Comparative Effects of Three Sequences of Moves for Teaching Selected Mathematical Concepts to College Students

1976 ◽  
Vol 7 (5) ◽  
pp. 276-289
Author(s):  
Robert Catanzano ◽  
Wanda Godwin
Keyword(s):  
College Students ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Elementary Teacher ◽  
Retention Test ◽  
Short Term ◽  
Mathematical Concepts ◽  
Low Level ◽  
Term Retention ◽  
High Level

Thirty undergraduate students enrolled in a mathematics course for the elementary teacher were randomly assigned to three experimental groups. Each group was taught three unrelated mathematical concepts by one of three different sequences of instructional moves--a characterization-exemplification (CE) sequence, an exemplification-characterization-exemplification (ECE) sequence, or an exemplification-characterization-exemplification (interrogative) (ECEI) sequence. The purpose was to determine the effects of these three sequences on immediate acquisition and short-term retention of the concepts. Applying the analysis of variance to a randomized blocks design revealed that for certain concepts: (a) the CE sequence was more effective than either the ECE or the ECEI sequence on an immediate acquisition subtest containing low level items, (b) the ECE sequence was more effective than the CE sequence on a short-term retention test containing high level items, and (c) both the CE and the ECE were more effective on an immediate acquisition test containing high level items. No other significant differences on any of the criterion tests were found.

A Rating Scale of Intimate Disclosure between Late Adolescents and Their Friends

1978 ◽  
Vol 42 (3) ◽  
pp. 815-820 ◽  
Author(s):  
Dennis S. Klos ◽  
Diane F. Loomis
Keyword(s):  
College Students ◽  
Middle Class ◽  
Analysis Of Variance ◽  
Rating Scale ◽  
Target Person ◽  
Late Adolescents ◽  
Same Sex ◽  
Williams College ◽  
Opposite Sex ◽  
High Level

Subjects were asked to recall actual intimate conversations with closest same-sex friend and closest opposite-sex friend and reconstruct the dialogue. Responses were used to form a reliable example-anchored scale. The criteria for rating were the topic of disclosure, the feeling-content and spontaneity of disclosure, and the receptivity of the target person. The sample was 128 Williams College students, evenly divided by sex, half freshmen and half seniors, Caucasian, and middle-class. An analysis of variance showed significant differences in level of intimate disclosure: freshman males to males, low; freshman males to females and senior males to males, moderate; senior males to females and females of either age to friends of either sex, high. Level of intimate disclosure was independent of the tendency to give socially desirable responses on the Marlowe-Crowne Scale. Using objective ratings as a standard, it was concluded that self-ratings of intimate disclosure are inflated and often inaccurate.

scholarly journals An Examination of the Processes by Which Construal Level Affects the Implicit Evaluation of Goal Relevant Stimuli

2018 ◽  
Author(s):  
Heather Rees
Keyword(s):  
Cognitive Process ◽  
Construal Level ◽  
Short Term ◽  
Tree Model ◽  
Low Level ◽  
Multinomial Processing Tree ◽  
Multinomial Processing Tree Model ◽  
High Level

Previous research has found that construal level—how abstractly or concretely people represent events—can impact implicit evaluations. Abstract high-level construal (vs. concrete low-level construal) promotes evaluative responses consistent with global (strongly held, long-term) rather than local (short-term, situational) goals. It remains unclear by what cognitive process(es) this occurs. In this paper, we examine two possibilities. High-level construal might enhance the unintended influence of activated evaluative associations or facilitate the detection and implementation of intentional responses. To examine these possibilities, the current study applies a multinomial processing tree model to data from Fujita and Han (2009). Results suggest that high-level construal facilitates goal-consistent evaluations by increasing both the unintentional influence of activated goal-consistent positive associations and the intentional detection of and implementation of accurate responding to goal-relevant stimuli. These findings extend our understanding of how construal level promotes goal consistent evaluations.

scholarly journals Nível de conhecimento sobre suporte básico de vida entre formandos da área de saúde

