scholarly journals Launching PLTL for MATH: Building on the Foundation of Supplemental Instruction

2021 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Kimshi Hickman ◽  
◽  
Catherine Unite ◽  
Monica Franco
Keyword(s):  
Team Learning ◽  
Positive Impact ◽  
Supplemental Instruction ◽  
Underprepared Students ◽  
Pass Rates ◽  
Success Rates ◽  
University Of Texas ◽  
Student Grouping ◽  
At Risk Populations ◽  
Based Instruction

The paper describes the launch of Peer-Led Team Learning for Precalculus Engineering and Math at the University of Texas at Arlington (UTA) and the results that PLTL has had on pass rates. Historically, students placed into Precalculus, instead of being Calculus ready, have experienced higher failure rates than any other student grouping. While UTA has invested in many studies, programs and techniques that aid these underprepared students, a few strategies have emerged as being effective. These strategies have included the previous implementation of Supplemental Instruction (SI), with separate sections devoted specifically to Precalculus co-enrolled engineering-course students, peer-based instruction, and active learning activities as opposed to additional lectures. As a result of these findings, in the Fall 2020 semester, UTA combined all these strategies into a learning course integrating these best practices into a required PLTL learning lab with problem-based activities and studying practices for the engineering course and a self-selected PLTL option for the math course. The goal was to aid in increasing success rates in these classes. The students engaged in effective “study habits” and problem-based learning practices with a Peer-Led Team Learning (PLTL) leader. What we have found is the positive impact that PLTL has on pass rates for at-risk populations in addition to positive satisfaction surveys. This paper will show the effectiveness of PLTL by discussing success rates for the Fall 2020 and Spring 2021 semesters versus the other singular implementations from previous semesters, in this case Supplemental Instruction.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

scholarly journals Egalitarianism in surgical training: let equity prevail

2020 ◽  
Vol 96 (1141) ◽  
pp. 650-654 ◽  
Author(s):  
David Bryan Thomas Robinson ◽  
Luke Hopkins ◽  
Osian Penri James ◽  
Chris Brown ◽  
Arfon GMT Powell ◽  
...  
Keyword(s):  
Multivariable Analysis ◽  
Annual Review ◽  
Pass Rates ◽  
Success Rates ◽  
Surgical Trainee ◽  
Counter Measures ◽  
Medical Graduates ◽  
Time Period ◽  
National Training ◽  
Minority Ethnic

This study aimed to quantify core surgical trainee (CST) differential attainment (DA) related to three cohorts; white UK graduate (White UKG) versus black and minority ethnic UKG (BME UKG) versus international medical graduates (IMGs). The primary outcome measures were annual review of competence progression (ARCP) outcome, intercollegiate Membership of the Royal College of Surgeons (iMRCS) examination pass and national training number (NTN) selection. Intercollegiate Surgical Curriculum Programme (ISCP) portfolios of 264 consecutive CSTs (2010–2017, 168 white UKG, 66 BME UKG, 30 IMG) from a single UK regional post graduate medical region (Wales) were examined. Data collected prospectively over an 8-year time period was analysed retrospectively. ARCP outcomes were similar irrespective of ethnicity or nationality (ARCP outcome 1, white UKG 60.7% vs BME UKG 62.1% vs IMG 53.3%, p=0.395). iMRCS pass rates for white UKG vs BME UKG vs IMG were 71.4% vs 71.2% vs 50.0% (p=0.042), respectively. NTN success rates for white UKG vs BME UKG vs IMG were 36.9% vs 36.4% vs 6.7% (p=0.023), respectively. On multivariable analysis, operative experience (OR 1.002, 95% CI 1.001 to 1.004, p=0.004), bootcamp attendance (OR 2.615, 95% CI 1.403 to 4.871, p=0.002), and UKG (OR 7.081, 95% CI 1.556 to 32.230, p=0.011), were associated with NTN appointment. Although outcomes related to BME DA were equitable, important DA variation was apparent among IMGs, with iMRCS pass 21.4% lower and NTN success sixfold less likely than UKG. Targeted counter measures are required to let equity prevail in UK CST programmes.

Enhancing writing pedagogy with learner corpus data

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 202-224 ◽  
Author(s):  
Elena Cotos
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Native Speaker ◽  
Positive Impact ◽  
Writing Pedagogy ◽  
Frequency Diversity ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Based Instruction ◽  
Study Participants

AbstractLearner corpora have become prominent in language teaching and learning, enhancing data-driven learning (DDL) pedagogy by promoting ‘learning driven data’ in the classroom. This study explores the potential of a local learner corpus by investigating the effects of two types of DDL activities, one relying on a native-speaker corpus (NSC) and the second combining native-speaker and learner corpora. Both types of activities aimed at improving second language writers’ knowledge of linking adverbials and were based on a preliminary analysis of adverbial use in the local learner corpus produced by 31 study participants. Quantitative and qualitative data, obtained from writing samples, pre/post-tests, and questionnaires, were converged through concurrent triangulation. The results showed an increase in frequency, diversity and accuracy in all participants’ use of adverbials, but more significant improvement was made by the students who were exposed to the corpus containing their own writing. The findings of this study are thus interpreted as suggestive that combining learner and native-speaker data is a feasible and effective practice, which can be readily integrated in DDL-based instruction with positive impact.

