The Influence of Real Engagement in Active Problem Solving on Deep Learning: An Important Component of Exceptional Talent in the 21st Century Context

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Robert Zimmerman ◽  
A. Kadir Bahar ◽  
Christine In-Albon ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Deep Learning ◽  
Problem Solving ◽  
Concept Maps ◽  
Talent Development ◽  
Knowledge Structure ◽  
Fidelity Of Implementation ◽  
Student Growth ◽  
Positive Effects ◽  
Ability And Willingness

Exceptional talent includes the ability and willingness to solve varied, complex problems, and having a knowledge structure that facilitates problem solving and creativity. The purpose of this study was to determine changes in students’ knowledge structures resulting from fidelity of implementation of Real Engagement in Active Problem Solving (REAPS), a vehicle for igniting, cultivating, extending, and strengthening exceptional talent. Using regression analysis, we found teachers’ fidelity of implementation was a significant predictor of student growth (F [4, 413] = 7.194, p < .001) in total scores and subscores on concept maps, a measure of knowledge structure. Implementation of principles for talent development in the dimensions of content, processes, products, and learning environment had differential, but positive, effects. Because concept maps have no ceiling, students already scoring at high levels can show growth. Concept maps can be used as assessments of learning, for learning, and as learning.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Abstract P69: Clinical and Demographic Characteristics Associated With Cognitive Recovery During Stroke Inpatient Rehabilitation

Stroke ◽  
2021 ◽  
Vol 52 (Suppl_1) ◽  
Author(s):  
Seema Aggarwal ◽  
Xu Zhang ◽  
Dorothea Parker ◽  
Shayandokht Taleb ◽  
joseph wozny ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Ischemic Stroke ◽  
Social Interaction ◽  
Problem Solving ◽  
Inpatient Rehabilitation ◽  
Cognitive Recovery ◽  
Nihss Score ◽  
Cognitive Improvement ◽  
Stroke Type ◽  
Interaction Problem

Introduction: We examined patient characteristics associated with cognitive improvement during inpatient rehabilitation. Methods: This was a retrospective review of clinical data from inpatient stroke rehabilitation units collected from 9/2017- 8/2019. Multiple and logistic regressions were used to examine the relationship between demographics, vascular risk factors and cognitive Functional Independence Measure (FIM) change scores on comprehension, expression, social interaction, problem solving, and memory in stroke patients, adjusted for cognitive FIM scores on admission. Results: The study cohort consisted of 680 patients with a mean age of 68 ± 14 years and median hospital LOS of 15 days. The percentage of patients that improved on comprehension, expression, social interaction, problem solving, and memory FIM scores was 61%, 65%, 62%, 64%, and 64%, respectively. Multiple regression analysis indicated that predictors of cognitive recovery included hypertension, stroke type, age, and NIHSS score. Specifically, hypertension predicted significantly less improvement on problem solving FIM scores (p=.033). Intracerebral hemorrhage (ICH) predicted significantly greater improvement on comprehension and problem solving FIM scores as compared to ischemic stroke (p=.047, p=.032, respectively). Compared to age < 65, age ≥ 65 predicted less improvement on comprehension, expression, and memory FIM scores (p<.001, p=.003, p<.001, respectively). NIHSS scores ≥ 21 predicted less improvement on comprehension, expression and problem solving FIM scores than NIHSS scores < 20 (p=.013, p=.017, p=.005, respectively). Logistic regression analysis suggested that the odds of cognitive improvement (defined as at least three FIM score changes ≥2) for ICH was 1.7 times greater than ischemic stroke (95% CI 1.07-2.72; Table 1). Conclusion: Hypertension, stroke type, age, and NIHSS score have profound impacts on cognitive recovery in during inpatient rehabilitation.

scholarly journals The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

2021 ◽  
Vol 20 (2) ◽  
pp. 137-151
Author(s):  
Gabriel Sen ◽  
Albert Adeboye ◽  
Oluwole Alagbe
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Deep Learning ◽  
Pilot Study ◽  
Statistical Analyses ◽  
Future Research ◽  
Learning Approaches ◽  
Research Needs ◽  
Heterogeneous Samples ◽  
And Gender

The paper was a pilot study that examined learning approaches of architecture students; variability of approaches by university type and gender and; influence of architecture students’ learning approaches on their academic performance. The sample was 349 architecture students from two universities. Descriptive and statistical analyses were used. Results revealed predominant use of deep learning approaches by students. Furthermore, learning approaches neither significantly differed by university type nor gender. Regression analysis revealed that demographic factors accounted for 2.9% of variation in academic performance (F (2,346) = 6.2, p = 0.002, R2 = 0.029, f2 = 0.029) and when learning approaches were also entered the model accounted for 4.4% of variation in academic performance (F (14,334) =2.2, p =0.009, R2 = 0.044, f2=0.044). Deep learning approaches significantly and positively influenced variation in academic performance while surface learning approaches significantly and negatively influenced academic performance. This implies that architectural educators should use instructional methods that encourage deep approaches. Future research needs to use larger and more heterogeneous samples for confirmation of results.

