scholarly journals Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design

2021 ◽  
Author(s):  
Ahmed M. Abdulla Alabbasi
Keyword(s):  
Test Scores ◽  
Intervention Program ◽  
Thinking Skills ◽  
Female Students ◽  
Eastern Region ◽  
Program Outcomes ◽  
Problem Finding ◽  
Post Test ◽  
Enrichment Program ◽  
The Impact

This article investigated the impact of a robotic-based enrichment program on problem finding (PF) and active-openminded thinking skills (AOT) in 60 gifted female students (8th and 9th graders) from the Eastern region of Saudi Arabia. The participants were randomly selected from several cohorts of gifted students who participated in an enrichment summer program. The enrichment program lasted for 4 weeks. The study instruments included the Problem Generation (PG) test and the Active-Openminded Thinking (AOT) scale, which were administered to the participants at the beginning of the program and at the end of the program. The change in the measured program outcomes after attending the robotics intervention program was assessed by a regression model, where post-test scores were regressed on pre-test scores. The results revealed differences for the three subscales of AOT: Belief Identification (BI) Flexible Thinking (FT), and Dogmatic Thinking (DT) as well as the total score of the AOT in favour of post-test condition. Moreover, the results indicated that 9th graders benefited more from the enrichment program than 8th graders did. As for PF, fluency scores showed no significant differences between pre-test and post-test, while originality scores were significantly higher for the post-test scores when compared to the pre-test scores.

scholarly journals Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design

2021 ◽  
Author(s):  
Ahmed M. Abdulla Alabbasi
Keyword(s):  
Test Scores ◽  
Intervention Program ◽  
Thinking Skills ◽  
Female Students ◽  
Eastern Region ◽  
Program Outcomes ◽  
Problem Finding ◽  
Post Test ◽  
Enrichment Program ◽  
The Impact

This article investigated the impact of a robotic-based enrichment program on problem finding (PF) and active-openminded thinking skills (AOT) in 60 gifted female students (8th and 9th graders) from the Eastern region of Saudi Arabia. The participants were randomly selected from several cohorts of gifted students who participated in an enrichment summer program. The enrichment program lasted for 4 weeks. The study instruments included the Problem Generation (PG) test and the Active-Openminded Thinking (AOT) scale, which were administered to the participants at the beginning of the program and at the end of the program. The change in the measured program outcomes after attending the robotics intervention program was assessed by a regression model, where post-test scores were regressed on pre-test scores. The results revealed differences for the three subscales of AOT: Belief Identification (BI) Flexible Thinking (FT), and Dogmatic Thinking (DT) as well as the total score of the AOT in favour of post-test condition. Moreover, the results indicated that 9th graders benefited more from the enrichment program than 8th graders did. As for PF, fluency scores showed no significant differences between pre-test and post-test, while originality scores were significantly higher for the post-test scores when compared to the pre-test scores.

scholarly journals Future Robotics Design Enhances the Open-Mindedness and Problem Finding of Gifted Female Students

2020 ◽  
Author(s):  
ALaa Eldin A. Ayoub ◽  
Ahmed M. Abdulla Alabbasi ◽  
Mark Runco ◽  
Selcuk Acar
Keyword(s):  
Test Scores ◽  
Intervention Program ◽  
Gifted Students ◽  
Thinking Skills ◽  
Female Students ◽  
Summer Program ◽  
Program Outcomes ◽  
Problem Finding ◽  
Post Test ◽  
The Impact

This article investigated the impact of a robotic-based enrichment program on problem finding (PF) and active-openminded thinking skills (AOT) in 60 gifted female students. The participants were randomly selected from several cohorts of gifted students who participated in an enrichment summer program. The study instruments included the Problem Generation test and the AOT scale, which were administered to the participants at the beginning and at the end of the program. The change in the measured program outcomes after attending the robotics intervention program was assessed by regressing post-test scores on pre-test scores. The results revealed differences for the three subscales of AOT as well as the total score in favour of post-test condition. As for PF, fluency scores showed no significant differences between pre-test and post-test, while originality scores were significantly higher for the post-test scores.

Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

1997 ◽  
Vol 12 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Judy Janing
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Final Examination ◽  
Higher Level Thinking ◽  
Post Test ◽  
The Impact

AbstractIntroduction:Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.Hypothesis:This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.Methods:This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.Results:The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.Conclusion:Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

scholarly journals The Effect of Implementing a Proposed Program for Developing Creative Thinking Skills among Student-Teachers at the Higher Teachers' Institute, Algeria

2021 ◽  
Vol 12 (22) ◽  
pp. 91-114
Author(s):  
Dawood A. Al-Hidabi ◽  
Fatiha Laçri
Keyword(s):  
Student Teachers ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Validity And Reliability ◽  
Group Approach ◽  
Male And Female ◽  
Post Test ◽  
Science Classes ◽  
The Impact

The study aimed to investigate the impact of implementing an improved program for developing creative thinking skills among student-teachers at the Higher Teachers' Institute (Bashir Al Ibrahimi), Algeria. The quantitative, semi-experimental, one-group approach was used, involving a pre-and post-test. The developed program was applied to a sample of 37 male and female students from science classes. The verbal creative thinking test of Torrance Brown, which was translated to Arabic by Khair Allah, was used after confirming its validity and reliability. The results of the (T) test showed that there were statistically significant differences between the post-test and the pre-test of the creative thinking test. The results also indicated that the effect of the developed program in developing creative thinking skills (originality, fluency and flexibility) according to the Cohen indicator (D) exceeded (0.8), which means that the effect was high, as the volume of the effect was (2.51). The study recommended that teaching creative thinking skills should be included as an independent program for student-teachers in higher institutes.

