in Cameroon, which could be useful for post-vaccine epidemiological studies, highlights higher than expected RVA prevalence in vaccinated children hospitalized for diarrhoea and provides the trend of RVA co-infection with other enteric pathogens. RVA genotyping is needed to determine circulating rotavirus genotypes in Cameroon, including those causing disease in vaccinated children.

scholarly journals Influenza With an Infiltrate: Investigating the New Community-Acquired Pneumonia Guidelines

2020 ◽  
Vol 41 (S1) ◽  
pp. s302-s302
Author(s):  
Amanda Barner ◽  
Lou Ann Bruno-Murtha
Keyword(s):  
Demographic Data ◽  
Retrospective Chart Review ◽  
Vaccination Rate ◽  
Community Acquired Pneumonia ◽  
Teaching Hospitals ◽  
Antibiotic Prescribing ◽  
Supporting Evidence ◽  
Radiographic Findings ◽  
Significant Difference ◽  
The Impact

Background: The Infectious Diseases Society of America released updated community-acquired pneumonia (CAP) guidelines in October 2019. One of the recommendations, with a low quality of supporting evidence, is the standard administration of antibiotics in adult patients with influenza and radiographic evidence of pneumonia. Procalcitonin (PCT) is not endorsed as a strategy to withhold antibiotic therapy, but it could be used to de-escalate appropriate patients after 48–72 hours. Radiographic findings are not indicative of the etiology of pneumonia. Prescribing antibiotics for all influenza-positive patients with an infiltrate has significant implications for stewardship. Therefore, we reviewed hospitalized, influenza-positive patients at our institution during the 2018–2019 season, and we sought to assess the impact of an abnormal chest x-ray (CXR) and PCT on antibiotic prescribing and outcomes. Methods: We conducted a retrospective chart review of all influenza-positive admissions at 2 urban, community-based, teaching hospitals. Demographic data, vaccination status, PCT levels, CXR findings, and treatment regimens were reviewed. The primary outcome was the difference in receipt of antibiotics between patients with a negative (<0.25 ng/mL) and positive PCT. Secondary outcomes included the impact of CXR result on antibiotic prescribing, duration, 30-day readmission, and 90-day mortality. Results: We reviewed the medical records of 117 patients; 43 (36.7%) received antibiotics. The vaccination rate was 36.7%. Also, 11% of patients required intensive care unit (ICU) admission and 84% received antibiotics. Moreover, 109 patients had a CXR: 61 (55.9%) were negative, 29 (26.6%) indeterminate, and 19 (17.4%) positive per radiologist interpretation. Patients with a positive PCT (OR, 12.7; 95% CI, 3.43–60.98; P < .0007) and an abnormal CXR (OR, 7.4; 95% CI, 2.9–20.1; P = .000003) were more likely to receive antibiotics. There was no significant difference in 30-day readmission (11.6% vs 13.5%; OR, 0.89; 95% CI, 0.21–3.08; P = 1) and 90-day mortality (11.6% vs 5.4%; OR, 2.37; 95% CI, 0.48–12.75; P = .28) between those that received antibiotics and those that did not, respectively. Furthermore, 30 patients (62.5%) with an abnormal CXR received antibiotics and 21 (43.7%) had negative PCT. There was no difference in 30-day readmission or 90-day mortality between those that did and did not receive antibiotics. Conclusions: Utilization of PCT allowed selective prescribing of antibiotics without impacting readmission or mortality. Antibiotics should be initiated for critically ill patients and based on clinical judgement, rather than for all influenza-positive patients with CXR abnormalities.Funding: NoneDisclosures: None

Open Door System and Endogenous Growth in Indian Economy: An Empirical Analysis on the Role of Human Capital and R&D in Explaining Industrial Productivity

2021 ◽  
Vol 46 (1) ◽  
pp. 24-37
Author(s):  
Arjun K. ◽  
Sanjay Kumar ◽  
A. Sankaran ◽  
Mousumi Das
Keyword(s):  
Human Capital ◽  
Exchange Rate ◽  
Real Exchange Rate ◽  
Endogenous Growth ◽  
Value Added ◽  
Capital Formation ◽  
Knowledge Capital ◽  
Test Technique ◽  
Long Run ◽  
The Impact

The present study investigates the impact of human capital, knowledge capital which is a function of human capital, and real exchange rate scenario in explaining long-run industrial total factor productivity (TFP) from 1980 to 2015 on the theoretical basis of the open endogenous growth model. The variables employed in the contemporary study include manufacturing value added (MNVA) as industrial output measure, gross fixed capital formation (GFCF) as a measure of capital and labour input which is measured using employment data. Gross enrolment ratio (GER) is taken as a measure for human capital formation, expenditure on research and development (R&D) as a proxy for knowledge capital, and real exchange rate indicates global economic shocks. The study involves estimating TFP for Industrial Sector during the post-liberalization period by employing Cobb-Douglas production function. The ARDL bounds test technique for cointegration revealed long-run relation among the varying factors studied. The Toda-Yamamoto causality test concluded bi-directional causality running between, R&D expenditure and Industrial TFP which sends a strong signal to the policymakers for a well-framed long-term integrated approach for human & knowledge capital formation which will act as a strong impetus for manufacturing firms to come up in terms of augmenting production and productivity and expanding foreign market horizon. JEL Classification: D24, E2, J24

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