scholarly journals Anteseden dari Pengungkapan Enterprise Risk Management pada Perusahaan yang Terdaftar di Indeks LQ45

2020 ◽  
Vol 5 (1) ◽  
pp. 90
Author(s):  
Keny Prasetyo Rini ◽  
Tuti Zakiyah
Keyword(s):  
Risk Management ◽  
Regression Analysis ◽  
Firm Size ◽  
Enterprise Risk Management ◽  
Management Committee ◽  
Positive Effects ◽  
Enterprise Risk ◽  
Reputation Risk ◽  
Risk Management Committee ◽  
Auditor Reputation

The purpose of this research is to determine te influences of independent commissioners, auditor reputation, risk management committee, leverage and firm size on enterprise risk management disclosure in index LQ45 companies listed in the 2016-2018. The samplimg method in this research is purposive sampling with 81 companies as population and 27 companies as samples. The ERM practice is measured based on ERM index, which considers the eight dimension of ERM by COSO framework. The results of simultaneous regression analysis show that the variables of independent commissioner, auditor reoutation, risk manegement committee, leverage and firm size have positif effects on the enterprise risk management disclosure. Partial testing shows that variabel of independent commissioner, risk management commite and firm size does not effect enterprise risk management disclosure. Auditor reputation and risk management committee have positive effects on enterprise risk management.

scholarly journals The Effects of Knowledge, Training, and Competency on the Performance: A Case of Local Public Agricultural Mentors

2021 ◽  
Vol 3 (1) ◽  
pp. 144-158
Author(s):  
Erni Saptiowati S.
Keyword(s):  
Regression Analysis ◽  
Descriptive Analysis ◽  
Likert Scale ◽  
Survey Method ◽  
Validity And Reliability ◽  
Research Results ◽  
Positive Effects ◽  
Analysis Methods ◽  
Saturated Sample ◽  
Analyze Data

This research aimed to analyze the effects of knowledge, training, and competency on the performance, which local public agricultural mentors/officers in the Yapen Islands Regency are the unit analysis. Of 100 respondents were used as the saturated sample in this research. The research applied a survey method and used a five-point Likert scale as the instrument and the statistics program SPSS to analyze data. The analysis methods included descriptive analysis, validity and reliability tests, classical assumption test, and regression analysis. The research results show that the variables knowledge, training, and competency had significant positive effects on local public agricultural mentors' performance at the Yapen Islands Regency.

Speak softly and carry a big stick: How contract representatives deal with problems

2012 ◽  
Vol 15 (3) ◽  
pp. 364-382
Author(s):  
Dennis M. Daley
Keyword(s):  
Regression Analysis ◽  
Problem Solving ◽  
Successful Completion ◽  
High Quality ◽  
Contract Termination ◽  
Merit Systems Protection Board ◽  
Contracting Process ◽  
Merit Systems ◽  
Perceived Outcomes ◽  
The U.S

The contracting process is fraught with difficulties. While successful completion of a contract is the goal, problems and challenges often arise. This requires skills in negotiation or mediation. Dealing with these problems, even if it means recommending contract termination, is part of the job of the contract representatives who oversee the specific projects. Data from the Contracting Officer Representatives survey conducted by the U.S. Merit Systems Protection Board (2005) is used. An index of perceived outcomes (deliverables or services were timely, of high quality, complete, contributed to the agency mission, fair and reasonable, and of good value) was constructed. Roughly, half the respondents indicated that they had had to deal with a problem or challenge. Problem-solving actions (discussions with contactors and other governmental officials, the submission of official documentations, and the recommendation of non-payment or termination sanctions) were submitted to a regression analysis (R2 = .19). From a dozen options, only discussion of the problem with contractors and with their own supervisors along with the recommendation of contract termination registered some meaningful importance (Standardized Betas .1 to .2).

Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Randy Pease ◽  
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Evidence Based ◽  
Gifted Learners ◽  
Real World Problem ◽  
Talented Students ◽  
High Level ◽  
Evidence Based Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

Hard Fun

2007 ◽  
pp. 276-292 ◽  
Author(s):  
Colette Wanless-Sobel
Keyword(s):  
Deep Learning ◽  
Problem Solving ◽  
Civic Engagement ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
Digital Literacy ◽  
Real Life ◽  
Cognitive Engagement ◽  
Learning Resource ◽  
Residential Communities

Current pedagogical theory promotes deep learning environments in online instruction as well as authenticity. This chapter discusses the pedagogical framework, academic issues and logistics of a deep learning resource that is “hard fun,” to use a phrase of Seymour Papert, because it challenges and immerses students in real life learning environments through community problem solving. Success of the learning resource is largely due to the intrinsic motivation and cognitive engagement afforded through civic engagement, allowing students to pursue personally relevant knowledge in familiar milieus, their residential communities. Technology plays a role in increasing intellectual self-esteem and digital literacy by allowing students the opportunity to become bloggers and Web publishers.

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