The Computer Course Correlation between Learning Satisfaction and Learning Effectiveness of Vocational College in Taiwan

In this paper, we surveyed the influence of learn effectiveness in a computer course under the factors of learning attitude and learning problems for students in senior-high school. We followed the formula for a regression line as R = A + BX +ε and simulated on SPSS platform with symmetry to obtained the results as follows: (1) In learning attitude, both the cognitive-level and behavior-level, are positively correlated with satisfaction. This means the students have cognitive-level and behavior-level more positively correlated with satisfaction in computer subjects and have a high degree of self-learning effectiveness. (2) In learning problems, the female students had higher learning effectiveness than male students, and the students who practiced on the computer on their own initiative long-term each week had higher learning effectiveness.

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Gender, Group Composition, Cooperation, and Self-Efficacy in Computer Studies

Journal of Educational Computing Research ◽

10.2190/kqjl-rtw1-vvuy-bhlg ◽

1996 ◽

Vol 15 (2) ◽

pp. 125-135 ◽

Cited By ~ 45

Author(s):

Tor Busch

Keyword(s):

Self Efficacy ◽

Group Composition ◽

Female Students ◽

Male Students ◽

Computer Experience ◽

Gender Group ◽

Student Groups ◽

Level Of Activity ◽

Computer Course ◽

High Degree

This study aimed to investigate whether gender, group composition, or self-efficacy in computing has any impact on cooperation, giving or getting task-related help, and level of activity in student groups. The groups were established during a computer course among 150 college students in business administration. According to our results, students with low self-efficacy in computing, and students in groups with a majority of females, cooperated more than any other categories in their work with computers. Furthermore, students with high self-efficacy in computing, and students with a high degree of previous computer experience, offered more task-related help to other students than did the rest. In terms of gender, the level of activity was evaluated as highest in majority-female or majority-male groups. Moreover, female students had significantly lower self-efficacy in computing, less previous computer experience, and they had received less previous encouragement to work with computers. Finally, female students were receiving more task-related help, while at the same time giving less task-related help than male students.

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Enhancing the Intention to Preview Learning Materials and Participate in Class in the Flipped Classroom Context through the Use of Handouts and Incentivisation with Virtual Currency

Sustainability ◽

10.3390/su13063276 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3276

Author(s):

Yi-Hsing Chang ◽

Jin-Yu Lin ◽

You-Te Lu

Keyword(s):

Flipped Classroom ◽

Higher Learning ◽

Control Group ◽

Learning Effectiveness ◽

Classroom Context ◽

Learning Materials ◽

Virtual Currency ◽

Class Participation ◽

Conventional Teaching ◽

And Control

The flipped classroom approach is an emerging instructional approach that integrates digital technology. This approach has been applied in several fields, and it has demonstrated considerably higher learning effectiveness than conventional teaching modes. Common problems in its implementation that directly or indirectly affect learning effectiveness include students’ low intention to preview learning materials and low class participation. To overcome these problems, the present study sought to increase students’ intention to preview learning materials and participate in class through the implementation of educational activities integrated with an incentivisation system using a virtual currency and the provision of handouts. Students in two programming classes in the information management department of the participating university were divided into the experimental and control groups. The intention to preview learning materials, levels of class participation, and learning effectiveness were all significantly higher in the experimental group than in the control group.

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Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2013-0226 ◽

2015 ◽

Vol 34 (3) ◽

pp. 424-441 ◽

Cited By ~ 1

Author(s):

Dimitrios C. Milosis ◽

Athanasios G. Papaioannou ◽

Theophanis A. Siatras ◽

Miltiadis Proios ◽

Michael Proios

Keyword(s):

Gender Differences ◽

University Students ◽

Structural Equation ◽

Male Students ◽

Equation Modeling ◽

Voluntary Participation ◽

Students Attitudes ◽

Path Structure ◽

And Behavior ◽

Attitudes And Behavior

The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students’ voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students’ attitudes, intention, and PBC were measured with a questionnaire and their attendance in the course was recorded by the teacher. Results from the MANOVA conducted showed that females had higher scores compared with males in all observed variables. Results from the structural equation modeling (SEM) employed supported the usefulness of TPB to explain students’ attitudes and behavior toward extracurricular physical activities (PA). Differences also emerged on path structure of the relationships among the variables.

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A Hypothesis on the Etiology of Hyperactivity, With a Pilot Study Report of Related Nondrug Therapy

PEDIATRICS ◽

10.1542/peds.52.4.625 ◽

1973 ◽

Vol 52 (4) ◽

pp. 625-625

Author(s):

Arvin T. Henderson ◽

Irmeli Dahlin ◽

Cloyd R. Partridge ◽

Elizabeth Lyman Engelsing

Keyword(s):

Pilot Study ◽

Preschool Child ◽

Activity Level ◽

Learning Problems ◽

Recent Experience ◽

Medication Therapy ◽

Muscular Tension ◽

Hyperactive Children ◽

And Behavior ◽

Increased Activity

The growing number of hyperactive children in our practices has caused many of us to look about for alternatives to medication therapy. Our recent experience in one such technique prompts this letter. We hypothesize that hyperactivity may make its first appearance in the toddler or preschool child, but is detectable from early infancy. The tense, colicky, hypertonic infant seems to be the infantile precursor to the hyperactive older child. We consider that both are the result of a chronic state of arousal manifested in these children as increased activity level and muscular tension and later by frantic limit testing at home and behavior and learning problems at school.

