Helping students to get better grades in mathematics at the elementary level

The current study is conducted to explore the learning potential of students at the elementary level by using the scaffolding technique. The study aimed to measure the efficiency of the scaffolding teaching method provided to the students at the elementary level. As it was an experimental study, so, no population was defined. The sample was selected from Gov. Girls Higher Secondary SchoolModel Town A, Bahawalpur, Punjab, Pakistan. All 6th classes of this school were included to analyze the effect of scaffolding as an intervention. Retention of learning after 3 months, the provision of scaffolding in comparison to the traditional method was assessed. After the posttest, there was a retention test as the final test from all four groups. Solomon's four-group design was used for this experiment in which there were 40 students in each group and 160 total participants. In the current study, Pretest, posttest, and after 3months retention test was conducted as research tools. To analyze the data, SPSS version 20 one-sample t-test were used to analyze the data. The Data revealed that scaffolding was proved to be a better strategy compared to the control group. Even the results of retention of learning skills were higher than the control group. Students showed good understanding, remembering, and better-solving processes in experimental groups. Study recommended that scaffolding teaching needs a highly structured supervised environment and may be conducted in controlled conditions. It is recommended that in teacher education, the prospective teachers may be prepared in the principles, procedures, and rules of scaffolding. A due consideration may be given to teaching strategies in all teacher education programs in the country as it is an innovative and progressive way of teaching.

Out of Hospital Cardiac Arrest (OHCA): Experience of a Bystander CPR Training Program in Karachi, Pakistan

Background: Nearly 90% of out-of-hospital cardiac arrest (OHCA) patients are witnessed, yet only 2.3% received bystander CPR (cardiopulmonary resuscitation in Pakistan. This study aimed to determine retention of knowledge and skills of Hands-Only CPR among community participants in early recognition of OHCA and initiation of CPR in Karachi, Pakistan.Methods: The pre and post-tests were conducted among participants from diverse non-health-related backgrounds from July 2018 to October 2019. Participants were tested for knowledge and skills of CPR before training (pre-test), immediately after training (post-test), and six months after training (retention test). All the participants received CPR training through video and scenario-based demonstration using manikins. Post-training CPR skills of the participants were assessed using a pre-defined performance checklist. The evaluator read out numerous case scenarios to the participants, such as drowning, poisoning, and road traffic injuries, etc., and then asked them to perform the critical steps of CPR identified in the scenario on manikins. The primary outcome was the mean difference in the knowledge score and skills of the participants related to the recognition of OHCA and initiation of CPR. Results: The pre and post-tests were completed by 722 participants, whereas the retention test after 6 months was completed by 358 participants. The mean knowledge score related to the recognition of OHCA, and initiation of CPR improved significantly (p <0.001) from pre-test (47.2/100, ±13.2) to post-test (69.9/100, ±12). The mean CPR knowledge after six months (retention) reduced slightly from (69.9/100, ±12) to (64.8/100, ±9.3). The CPR skill retention for various components (correct placement of the heel of hands, complete chest recoil, check for scene safety, check for a response, and activate emergency response system) slightly deteriorated from 79% in the post-test to 72% in re-test. However, participants performed slightly better on achieving an adequate rate of chest compressions from 73.7% in post-test to 75.5% in re-test.Conclusion: Community members with non-health backgrounds can learn and retain CPR skills, allowing them to be effective bystander CPR providers in OHCA situations. We recommend training the mass population in Pakistan regarding CPR to increase the survival rate from OHCA.

The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.

A Study on the Effect of Feedback on the Motor Learning of Adjustability of Grasping Force in the Elderly

In this study, we investigated the function related to the adjustability of grasping force (AGF) of elderly people and the effectiveness of concurrent visual feedback in learning tasks that require AGF. The young and elderly groups were measured for simple visual reaction time and a 100g AGF task that reflected the difference between desired performance and actual performance, and the main learning task was tested and practiced using concurrent visual feedback. Performance improved from pre-test to retention test in both groups, but the elderly group failed to reach the level of the young group. In addition, the retention test performance was associated with age and pre-test performance. In the elderly group, the initial performance of the practice was associated with the difference between desired performance and actual performance. In the latter half of the exercise, it was associated with visual-motor speed. The results of this study show that concurrent visual feedback is effective for learning tasks that require AGF. Indicatively, the improvement in performance during practice is insufficient, and the learning effect is reduced in elderly people who have a significant difference between desired performance and actual performance or whose visual-motor speed is slow.

