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2022 ◽  
Vol 4 (3) ◽  
pp. 147-163
Author(s):  
Erica F. Kosal

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.


Author(s):  
Igor Himelfarb ◽  
Bruce L. Shotts ◽  
Andrew R. Gow

ABSTRACT Objective The main objective of this study was to evaluate the validity of grade point average (GPA) for predicting the National Board of Chiropractic Examiners (NBCE) Part I exam scores using chiropractic GPA. Methods Data were collected during the January 2019 computer-based testing administration of the NBCE's Part I exam. The sample size was n = 2278 of test takers from 18 domestic and 4 international chiropractic educational institutions. Six regression models were developed and tested to predict the Part I domain scores from chiropractic GPA while controlling for self-reported demographic variables. Residuals from the models were disaggregated by pre–chiropractic GPA. Results Chiropractic GPA revealed a positive, statistically significant correlation with sex. The chiropractic GPA was found to be a significant predictor of the Part I domain scores. A different perspective was obtained when residuals (observed minus predicted) were collected and split by the pre–chiropractic GPA. Very good students tended to be underpredicted, while other students were overpredicted. Conclusion This study builds on the cascading evidence from educational literature by providing additional results suggesting that undergraduate (prechiropractic) GPA as well as the GPA obtained in doctor of chiropractic programs are related to the future performance on the NBCE Part I exam. The results provide a first glance at the connection between the standardized test scores, which are often used for instructors' and institutional evaluation and the GPA obtained in a doctor of chiropractic program.


2021 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Rita Upmacis

Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.


2021 ◽  
Author(s):  
Teresa Ober ◽  
Ying Cheng ◽  
Matt Carter ◽  
Cheng Liu

We investigated how the transition to remote instruction amidst the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) year. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Though resilient in some respects, students’ self-appraisal and learning appeared negatively affected by pandemic circumstances.


Mathematics ◽  
2021 ◽  
Vol 9 (23) ◽  
pp. 3105
Author(s):  
Kyulee Shin ◽  
Sukkyung You ◽  
Mihye Kim

The current study examines the structural relationship between the academic performance exam scores of Korean middle school students and their after-school exercise hours. Although prior literature theoretically or experimentally predicts that these variables are positively associated, this association is difficult to empirically verify without controlling for mutual effects with other variables, or unless a full model is estimated by specifying the whole structure of all variables affecting the two variables in question. Unlike previous studies, this study estimates the structural relationship using two-stage least squares method, which does not require experimental observations collected for our particular purpose or estimating the full model. From this estimation, we empirically affirm that there is a positive structural relationship between students’ after-school exercise hours and their academic performance exam scores, whereas the ordinary least squares method consistently estimates a negative relationship.


2021 ◽  
Vol 66 (4) ◽  
pp. 353-371
Author(s):  
Joanna Dzionek-Kozłowska ◽  
Jarosław Neneman

Abstract Economic education is frequently blamed for negatively affecting students’ values and attitudes. Economists are reported as less cooperative, more self-interested, and more prone to free-riding. However, empirical evidence is inconclusive – certain studies support while others gainsay the so-called indoctrination hypothesis. We contribute to the discussion by running a Public Good Game (PGG) quasi-experiment. Working with economics and non-economics graduates (N = 206), we compared contributions to the common fund by representatives of both subsamples. Students’ contributions were then juxtaposed against the scores they achieved from the exam items, testing their command of game theory to detect the supposed influence of economic teaching. We hypothesised that holders of a bachelor’s degree in economics and management would contribute less to finance the common good. We also expected that those whose exam scores were higher would donate less to the common fund in the PGG. Contrary to expectations and prior empirical evidence, students holding a bachelor’s degree in economics and management made higher contributions to the common fund than their non-economics counterparts. Also, we found no correlation between the level of donations and exam scores. We conclude that there are no grounds for considering economic teaching as promoting uncooperativeness and exerting the supposed harmful influence on students’ character. We claim that economic departments provide education rather than indoctrination.