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Carlos Augusto Pelek ◽  
Manoelito Ferreira Silva-Junior ◽  
Erildo Vicente Müller
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Professional Training ◽  
Basic Life Support ◽  
Life Support ◽  
Low Level ◽  
Sociodemographic Data ◽  
Level Of Knowledge ◽  
Self Knowledge ◽  
High Level

Abstract: Introduction: Basic Life Support (BLS) refers to the procedures that must be performed in situations of cardiorespiratory arrest or airway obstruction, and therefore, undergraduate students and health professionals must be highly trained to perform. Objective: To determine the level of knowledge about Basic Life Support (BLS) and the associated factors among undergraduate students from the health area in their last year of school in a public university. Methods: This is a cross-sectional study with undergraduate students in Physical Education, Nursing, Pharmacy, Medicine and Dentistry at the Universidade Estadual de Ponta Grossa, Brazil. Data collection was carried out in 2019, in the last month of course completion, by a trained researcher using a self-administered questionnaire containing sociodemographic data, professional training, perceived self-knowledge and a validated BLS instrument. There was an association between the outcome “undergraduate students’ knowledge” dichotomized as high (≥70% correct) or low level (<70% correct) and the independent variables (sociodemographic data, professional training and perceived self-knowledge) and the performance of the binary and multinomial logistic regression (p<0.05). Results: 191 undergraduate students participated in the study, being 85.6% of the chosen universe. A total of 30 participants (15.7%) had a high level of knowledge on BLS, being students from the Nursing (n = 12) and Medicine (n = 18) courses. While 35.3% of Nursing students and 46.2% of Medicine students had a high level of knowledge about BLS, there were no students from the Physical Education (0.0%), Pharmacy (0.0%) and Dentistry (0.0%) courses. In the crude analysis, the low level of knowledge was associated with younger age (OR=2.75, 95%CI:1.22-6.21), not feeling safe to perform BLS (OR=3.12, 95%CI:1.38-7.01) and the fact that the discipline was not part of the undergraduate course (OR=18.35, 95%CI:2.44-138.1). In the adjusted analysis, the fact that the discipline was not part of the undergraduate course (OR=13.41, 95%CI:1.74-103.12) remained. Conclusion: Most students had a low level of knowledge about BLS, and only students from the Medicine and Nursing courses demonstrated a high level of knowledge. After adjustment, the fact that the discipline was not part of the undergraduate course was associated with a lower level of knowledge about BLS.

scholarly journals Depression, anxiety and stress and their associated social determinants in the Saudi college students

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Shamim Mohammad ◽  
Ibrahim Waleed Almakran ◽  
Ahmad Saleh Al-Montashri ◽  
Ammar Mohammed Mursi ◽  
Saleh Mohammed Alharbi ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Social Determinants ◽  
Anxiety And Depression ◽  
Test Procedures ◽  
Level Of Education ◽  
Low Level ◽  
Significant Difference ◽  
Stress Levels ◽  
High Level ◽  
Married Students

Globally, students suffer from stress, anxiety, and depression in higher education and seek counselling since education process has negative impacts on mental health of some students. This study was aimed at measuring the depression, stress, and anxiety and their associated social determinants like (income, education, residence, marital status, and educational difficulties) in undergraduate students of Umm Al-Qura University (UQU). Arabic version of the Depression, Anxiety, and Stress Scale (DASS-21) validated from the original English version instrument by Lovibond and Lovibond (1995) was used; A sample of 373 respondents through clustered sampling was drawn from the five randomly chosen faculties of the University. Data was analyzed by running ANOVA and t-test procedures in SPSS software. The study found that the prevalence of stress, anxiety, and depression in the students was 30%, 60%, and 50% respectively. A statistically significant difference was found in the stress levels of students of different colleges (p=0.000). Students’ stress levels were significantly higher (p=0.000) in the Applied Medical Sciences and in the final year students (p=0.015). Significantly high levels of depression (p=0.000), anxiety (p=0.000), and stress (p=0.000) were found in the students belonging to the poor economic strata. Depression (p=0.038), Anxiety (p=0.022), and stress (p=0.001) were statistically high in the students whose father had a low level of education. Statistically high level (p=0.028) of stress was also found in the students whose mothers had a low level of education. Students who reported educational difficulties had significantly (p=0.001) high levels depression. However, the results of stress, anxiety, and depression in married students and the location of the students’ variables were not found statistically significant. The findings may be useful for informed policymaking in the higher learning institutions and initiation of counseling provisions in the concerned faculties for the distressed students with a view to enhancing their educational outcomes.

