ELECTRONIC GAMES AND SCHOOL UNDERACHIEVEMENT: WHERE ARE THE PARENTS IN THAT?

The problem of school underachievement is an old problem in societies. At all educational levels, and it has received a great deal of research and investigation, but most of the old strategies and solutions to address it have failed, of course, due to the rapid technological progress witnessed by the whole world in light of the emergence of Internet networks and modern technology. We notice that the majority of parents complain about the delay of their children in school, especially the teenage group, due to the excessive use of electronic games, which have become a threat to the psychological, physical and mental health of our children. Through this research paper, we will discuss the concept of academic delay as well as electronic games, and how can parents control this situation, and restore the role assigned to them in the family? We will present a typical case of a girl suffering from academic delay. Keywords: School Underachievement, Child, Parents, Electronic Games.

AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION

We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives

Effects of Smartphone Overuse on Academic Delay Behavior by Some Dental Hygiene Students: The Mediating and Moderating Effects of Sleep Disorder Characteristics

Objectives: This study examines the mediating and moderating effects of characteristics of sleep disorders on the impact of smartphone overuse on academic delay in dental hygiene students. Methods: A survey was conducted from October 19 to November 27, 2020, targeting 164 dental hygiene students in Busan and Daejeon. The analysis method used the SPSS 26.0 program. Results: As a result of analyzing the characteristics of sleep disorders, it was found that as the characteristics of sleep disorders increased, the influence of excessive use of smartphones on academic delay behavior increased (p<.001). Sleep disorder characteristics were found to partially mediate smartphone overuse and academic delay behavior, indicating that the sleep disorder characteristics were significant. Conclusions: This study explores the relationship between smartphone use and the sleeping habits of dental hygiene students and the impact of these factors on academic performance

Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study

The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student’s t test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; P = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; P = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; P = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; P = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students’ knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.

HOW THE LOCKDOWN CAN AFFECT MENTAL HEALTH AMONG GENERAL POPULATION IN INDIA? A WEB-BASED SURVEY

Due to COVID-19, many countries have implemented lockdown to reduce the transmission of the virus and its susceptibility. But this lockdown can be increases the chances of negative impact on mental health on general population. So, the study’s aim is to check how many people can be affected due to lockdown.258 participants were voluntarily involved in the study and with the use of Perceived Stress Scale (PSS), stress level was measured. Out of 258 participants, 21.3% were having mild stress level, 63.2% were considered to suffer moderate stress & 15.5% of respondents were suffering from severe stress. Among general population, mainly students and females respondents having moderate to severe stress level which directly associated with academic delay in institutions or social isolation may be the reasons for negative impact of the outbreaks.

Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study.

Background. The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyse its effect on learning in a pathophysiology course. Methods. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared exam results with the results the previous year and with the exam results from blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with the Student’s T test. Students answered a survey after finishing the term. Results. 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology were comparable in both years. The results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 out of 100; P=0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students that scored below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age as (were not older than) the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions. Flipped classroom increases medical students’ knowledge acquisitions in pathophysiology. It is more beneficial to male students and those with lower qualifications without academic delay.