scholarly journals The Effects of an Interactive Web-based Test of English for International Communication Tutoring Course on Thai Students’ English Grammar Proficiency

2020 ◽  
Author(s):  
Orabudh Mayanondha ◽  
Kittitouch Soontornwipast
Keyword(s):  
Positive Impact ◽  
International Communication ◽  
Student Interaction ◽  
Structured Interviews ◽  
Web Based ◽  
English Grammar ◽  
Online Test ◽  
Thai Students ◽  
Based Instruction ◽  
High Level

There has been a range of online Test of English for International Communication courses in Thailand. However, the courses lack interaction, and learners do not have enough opportunities to contact tutors when they have problems. Therefore, the interactive web-based Test of English for International Communication tutoring course was developed in this study to promote interaction in online learning. This study investigates the effects of the course on students’ English grammar proficiency and explores students’ opinions on the course. The participants were 40 Thai students enrolling in the course. This research employed the mixed-methods approach. The effects of the instruction on grammar proficiency were assessed by pre- and post-tests. Students’ opinions were explored through reflective journals, questionnaires, and semi-structured interviews. The results show that students’ grammar proficiency significantly improved after taking the course. All students had a positive attitude towards the course. They perceived a high level of instructor-student interaction, leading to an increase in learning motivation and eagerness to complete the course. Although student-student interaction was in a slightly lower degree, the students had a positive impact on one another. Besides, considerable course flexibility facilitated active learning and increased students’ satisfaction. This course also encouraged autonomous learning as the students perceived a sense of responsibility for their study. Extrinsic incentives effectively motivated students to become more active and participate in activities. This study provides a guideline of the teaching approaches to incorporate the concept of interaction into web-based instruction to improve students’ grammar proficiency.

scholarly journals Do regulated resident working hours affect medical graduate education? Trends in the American psychiatry board pass rates pre- and post-2003 duty hours regulations

2014 ◽  
Vol 38 (6) ◽  
pp. 299-302 ◽  
Author(s):  
Gaurav Jain ◽  
Kristina Dzara ◽  
Mir Nadeem Mazhar ◽  
Manisha Punwani
Keyword(s):  
Graduate Education ◽  
Positive Impact ◽  
Medical Knowledge ◽  
Working Hours ◽  
Medical Graduate ◽  
Pass Rates ◽  
Duty Hours ◽  
American Psychiatry ◽  
Before And After ◽  
Multiple Attempt

Aims and methodTo assess trends of the American Board of Psychiatry and Neurology examination pass rates before and after the 2003 duty hours regulations (DHR). We obtained the pass rates for part I and II for years 2000–2010. Data were divided pre-DHR (2000–2003) and post-DHR (2007–2010).ResultsDuring the pre-DHR period, first- and multiple-attempt group pass rates were 80.7% and 39.0% which changed in the post-DHR period to 89.7% and 39.1% respectively. Similarly for the part II exam, the pre-DHR first- and multiple-attempt group pass rates were 60.2% and 43.5% respectively, which increased to 78.7% and 53.8%, among the post-DHR group. Overall, there was a significant increase in the first-attempt candidates pass rates for parts I and II, whereas multiple-attempt candidates did not benefit as strongly.Clinical implicationsThe results suggest that the 2003 DHR may have had a positive impact on examination-based medical knowledge in psychiatry.

Learning, trust, and creativity in top management teams: Team reflexivity as a moderator

2019 ◽  
Vol 47 (5) ◽  
pp. 1-14 ◽  
Author(s):  
Pengfei Rong ◽  
Chengyan Li ◽  
Jiaqi Xie
Keyword(s):  
Social Exchange ◽  
Information Exchange ◽  
Team Learning ◽  
Positive Impact ◽  
Positive Influence ◽  
Top Management Teams ◽  
Management Teams ◽  
Mediating Effect ◽  
Top Management ◽  
Team Trust

Using the theories of social learning, social exchange, and information exchange, we proposed a theoretical model to explain the relationships of learning, trust, and creativity in top management teams (TMT), and introduced TMT reflexivity as a moderator of these relationships. Multiple regression analyses of data obtained from 594 executives in 54 TMTs revealed that team learning had a significant positive impact on TMT creativity, that team trust had a partial mediating effect in the relationship between team learning and TMT creativity, and that TMT reflexivity enhanced the positive influence of team learning on team trust. Our findings reveal the inherent relationships among team learning, team trust, team reflexivity, and TMT creativity, and can provide scientific guidance to strengthen TMT construction, team learning, and team reflexive practice.

scholarly journals General Chemistry Peer-Led Team Learning (PLTL) Program at the University of Texas El Paso

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Vanessa L. Rodriguez
Keyword(s):  
General Chemistry ◽  
Online Learning ◽  
Team Learning ◽  
El Paso ◽  
Peer Leaders ◽  
University Of Texas ◽  
Interactive Games ◽  
The Creation ◽  
The University ◽  
The Impact

