How Do Music Therapy Methods & Techniques Contribute To Adolescent and Young Adult Student Confidence At A Special School In New Zealand?

<p>This exploratory study investigates how methods and techniques employed in ‘client centered’ music therapy contributed to student confidence, during individual and group sessions, with young adolescents and young adults who have delays in various areas of development. Secondary analysis of twenty weeks of clinical documentation of music therapy session notes, including a student reflective journal were used to identify methods and techniques at play. A thematic analysis was applied to analyse and interpret the details of musical interactions. The analysis of the musical interactions has helped the researcher to understand and articulate the methods and techniques that contributed to confidence. Four themes that emerged from the student music therapist’s application of music therapy that appeared to contribute to student confidence were: 1. making meaningful relationships; 2. participating in practical work; 3. creativity; and 4. providing affirming input. Within these themes there was an array of interactions where methods and techniques were visible and these are described in a findings and discussion section. Although findings from this qualitative study cannot be generalized they do suggest that the student music therapist could contribute to the confidence of the young people through a reflexive, humanistic approach to practice, and by keeping an appreciation to student abilities.</p>

How Do Music Therapy Methods & Techniques Contribute To Adolescent and Young Adult Student Confidence At A Special School In New Zealand?

<p>This exploratory study investigates how methods and techniques employed in ‘client centered’ music therapy contributed to student confidence, during individual and group sessions, with young adolescents and young adults who have delays in various areas of development. Secondary analysis of twenty weeks of clinical documentation of music therapy session notes, including a student reflective journal were used to identify methods and techniques at play. A thematic analysis was applied to analyse and interpret the details of musical interactions. The analysis of the musical interactions has helped the researcher to understand and articulate the methods and techniques that contributed to confidence. Four themes that emerged from the student music therapist’s application of music therapy that appeared to contribute to student confidence were: 1. making meaningful relationships; 2. participating in practical work; 3. creativity; and 4. providing affirming input. Within these themes there was an array of interactions where methods and techniques were visible and these are described in a findings and discussion section. Although findings from this qualitative study cannot be generalized they do suggest that the student music therapist could contribute to the confidence of the young people through a reflexive, humanistic approach to practice, and by keeping an appreciation to student abilities.</p>

Analisis Miskonsepsi Mahasiswa Pada Konsep Genetika Menggunakan Instrumen Four Tier Diagnostic Test

Genetic has a broad and complicated topic and abstract material considered difficult by students. The inability to connect and construct between genetic concepts properly causes misconceptions. Therefore, the purpose of this study was to analyze students' misconceptions on the concept of genetics using a four-tier diagnostic test. 91 students from the Faculty of Education, Department of Biology, University of Riau were used as samples. The method was descriptive quantitative with a survey research model. The four-tier diagnostic test instrument consists of four levels: the first stage uses multiple-choice questions with four distractors questions and one key answer; the second level is the level of student confidence to choose the answers; the third level is the students' reasons for answering the questions; the fourth level is the level of student confidence to choose reasons. The number of questions tested was 20 questions with six sub-concepts. Confidence Discrimination Quotient (CDQ) and four-tier diagnostic test were used to analyze data on misconceptions and interpretation of student answer patterns. Students experienced misconceptions on 19 answer questions, 13 reason questions, and 16 answer and reason questions. The results of the four-tier diagnostic test described that the category of misconceptions was 65.21%, not understanding the concept was 24.53% and understanding the concept was 10.34%. From the six sub-concepts tested, the highest score of misconception was found in genetic material (75.1%) and the lowest was found in the scope of genetics (44.4%). On average, the students had medium and high categories of misconception

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

The Effect of Quality of Education Services on Perceptions of Educational Costs and Student Trust and Their Impact on Student Satisfaction at SMA Negeri Ujungbatu

This study aims to analyze the effect of the quality of education services on perceptions of education costs and student confidence and their impact on student satisfaction at SMA Negeri Ujungbatu. The population of this research is the students of Class XI SMA Negeri Ujungbatu as many as 475 students. The study was conducted with a sample of 217 students taken by simple random sampling technique. Data was collected using a questionnaire. The data analysis used in this research is descriptive quantitative and path analysis. The results showed that there was an influence between the quality of education services on perceptions of education costs and student confidence and the impact on student satisfaction at SMA Negeri Ujungbatu. The meaning is that the better the quality of educational services provided by the school and the more positive students perceive the cost of education, the more students will believe in the education in the school, it will increase the satisfaction felt by students