Measuring the Relationship between Stellar Scintillation and Altitude: A Simple Discovery-based Observational Exercise used in College Level Non-major Astronomy Classes

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Russell D. Sampson
Keyword(s):  
College Level ◽  
The Relationship ◽  
Stellar Scintillation

scholarly journals The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 69
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
College Level ◽  
Language Learning Strategies ◽  
Efl Students ◽  
Perceptual Learning Styles ◽  
The Relationship

This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

The Relationship of Scientific Creativity in the Biological Sciences to Predoctoral Accomplishments and Experiences

1980 ◽  
Vol 17 (4) ◽  
pp. 491-502 ◽  
Author(s):  
Steven M. Segal ◽  
Thomas V. Busse ◽  
Richard S. Mansfield
Keyword(s):  
Biological Sciences ◽  
School Level ◽  
College Level ◽  
High School Level ◽  
Interest In Science ◽  
Two Measures ◽  
Number Of Citations ◽  
Relationship Of ◽  
The Relationship ◽  
Level Identification

From a sample of 400 biologists drawn from American Men and Women of Science, 335 supplied information about their predoctoral experiences and accomplishments. These accomplishments and experiences were related to two measures of adult scientific achievement: (1) number of published articles, and (2) total number of citations received over a 5-year period. The number of published articles correlated significantly with 14 items, most of which could be classified into three conceptual groups: (1) predoctoral productivity, (2) excellence in predoctoral science work, and (3) early interest in science. The number of citations correlated significantly with 16 items, most of which clustered into three categories: (1) awards, (2) predoctoral productivity, and (3) early interest in science. It was concluded that potentially highly creative biologists can often be identified by predoctoral accomplishments and experiences at the graduate school level. Identification at the college level is more difficult, and at the high school level, extremely difficult.

scholarly journals Uncovering Relationships between Task Understanding and Monitoring Proficiencies in Postsecondary Learners: Comparing Work Task and Learner as Statistical Units of Analyses

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Vivek Venkatesh ◽  
Kamran Shaikh
Keyword(s):  
Repeated Measures ◽  
College Level ◽  
Unit Of Analysis ◽  
Academic Tasks ◽  
Multiple Choice Tests ◽  
Regulatory Processes ◽  
E Learning ◽  
The Relationship ◽  
And Task ◽  
Task Understanding

Educational psychologists have researched the generality and specificity of metacognitive monitoring in the context of college-level multiple-choice tests, but fairly little is known as to how learners monitor their performance on more complex academic tasks. Even lesser is known about how monitoring proficiencies such as discrimination and bias might be related to key self-regulatory processes associated with task understanding. This quantitative study explores the relationship between monitoring proficiencies and task understanding in 39 adult learners tackling ill-structured writing tasks for a graduate “theories of e-learning” course. Using learner as unit of analysis, the generality of monitoring is confirmed through intra-measure correlation analyses while facets of its specificity stand out due to the absence of inter-measure correlations. Unsurprisingly, learner-based correlational and repeated measures analyses did not reveal how monitoring proficiencies and task understanding might be related. However, using essay as unit of analysis, ordinal and multinomial regressions reveal how monitoring influences different levels of task understanding. Results are interpreted not only in light of novel procedures undertaken in calculating performance prediction capability but also in the application of essay-based, intra-sample statistical analysis that reveal heretofore unseen relationships between academic self-regulatory constructs.

scholarly journals Pemaafan sebagai Variabel Moderator pada Pengaruh Religiusitas dengan Agresi Relasional di Kalangan Mahasiswa Universitas Berbasis Nilai-nilai Islam

2013 ◽  
Vol 2 (1) ◽  
pp. 10
Author(s):  
Aliah Bagus Purwakania Hasan
Keyword(s):  
Relational Aggression ◽  
Verbal Aggression ◽  
The Other ◽  
Academic Environment ◽  
Direct Influence ◽  
College Level ◽  
Statistical Regression ◽  
Research Findings ◽  
Regression Techniques ◽  
The Relationship

