Attitudes Towards Science: A Study of Gender Differences and Grade Level

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

Readability Analysis of Otolaryngology Consent Documents on the iMed Consent Platform

ABSTRACT Introduction The American Medical Association (AMA) and National Institutes of Health (NIH) recommend all patient information and consent materials be provided at the fourth- to sixth-grade level. The iMed Consent platform is used nationally by the Veterans Health Administration and private hospitals. We aimed to assess the readability of otolaryngology consents at the West Los Angeles Veterans Affairs (WLA-VA) hospital to determine whether they conform with AMA/NIH guidelines. Materials and Methods A readability analysis of 27 otolaryngology iMed consent documents was performed. The main outcome measure was the Flesch–Kincaid Grade Level (FKGL). The setting of the study was an otolaryngology clinic at a major VA hospital. All consents used in the WLA-VA otolaryngology clinic for the month of October 2018 were analyzed using readability metrics. These included the Flesch Reading Ease (FRE) score, the FKGL, the Gunning Fog Index (GFI), Simple Measure of Gobbledygook (SMOG), and Coleman–Liau Index (CLI). Results The following means of all consents were calculated for each of the readability metrics: FRE 56.3, FKGL 8.3, GFI 14.5, SMOG 11.3, and CLI 11.2. The standardized anesthesia and blood consent were analyzed separately with the following scores: FRE 45.1, FKGL 11.7, GFI 15.5, SMOG 14.6, and CLI 12.6. The average FKGL of the consents was found to be significantly above the sixth-grade level (P: .0013). Conclusion The average grade level of the otolaryngology iMed consents reviewed was at a reading level above the AMA/NIH recommendations. This objective measure should be taken into consideration when revising the iMed system and in the creation of future standardized consents. Readability analysis does not take into consideration the significant variance that exists as part of the verbal consent process that takes place between patient and provider.

Quality-Based Evaluation of Patient-Facing Online Education Materials Regarding Facial Filler Procedures

Injectable facial fillers have become tremendously more popular in recent years, and the Internet offers a proportional amount of consumer-facing educational material. This study sought to explore the quality of these online materials. The top 20 Web sites offering educational materials about facial filler were identified via Google search and sorted by source: Medical Professional Boards, Hospitals and Providers, Medical News and Reference, and Fashion. The materials were assessed for overall quality with the validated DISCERN instrument. The authors also assessed understandability and actionability (Patient Education Material Assessment Tool - PEMAT), accuracy, comprehensiveness, and readability (Flesch-Kincaid Grade Level and Flesch Reading Ease). The mean DISCERN score was 46.9 ± 7.6, which is considered “fair” quality educational material; above “poor,” but below “good” and “excellent.” Understandability and actionability scores were low, particularly with respect to visual aids. The materials were generally accurate (76–99%), but scored poorly in comprehensiveness, as 15% failed to mention any risks/adverse effects and only 35% mentioned cost. On average, readability was at an 11th grade level, far more complex than ideal (< 6th grade level). Information disseminated from seemingly reputable sources such as professional boards and hospitals/providers were not of higher quality or superior in any of the above studied domains. In conclusion, online educational materials related to injectable facial fillers are of subpar quality, including those from academic and professional organizations. Visual aids were particularly weak. The facial rejuvenation community should make a concerted effort to set a higher standard for disseminating such information.

Exploring Mechanisms of Measurement Discrepancy: Perceived Acceptability and Efficiency of Two Sexual Victimization Questionnaires

Background: Obtaining accurate prevalence rates of sexual violence is made difficult by discrepancies in self-reporting questionnaires. Thus, the current study sought to explore participants' perceptions of acceptability (i.e., perceived difficulty, readability, and preference) of questionnaires as an important psychometric indicator and a potential mechanism of discrepancy between different questionnaires assessing sexual victimization. Methods: Participants were 673 college students who completed the Sexual Experiences Survey-Short Form Victimization (SES-SFV) and the Post-Refusal Sexual Persistence Scales-Victimization (PRSPS-V). Participants then answered questions about each measure's perceived difficulty and their preference between the two. Flesch-Kincaid Reading Grade Level and efficiency (i.e., number of items: number of cases identified) were also analyzed. Results: Participants found the PRSPS-V easier to understand and preferred it 2.5 to1 over the SES-SFV. Preference was related to reporting; participants who preferred the PRSPS-V reported more instances of sexual victimization on the PRSPS-V. The PRSPS-V was objectively easier to comprehend according to Flesch-Kincaid levels and was two times more efficient than the SES-SFV in the number of cases detected per item administered. Conclusions: Our results indicate that acceptability impacts reported prevalence rates and is one mechanism for documented discrepancies between sexual violence questionnaires. Thus, it may behoove researchers to consider acceptability as a metric of interest when choosing sexual victimization questionnaires.

Critical Quality and Readability Analysis of Online Patient Education Materials on Parotidectomy: A Cross-Sectional Study

Purpose: Complications related to parotidectomy can cause significant morbidity, and thus, the decision to pursue this surgery needs to be well-informed. Given that information available online plays a critical role in patient education, this study aimed to evaluate the readability and quality of online patient education materials (PEMs) regarding parotidectomy. Methods: A Google search was performed using the term “parotidectomy” and the first 10 pages of the search were analyzed. Quality and reliability of the online information was assessed using the DISCERN instrument. Flesch-Kincaid Grade Level (FKGL) and Flesch-Reading Ease Score (FRE) were used to evaluate readability. Results: Thirty-five PEMs met the inclusion criteria. The average FRE score was 59.3 and 16 (46%) of the online PEMs had FRE scores below 60 indicating that they were fairly difficult to very difficult to read. The average grade level of the PEMs was above the eighth grade when evaluated with the FKGL. The average DISCERN score was 41.7, which is indicative of fair quality. There were no significant differences between PEMs originating from medical institutions and PEMs originating from other sources in terms of quality or readability. Conclusion: Online PEMs on parotidectomy may not be comprehensible to the average individual. This study highlights the need for the development of more appropriate PEMs to inform patients about parotidectomy.

High dissociatives, nature versus nurture?

Non-pathological dissociative experiences are common among the general population, and anyone may experience them to some degree. Thus, the aim of this study was to assess the degree of dissociative experiences such as fantasy proneness, imagination, and absorption in fine arts undergraduates prior to beginning their artistic studies, and at the end of their studies at the faculty of fine arts. Moreover, education undergraduates were used as a comparison group. The sample consisted of 440 undergraduates (204 fine arts, and 236 education undergraduates; 224 first-year undergraduates, and 216 fourth-year undergraduates), who were administered three dissociative experiences tests: Dissociative Ability Scale, Dissociative Experiences Scale, and Questionnaire of Experiences of Dissociation. The working hypotheses were substantiated with dissociative experiences being a distinctive personality trait of fine arts undergraduates. We have found a grade level difference between first-year and fourth-year fine arts undergraduates, although the study does not examine the nature of the change itself. The results are discussed in the light of previous studies, and new lines of research proposed.

Problems to Ponder

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to [email protected]. If published, the authors of problems will be acknowledged.

Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.