The Influence of Verbalization of Discovered Numerical- or Sorting-Task Generalizations on Short-Term Retention in Connection with the Hendrix Hypothesis

1974 ◽  
Vol 5 (3) ◽  
pp. 167-176
Author(s):  
Larry Sowder
Keyword(s):  
Test Scores ◽  
Retention Test ◽  
External Source ◽  
Sorting Task ◽  
Not Given ◽  
Short Term ◽  
Individual Interviews ◽  
Term Retention ◽  
Reported Study ◽  
Sorting Tasks

Experimentation dealing with the influence of verbalizing a discovered generalization on retention of the ability to use the generalization has not given consistent results. The reported study sought information on whether the effects of 5 verbalizing methods (subject speaks, reads, writes, listens, or does not verbalize) were different on short-term retention of the ability to use discovered generalizations. During individual interviews, 50 college subjects gave evidence of having formed generalizations on 5 numerical or sorting tasks by giving successive correct responses, and then verbalized their discoveries according to one of the verbalizing methods. A retention test consisting of items amenable to the generalizations was administered 10 minutes later. Analyses of retention-test scores indicated no significant differences among the effects of the verbalizing methods, between effects of modes of verbalizing (oral, written), or between effects of sources of verbalizing (subject, external source).

scholarly journals Level of knowledge about basic life support of undergraduate students from the health area

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Carlos Augusto Pelek ◽  
Manoelito Ferreira Silva-Junior ◽  
Erildo Vicente Müller
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Basic Life Support ◽  
Life Support ◽  
Low Level ◽  
Health Area ◽  
Sociodemographic Data ◽  
Level Of Knowledge ◽  
Self Knowledge ◽  
High Level

Abstract: Introduction: Basic Life Support (BLS) refers to the procedures that must be performed in situations of cardiorespiratory arrest or airway obstruction, and therefore, undergraduate students and health professionals must be highly trained to perform. Objective: To determine the level of knowledge about Basic Life Support (BLS) and the associated factors among undergraduate students from the health area in their last year of school in a public university. Methods: This is a cross-sectional study with undergraduate students in Physical Education, Nursing, Pharmacy, Medicine and Dentistry at the Universidade Estadual de Ponta Grossa, Brazil. Data collection was carried out in 2019, in the last month of course completion, by a trained researcher using a self-administered questionnaire containing sociodemographic data, professional training, perceived self-knowledge and a validated BLS instrument. There was an association between the outcome “undergraduate students’ knowledge” dichotomized as high (≥70% correct) or low level (<70% correct) and the independent variables (sociodemographic data, professional training and perceived self-knowledge) and the performance of the binary and multinomial logistic regression (p<0.05). Results: 191 undergraduate students participated in the study, being 85.6% of the chosen universe. A total of 30 participants (15.7%) had a high level of knowledge on BLS, being students from the Nursing (n = 12) and Medicine (n = 18) courses. While 35.3% of Nursing students and 46.2% of Medicine students had a high level of knowledge about BLS, there were no students from the Physical Education (0.0%), Pharmacy (0.0%) and Dentistry (0.0%) courses. In the crude analysis, the low level of knowledge was associated with younger age (OR=2.75, 95%CI:1.22-6.21), not feeling safe to perform BLS (OR=3.12, 95%CI:1.38-7.01) and the fact that the discipline was not part of the undergraduate course (OR=18.35, 95%CI:2.44-138.1). In the adjusted analysis, the fact that the discipline was not part of the undergraduate course (OR=13.41, 95%CI:1.74-103.12) remained. Conclusion: Most students had a low level of knowledge about BLS, and only students from the Medicine and Nursing courses demonstrated a high level of knowledge. After adjustment, the fact that the discipline was not part of the undergraduate course was associated with a lower level of knowledge about BLS.