Author(s):  
Burcu DUMAN ◽  
Cansu Demiroglu ◽  
Mustafa Aydınbelge

Purpose:The Covid-19 pandemic has affected our daily lives by affecting the whole world and caused our habits to change.One ofthe effects of the epidemic has been on education.With the spread of the epidemic, online education has become the only way to maintain the normal teaching order.In this case, it directly affects the quality of education received.The aim of this study is to examine whether there is a difference between the exam scores made face to face and online. Methods:Students who were 3rd grade in 2018-2019 and 4th grade in 2019-2020 academic year were included in the study.Thescores that these students got in the Pedodontics Theoretical Exam within two years were evaluated. Exam scores according to time were analyzed with Friedman Test and Wilcoxon Test. Results:In the 2019-2020 academic year, the median values of the scores obtained from the exams that took the first examface-to-face and the second and third exams online varied (p<0.001).The median values of the scores obtained in the online exams(median values of 90 and 95, respectively) (the mean values are 89.6±8.7, 93.8±9, respectively), the median values of the scores obtained from the theoretical exam (median 70, mean 67.2±18.1) was obtained higher.On the other hand ,it was observed that there was a significant increase between the scores obtained by the same students from the exams held face-to-face in the previous year(median 74, mean 74.1±7.1) and the scores they took from the online exams they obtained the next year (median 89, mean87.7±9.1)(p<0.001). Conclusion:The results of the exams made with the online system are higher than the exam scores performed face to face.Thismay be due to the insufficient control mechanisms of the online exam system.For this reason, online exam security measuresshould be increased.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Joseph Figuccio ◽  
Marla Johnston

PurposeKahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.Design/methodology/approachSections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.FindingsKahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.Practical implicationsTo foster student engagement, instructors should consider incorporating game-based learning in their courses.Originality/valueThis study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.


Blood ◽  
2021 ◽  
Vol 138 (Supplement 1) ◽  
pp. 2981-2981
Author(s):  
Amany R. Keruakous ◽  
Teresa A. Scordino ◽  
James N. George ◽  
Leslie Renee Ellis ◽  
Myles Nickolich ◽  
...  

Abstract Introduction: Hematologic malignancy is a complex science that requires the integration of numerous advanced pathology techniques, including flow cytometry, genomic analysis, and molecular diagnostics, for diagnosis and risk stratification to guide management plans and optimize patient care. Understanding the methodology and proper utilization of new laboratory test methodologies relevant to patient care are required competencies for graduating hematology/oncology trainees, put forth by the Accreditation Council for Graduate Medical Education (ACGME). Therefore, these competencies are heavily tested on specialty board certification exams. We aimed at familiarizing our trainees with distinct laboratory test methodologies, and classifications of hematologic neoplasms from a hematopathologist's perspective. Simplifying such a complex science is a potential way to help trainees conceptualize the proper uses of several diagnostic tests. A shared understanding of clinical and pathologic approaches to hematologic malignancies will lead to improved advanced knowledge in the field, test-taking capabilities and reflect on patient care. We hypothesized that delivering cross-discipline training will improve the level of knowledge for our trainees, and reflect on the hematology in-training-exam scores and subsequently improve the American board of hematology participation and pass rates. Method: Curriculum Description: We developed a cross-discipline curriculum, three-month experience that included rigorous training in advanced hematopathology focused on hematologic malignancies. The curriculum included two hours per week, hybrid style interactive sessions --online/in-person classes--. A self-directed component included pre-class readings and pre- and post-weekly quizzes. The in-person sessions included interactive, case-based seminars guided by cross-discipline faculty members. Instructors for the curriculum included a malignant hematologist and a hematopathologist. The enrollment to the described curriculum made available for all hematology-oncology fellows, internal medicine residents, and advanced practice providers (APPs). This project was accomplished as part of the ASH Medical Educator Institute. Evaluation plan: Trainees were given pre- and post-intervention case-based exams as well as pre- and post-quizzes every week, to assess their knowledge and level of progression. For hematology fellows, trainee's performance on in-training exams (ITEs) was also compared to a historical control group of trainees from the same program. Results: The training included twenty-six participants, eight hematology-oncology fellows, five medical residents, six APPs, and seven faculty. Faculty participants were excluded from the performance evaluation to avoid bias introduction. Pre-class surveys and quizzes were collected to measure baseline knowledge of different hematology subjects and to guide the focus of the training based on common weaknesses amongst a majority of participants. Eighty-six percent of participants elected to attend the training to improve their clinical practice experience and exam scores, the rest intended to network academically. Before each session, participants finished the pre-session quizzes that was compared to the post-session quizzes. We report the persistent positive impact of the sessions on the trainees' weekly performances. We measured the overall impact of the training, comparing the pre-intervention exam with midterm and final exam scores, which also significantly increased compared to pre-intervention scores. (Figures 1 & 2) For hematology Oncology trainees, we also measured the impact of this training on their in-training-exam scores, compared to historical controls from the same fellowship program. For the hematology in-training exam scores, we noticed a significant improvement after the intervention for the year 2021 compared to the year 2020. An increase in the program means score, which reflected on the program overall performance with an increase in our percentile rank by approximately 14 points. Conclusion: Developing a cross-discipline interactive training curriculum is an innovative method to enhance the hematology-oncology trainees' experience. It promoted their level of knowledge and improved exam skills, which is reflected in the annual in-training exam scores. Figure 1 Figure 1. Disclosures Ellis: Rafael Pharmaceuticals: Consultancy.


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