scholarly journals Climate shocks and human capital: The impact of the natural disasters of 2010 in Colombia on student achievement

2020 ◽  
Vol 39 (79) ◽  
pp. 303-328
Author(s):  
Mauricio Giovanni Valencia Amaya
Keyword(s):  
Human Capital ◽  
Low Income ◽  
Rural Areas ◽  
Test Scores ◽  
Standardized Test ◽  
Female Students ◽  
Capital Costs ◽  
Low Income Families ◽  
Climate Shocks ◽  
The Impact

This paper investigates the impact of the unprecedented climate shocks of the 2010 in Colombia on the results of the Saber 11 standardized test for the 2010- 2012 period. By using two unique datasets, this paper contributes to the literature by providing a better estimate of the human capital costs of climate shocks. The findings indicate that the climate shocks occurred on 2010 decreased Saber 11 test scores. The impact was stronger for female students, students from rural areas and students from low-income families. A possible channel of transmission is identified: the destruction of schools.

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

scholarly journals Evaluating the Impact of Dental Care on Housing Intervention Program Outcomes Among Homeless Veterans

2013 ◽  
Vol 103 (S2) ◽  
pp. S368-S373 ◽  
Author(s):  
Elizabeth Nunez ◽  
Gretchen Gibson ◽  
Judith A. Jones ◽  
John A. Schinka
Keyword(s):  
Dental Care ◽  
Intervention Program ◽  
Program Outcomes ◽  
Homeless Veterans ◽  
The Impact

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals The impact of collaborative model assisted by Google Classroom to improve students’ creative thinking skills

2021 ◽  
Vol 10 (2) ◽  
pp. 396
Author(s):  
Jumadi Jumadi ◽  
Riki Perdana ◽  
Muhammad Helmi Hariadi ◽  
Warsono Warsono ◽  
Andi Wahyudi
Keyword(s):  
Creative Thinking ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Mixed Design ◽  
Collaborative Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Indonesian students' creative thinking skill is still at a low level. This study aimed to examine the effectiveness of project collaborative model assisted by Google Classroom (PjCM-GC) in improving students' creative thinking skills. This research explored the differences between students who learned through the demonstration model (DM), project collaborative model (PjCM), and project collaborative model assisted by Google Classroom (PjCM-GC). It was a quasi-experimental with pre and post-test design. The population of this research was students at Senior High School, Lombok Timur-Indonesia. Random sampling technique was employed in this study. The sample was 86 science students grade XI (15-16 ages) who studied in SMAN 1 Aikmel. The data analyzed by paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study showed that The PjCM-GC group had a significant difference in the level of creative thinking skills (sig .0000). The PjCM-GC was the most effective model to improve the skills with a gain score of .47 (medium). Learning with the PjCM-GC model can be an alternative for policymakers and teachers to solve the problems of creative thinking.

scholarly journals Combatting with Challenges in Medical Education During COVID-19 Pandemic: A Mixed-Methods Study Identifying the Effectiveness of Using E-Learning in Pediatric Clinical Clerkship of A University Hospital, Pakistan

2020 ◽  
Author(s):  
Mahanoor Raza ◽  
Sidra Kaleem ◽  
Sonia Qureshi ◽  
Nadeem Aslam ◽  
Akber Madhwani ◽  
...  
Keyword(s):  
Medical Education ◽  
Test Scores ◽  
Qualitative Content Analysis ◽  
Statistical Significance ◽  
Positive Association ◽  
University Hospital ◽  
Live Streaming ◽  
Post Test ◽  
E Learning ◽  
The Impact

Abstract Background The emergence of COVID-19 raises the opportunity to reimagine medical education. One way of attempting this is online classes, also known as e-learning, through recordings and or live streaming. The purpose of this research is to ascertain the effectiveness of using the e-learning instructional methodology for a Pediatric module with the fourth year MBBS students at the Aga Khan University Hospital, Karachi. Methods It was a sequential (Quantitative-Qualitative) mixed-method study. The quantitative component of the study consisted of pre and post-tests, as well as feedback on each session. The qualitative component was composed of focused-group discussions to explore students' experiences. Statistical analysis was performed using SPSS 20.0. Mean ±SD was reported for quantitative variables, and frequency and percentages were calculated for nominal variables. The pre and post-test scores were compared using a paired t-test. Pre and post mean test scores were analyzed in comparison to the level of student groups (Experts, Semi-experts, and Novice) by one-way ANOVA. For qualitative content analysis, categories were clumped together to yield sub-themes that were further merged into themes.Results All students (n= 102) participated and enrolled in this study. Fifty-nine participants (68.8%) were female. Participants were stratified into three groups, Novice 41(40.2%), Semi-expert 21 (19.6%), and Expert 40 (39.2%). The majority of the students appreciated the session structure and facilitation. There was a significant effect (p<0.005) on knowledge enhancement during each session, depicted by the improvement in post-test scores. It was also supported by the positive association (r=0.242 to 0.595) between the gain in knowledge and each session held. The ANOVA yielded no statistical significance between the knowledge gained among the three group levels, denoting that our online module had been proven successful in achieving the same learning goals as an in-person rotation.Conclusion E-learning is an effective way of continuing the process of delivering medical education, especially in unprecedented times. Technological enhancements will help carry the impact forward as a blended-learning pedagogical approach in undergraduate medical education.

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