Association between Benton Visual Retention Test scores and PET imaging in elderly adults

Background: The Benton Visual Retention Test (BVRT) is a well-validated and reliable test for assessing visual memory and visuospatial function. However, the association between the BVRT score and imaging biomarker of Alzheimer’s disease (AD) remains unclear. Objective: This study examined whether the BVRT score is associated with brain amyloid burden and cortical glucose metabolism in elderly adults without dementia. Methods: A total of 69 elderly adults without dementia, including 45 subjects with amnestic mild cognitive impairment and 24 cognitively healthy adults, underwent the BVRT and 11C-Pittsburgh compound B (PiB) and 18F-fluorodeoxyglucose (FDG) positron emission tomography. The correct scores in the BVRT were used for analyses. A multiple linear regression analysis was conducted to investigate the relationship between BVRT scores and PiB or FDG uptake. Moreover, a voxel-wise linear regression analysis of the association between BVRT scores and PiB or FDG uptake was conducted using Statistical Parametric Mapping. Results: After adjusting for age, sex, education, and ApoE4 status, the BVRT scores were inversely correlated with the mean PiB uptake (β = −0.35, P = 0.003), whereas they were positively correlated with FDG uptake (β = 0.266, P = 0.038). Moreover, the BVRT scores were inversely correlated with amyloid burden in the right superior temporal and superior frontal gyri and the left parietal lobe, whereas they were positively correlated with cortical glucose metabolism in the right posterior cingulate and milled temporal gyri, left temporoparietal lobe, and right superior frontal gyrus. Conclusion: BVRT scores are correlated with brain amyloid burden and cortical glucose metabolism, mainly in regions commonly affected in AD.

An analysis of note-taking strategies: The effect of translanguaging on content comprehension and knowledge retention

Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.

Comparison of Retention and Fracture Load of Endocrowns Made from Zirconia and Zirconium Lithium Silicate After Aging: An in-Vitro Study

Background: This study aimed to compare retention and fracture load in endocrowns made from zirconium lithium silicate and translucent zirconia.Methods: Fifty-six intact human maxillary molars after being mounted in acrylic resin, were scanned to acquire biogeneric copies. Specimens underwent standard endodontic treatment and were prepared for endocrown up to 2 mm above the cementoenamel junction. The specimens were randomly divided into two groups of 28 and endocrowns were designed using biogeneric copies and milled from high-translucent zirconia disks (Zr) and zirconium lithium silicate blocks (ZLS). After cementation with dual cure resin cement, all the specimens underwent thermomechanical aging and pull-out retention test and compressive test were conducted (14 specimens were used for each test in each group, n=14) and failure modes in both tests were evaluated.Results: Independent samples t-test showed significant difference between the retention of Zr (271.5 N ±114.31) and ZLS (654.67 N ±223.17) groups (p value = 0.012). Compressive test results were also significantly different between Zr (7395.07 N ±1947.42) and ZLS (1618.3 N ±585) (p = 0.002). Failure mode of retention test was primarily adhesive failure at the cement-restoration interface in Zr group and cement-tooth interface in ZLS group. Failure modes of fracture test for Zr group were 7 non-restorable fractures and one restorable fracture while 6 specimens resisted compressive loads up to 8500 N without fracture. ZLS group showed 7 restorable and 7 non-restorable failures.Conclusions: Zr endocrowns showed significantly lower retention and higher fracture strength. Both materials seem to be suitable for fabrication of endocrown in clinical setup.

Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning

This article describes the development and testing of an online asynchronous clinical learning resource named “Ask the Expert” to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A—“Ask the Expert” and L—“lecturer-led”). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes’ duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes’ duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A—5.61 ± 1.34, Group L—5.22 ± 1.57) and immediate post-test scores (Group A—7.42 ± 1.34, Group L—8.04 ± 1.22; paired t-test, p < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A—5.36 ± 1.29, Group L—5.33 ± 1.39 (independent sample t-test, p > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).