<p><em>Abstrak</em><strong> - Agresi relasional merupakan salah satu jenis <em>bullying</em>, selain <em>physical</em> dan <em>verbal aggression</em>. Masalah ini telah terjadi dari masa taman kanak-kanak, tetapi terus berlangsung pada tingkat perguruan tinggi. Di lain pihak, setiap universitas </strong><strong>memiliki komitmen untuk menanamkan nilai-nilai luhur yang selaras dengan agama kepada para mahasiswanya dalam lingkungan akademik. Dengan demikian, </strong><strong>religiusitas dan pemaafan</strong><strong> adalah sesuatu yang penting bagi mahasiswa universitas.</strong><strong> </strong><strong>Penelitian ini ingin melihat hubungan antara </strong><strong>religiusitas dan pemaafan terhadap agresi relasional</strong><strong> mahasiswa</strong><strong>. </strong></p><p><strong>Secara metodologis, penelitian ini menggunakan pendekatan kuantitatif yang menggunakan teknik statistik </strong><strong>regresi</strong><strong>. Sebagai kuesioner dipergunakan kuesioner dengan skala Likert yang mengukur </strong><strong>religiusitas</strong><strong>, </strong><strong>pemaafan</strong><strong> dan </strong><strong>relasi agresional</strong><strong> mahasiswa. </strong><strong>Hasil peneltian menunjukkan bahwa religiusitas tidak berpengaruh secara langsung terhadap agresi relasional, tetapi berpengaruh terhadap pemaafan. Sementara pemaafan memiliki pengaruh langsung terhadap relasi agresional. Dengan demikian, untuk mengatasi relasi agresional, penting memperkuat nilai-nilai religius yang berhubungan langsung dengan pemaafan dalam kehidupan sehari-hari.</strong></p><p><strong><br /></strong></p><p><em>Abstract</em><strong> </strong>- <strong>Relational aggression is one type of bullying, beside the other types: physical and verbal aggression. This problem has occurred from kindergarten time, and unfortunately still continued to the college level. On the other hand, every university is committed to educate noble values that in line with their religion to their students in an academic environment. Thus, religiosity and forgiveness is something that is important for university students. This study wanted to see the relationship between religiosity and forgiveness of student relational aggression.</strong></p><p><strong>Methodologically, this study used a quantitative approach with statistical regression techniques. As research instruments, this researach used Likert scale that measures religiosity, forgiveness and relationships agresional of students. Research findings indicate that religiosity has no direct influence on relational aggression, but had significant effect on forgiveness, while forgiveness has a direct influence on the relation agresional. Thus, to overcome agresional relationships, it is important to reinforce religious values that directly related to forgiveness in everyday life.</strong></p>

scholarly journals Does Physical Fitness Correlate with IQ? A Study among Football Student Athletes

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Panuwun Joko Nurcahyo ◽  
Kusnandar Kusnandar ◽  
Didik Rilastiyo Budi ◽  
Arfin Deri Listiandi ◽  
Henie Kurniawati ◽  
...  
Keyword(s):  
Data Analysis ◽  
Physical Fitness ◽  
Linear Relationship ◽  
Research Method ◽  
Sampling Technique ◽  
College Level ◽  
Correlation Test ◽  
Iq Test ◽  
Correlational Method ◽  
The Relationship

This study aimed to determine the relationship between the level of physical fitness with intellectual intelligence (IQ) in soccer athletes. The research method uses the correlational method. The sample in this study were 13 male soccer athletes who were members of the Soccer Club at the college level. The sampling technique used was purposive sampling. The research instrument used to measure students' physical fitness was the Multilevel Fitness Test (MFT). Meanwhile, the measurement of intellectual intelligence (IQ) uses an IQ test with Standard Progressive Matrices (SPM) test. Data analysis used a correlation test to confirm the relationship between physical fitness and intellectual intelligence (IQ). The results showed that the male soccer athletes' average level of physical fitness (Vo2 Max) was in a good category. The intermediate IQ level is in the High Average category. The correlation test shows a linear relationship between physical fitness and intellectual intelligence (IQ). The better the physical fitness, the higher the intellectual intelligence.

scholarly journals Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

2018 ◽  
Vol 17 (3) ◽  
pp. ar47 ◽  
Author(s):  
Oriana R. Aragón ◽  
Sarah L. Eddy ◽  
Mark J. Graham
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Growth Mindset ◽  
Successful Implementation ◽  
College Level ◽  
Theories Of Intelligence ◽  
Faculty Beliefs ◽  
Learning Practices ◽  
Active Learning Strategies ◽  
The Relationship

Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning. Here, we explored the relationship between fixed mindsets and the adoption of active-learning strategies. We found that instructors with higher fixed mindsets were less persuaded that active-learning strategies were a good idea and less likely to implement the teaching practices. Our research suggests that development initiatives should explicitly address educators’ lay theories of intelligence ( fixed or growth mindset) to support successful implementation of active learning.

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