scholarly journals Awareness of Drug Abuse Among Dental College Students

2020 ◽  
Vol 11 (SPL3) ◽  
pp. 992-995
Author(s):  
Nithyanandham Masilamani ◽  
Dhanraj Ganapathy
Keyword(s):  
College Students ◽  
Drug Abuse ◽  
Undergraduate Students ◽  
Health Risks ◽  
Community Outreach ◽  
Peer Pressure ◽  
Dental Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Level

Drug abuse has been a serious medical concern worldwide. Given mortality, substance misuse is still liable for serious illness and also the marketing of illegal substances has a significant effect on the community. This study was conducted to determine the awareness of drug abuse amongst dental college students. A cross-sectional survey was done with a self-administered questionnaire comprising of ten questions pertaining to the awareness about drug abuse. The samples chosen for the study were 100 dental undergraduate students. The responses were collected and analysed.82% of the respondents were aware of the dangerous effects of drug abuse .68% said drug abuse is because of stress,8% said because of peer pressure and 20% said because of family problems and 4% said because of pleasure seeking .76 % feel deaddiction therapy can reduce drug abuse. 5% of the respondents have used some kind of drugs, .85% said they are aware of health risks associated with drug abuse. There is a high level of awareness among dental students regarding the abuse of drugs and associated health risks. However, more intense and wider community outreach programs should be initiated to spread awareness about drug abuse among the general public and the student community.

Levels of Processing and the Retention of Word Meanings

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1123-1128 ◽  
Author(s):  
Dorothy A. Flannagan ◽  
Kenneth A. Blick
Keyword(s):  
College Students ◽  
Semantic Processing ◽  
Distractor Task ◽  
Short Term ◽  
Word Meanings ◽  
Term Retention ◽  
Long Term Retention ◽  
Reference Processing ◽  
Self Reference

The effect of three encoding techniques, rote, semantic, and self-reference, on short-term and long-term retention levels of the meanings of unfamiliar vocabulary words was examined. 72 college students participated in the experiment, with 24 students in each encoding group Ail participants viewed 20 target words and their definitions for 30 sec. Rote subjects were instructed to write just the word and its definition, semantic subjects were told to use the word in a sentence, and self-reference subjects wrote how the word might or might not describe themselves. After a 5-min. distractor task, subjects were tested on the recall of the definitions of those words. A retest was administered after 1 wk. As hypothesized, self-reference processing produced significantly higher retention than semantic processing, and semantic processing produced higher retention than rote processing. Encoding by self-reference was the most successful strategy for processing the meanings of unfamiliar nouns and adjectives.

Digital Distraction: Shedding Light on the 21st-Century College Classroom

2017 ◽  
Vol 46 (3) ◽  
pp. 363-378 ◽  
Author(s):  
Lynn S. Aaron ◽  
Talia Lipton
Keyword(s):  
College Students ◽  
21St Century ◽  
Learning Activity ◽  
College Classroom ◽  
Short Term ◽  
Digital Device ◽  
Digital Devices ◽  
Term Retention ◽  
Device Use ◽  
Relevant Material

It is not uncommon to walk into a college classroom and find all heads bowed down to a flashing screen and the room . . . silent. While digital devices can certainly support learning, what about when they are a distraction? This study explored this 21st-century phenomenon from two perspectives: Does the use of a device for nonacademic purposes during a learning activity interfere with learning? Does the classroom policy about digital device use play a role? A total of 351 college students from 20 classes participated in this study. Short-term retention was checked: A video on educationally relevant material was shown followed by a brief quiz on that material. The results are informative for both factors—multitasking and policy effectiveness.

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