The Peer-Led Team Learning (PLTL) Program at the University of Texas at El Paso (UTEP) is a program that provides students with the training necessary to host small workshops for students enrolled in their first two semesters of Chemistry. Peer Leaders are tasked with the responsibility of facilitating learning of Chemistry through the creation of practice problems, reviews and interactive games. As UTEP is a Latinx-serving university, a large portion of Peer Leaders and students are Latinx. Therefore, the PLTL program is empowering students through the development of Peer Leaders' leadership, and the strengthening of students' foundation in Chemistry, making them more likely to succeed in the STEM field. Peer Leaders in the program have witnessed the impact of the COVID-19pandemic on Latinx students and have found ways to adapt to the shift to online learning.

scholarly journals Assessment of Call Voice Quality of GSM Network Operators in 5 Cities in Kwara State

2019 ◽  
pp. 1-7
Author(s):  
K. O. Kadiri ◽  
Samuel Oluwaseun Lawal ◽  
Olawale Saheed Babatunde
Keyword(s):  
Quality Of Service ◽  
Network Performance ◽  
Positive Impact ◽  
Voice Quality ◽  
Success Rates ◽  
International Telecommunication Union ◽  
Perceptual Evaluation ◽  
Gsm Network ◽  
Set Up

This paper evaluates voice quality of four Global System for Mobile (GSM) Communication providers in five selected cities in Kwara State with thoughtfulness of network performance evaluation and the quality of service (QoS) improvement of GSM network system. Three assessment components/parameters which are network accessibility, service retainability and connection quality for evaluating QoS on the network were mainly adopted. The parameters were applied on four GSM networks in the studied areas using customers’ complaints method. Also, a standard method known as Perceptual Evaluation of Speech Quality (PESQ) — (International Telecommunication Union-Telecommunication Standardization Sector) ITU-T standard P.862, used for measuring call voice quality and Mean Opinion Score (MOS) is adopted. The two methods were therefore compared to assess call voice quality of the four GSM networks. The Key Performance Indicators (KPIs) on which the GSM networks were tested include call set-up success rates (CSSR), call drop rate (CDR), call completion success rates (CCSR), handover success rates (HSR) and traffic channel congestion rate (TCHR). The result of the study shows that the Quality of Service of GSM system in the selected cities is unreliable. The study also shows that the GSM network accessibility and retainability in the country are unsatisfactory. However, the call voice quality was observed to be on the peak in these cities across the four network providers. At the end of this manuscript, suggestions are given on how to advance both the Quality of Service and the positive impact of GSM network in the selected areas and the country as a whole.

scholarly journals Winning the War on Cancer

2018 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Cancer Center ◽  
Success Rates ◽  
Post Traumatic Stress ◽  
Fecal Transplant ◽  
University Of Texas ◽  
Post Traumatic ◽  
Brain Connection ◽  
Md Anderson ◽  
The University ◽  
Surgical Oncologist

A new study has uncovered how brain injury can be worsened by bacteria in the gut. The gut-brain connection is one of the more fascinating new areas of medical research. This intriguing two-way axis has been found to have numerous unexpected effects. On one hand some studies have demonstrated how magnetic brain stimulation can alter person’s gut microbiome while other studies have shown how gut bacteria could potentially play a role in the onset of PTSD (post traumatic stress syndrome) and Alzheimer’s. Studies in patients and subsequent mouse research really drive home that our gut microbiomes modulate both systemic and anti-tumor immunity, said Jennifer Wargo, a surgical oncologist and geneticist at the University of Texas MD Anderson Cancer Center. She is planning clinical trials to see if fecal transplant in cancer patients could improve immunotherapy success rates. The main conclusion from this is: You can change your microbiome.

The Effects of Self-Reference and Context Personalization on Task Performance during Adaptive Instruction

2016 ◽  
Vol 60 (1) ◽  
pp. 398-402 ◽  
Author(s):  
Anne M. Sinatra ◽  
Robert A. Sottilare ◽  
Valerie K. Sims
Keyword(s):  
Popular Culture ◽  
Task Performance ◽  
Positive Impact ◽  
Adaptive Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Task Efficiency ◽  
The Impact ◽  
Self Reference

An advantage of computer-based instruction is that student entered information can be saved and used throughout learning. Self-reference (tying information to the self) has been shown to have a positive impact on memory and learning. This study evaluates the impact of including self-reference and familiar popular culture names during the assessment phase of adaptive instruction. Participants engaged with a computer-based tutorial about solving logic grid puzzles and were assessed by completing additional puzzles. The assessment puzzles included the participant’s and friends’ names (self-reference), popular culture names, or generic names. Participants in the popular culture condition spent significantly less time solving the standard puzzle than those in the generic condition, with no difference in percentage correct. The inclusion of popular culture names may have facilitated more efficient task performance while maintaining quality of performance. It is envisioned that this strategy can be implemented in computer-based adaptive instruction to improve task efficiency.

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