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The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874299502000406 ◽

1995 ◽

Vol 20 (4) ◽

pp. 253-266 ◽

Cited By ~ 21

Author(s):

Rhonda J. Moore ◽

Gwendolyn Cartledge ◽

Kelly Heckaman

Keyword(s):

Social Skills ◽

Behavioral Disorders ◽

Skills Training ◽

Training Model ◽

Male Students ◽

Self Monitoring ◽

Baseline Design ◽

Social Skill Instruction ◽

And Behavior ◽

Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

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Differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students in California, United States and Lima, Peru

Cadernos de Saúde Pública ◽

10.1590/s0102-311x2001000400017 ◽

2001 ◽

Vol 17 (4) ◽

pp. 833-842 ◽

Cited By ~ 1

Author(s):

Jesús L. Chirinos ◽

Claire Brindis ◽

Sheri Tye ◽

Virginia McCarter

Keyword(s):

Sexual Intercourse ◽

Sexual Debut ◽

Male Students ◽

Male Adolescent ◽

First Sexual Intercourse ◽

Adolescent Students ◽

Contraceptive Knowledge ◽

Latino Male ◽

And Behavior ◽

Attitudes And Behavior

To identify the differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students living in California and Lima. Self-administered, anonymous surveys were completed by Latino male students aged 12-19 participating in California, and by male adolescent students in four high schools in Lima. Both surveys contained similar questions allowing for comparisons regarding sexual activity and contraceptive behavior. The mean age of male students were 16 and 15 years, respectively. More California males reported having engaged in sexual intercourse (69% vs 43%. The sexual debut was 13 years in both samples. More students in California were aware of their risk of pregnancy at first sexual intercourse than in Lima (82% vs 50%). One-third of the California males reported communicating with their partner about sex and contraception to be "easy" as compared to 53% of males in Lima. More students in California reported knowing a place to obtain contraceptives if they need them (85% vs 63%), having ever gotten someone pregnant (29% vs 7%), and having fathered a child (67% vs 16%).

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The Effect of Educational Intervention Based on Health Belief Model on Preventive Behaviors of Type 2 Diabetes Among at-risk Male Students

10.21203/rs.3.rs-435179/v1 ◽

2021 ◽

Author(s):

Saleh Safajou ◽

Mohsen Rezaeian ◽

Yaser Salim Abadi ◽

Mostafa Nasirzadeh

Keyword(s):

Type 2 Diabetes ◽

Health Belief Model ◽

Educational Intervention ◽

Health Belief ◽

Male Students ◽

Knowledge Model ◽

The Mean ◽

Belief Model ◽

And Behavior

Abstract Background: One of the most important strategies to prevent diabetes as an important health issue in adolescents is education and awareness. The aim of this study was to determine the effect of educational intervention (EI) based on health belief model (HBM) on preventive behaviors of type 2 diabetes.Methods: The educational trial study was conducted in 2019-2020 among 143 high school male students at risk in Khash city (in southwestern Iran), using a random cluster method in two intervention and control groups. Data collection tools were demographic characteristics, knowledge, model constructs and disease prevention behaviors questionnaires. The training program was held in 7 one-hour sessions. Data were collected before, immediately and three months after the intervention and analyzed by SPSS 20 software using Chi-square, Independent t-test and Repeated Measures ANOVA at significant level of 0.05. Results: Immediately after the implementation of the training program in the intervention group, a significant increase was observed in the mean scores of knowledge, model constructs and behavior (P =0.0001). Three months after the EI, there was a significant difference between the mean scores of knowledge, perceived barriers, Cues to action and behavior between the two groups (p <0.05).Conclusion: Considering the effect of EI based on HBM on the promotion of diabetes prevention behaviors in students, the design, implementation and evaluation of theory-based EIs in the control and prevention of diabetes in adolescents is recommended.

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Neuro-inspired Framework for Cognitive Manufacturing Control

International Journal of Computers Communications & Control ◽

10.15837/ijccc.2021.6.4519 ◽

2021 ◽

Vol 16 (6) ◽

Author(s):

Ioan Dumitrache ◽

Simona Iuliana Caramihai ◽

Dragos Constantin Popescu ◽

Mihnea Alexandru Moisescu ◽

Ioan Stefan Sacala

Keyword(s):

Problem Solving ◽

Intelligent Manufacturing ◽

Smart Manufacturing ◽

Software Modeling ◽

Manufacturing Enterprises ◽

Data Flows ◽

New Vision ◽

Generation Mechanisms ◽

And Behavior ◽

High Degree

There are currently certain categories of manufacturing enterprises whose structure, organization and operating context have an extremely high degree of complexity, especially due to the way in which their various components interact and influence each other. For them, a series of paradigms have been developed, including intelligent manufacturing, smart manufacturing, cognitive manufacturing; which are based equally on information and knowledge management, management and interpretation of data flows and problem solving approaches. This work presents a new vision regarding the evolution of the future enterprise based on concepts and attributes acquired from the field of biology. Our approach addresses in a systemic manner the structural, functional, and behavioral aspects of the enterprise, seen as a complex dynamic system. In this article we are proposing an architecture and management methodology based on the human brain, where the problem solving is achieved by Perception – Memory – Learning and Behavior Generation mechanisms. In order to support the design of such an architecture and to allow a faster learning process, a software modeling and simulation platform was developed and is briefly presented.

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The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

Learning and Performance Assessment ◽

10.4018/978-1-7998-0420-8.ch028 ◽

2020 ◽

pp. 596-610

Author(s):

Chien-I Lee ◽

Ya-Fei Yang ◽

Shin-Yi Mai

Keyword(s):

Peer Assessment ◽

Learning Effectiveness ◽

Web Based ◽

Constructive Feedback ◽

Learning Attitude ◽

Assessment Approach ◽

Quasi Experimental ◽

The Impact ◽

The Web ◽

Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

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