Comparing Coding Viewing and Recording Methods to Quantify Embedded Instruction Learning Trials

The purpose of this study was to examine the comparability of counts of embedded instruction learning trials when different methods of viewing and recording direct behavioral observations were used. In 13 classrooms, while videotaping embedded instruction implementation for a larger randomized controlled efficacy trial was occurring, teachers’ implementation of trials was coded in situ using pencil-and-paper methods. Videos were later coded using computer-assisted methods. Dependent-samples t tests, Pearson product-moment correlation coefficients, and additional score agreement calculations were conducted. Statistically significant differences were found in the estimates of trial frequency. Correlational analyses showed positive and strong relationships between the coding methods. Coding agreement was higher across the entire observation versus during 10-min continuous event blocks. In situ coding took significantly less time than video coding. Results provide empirical evidence for the advantages and disadvantages of common viewing and recording methods for quantifying behavior as part of systematic observation systems.

The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

Batch effect reduction of microarray data with dependent samples using an empirical Bayes approach (BRIDGE)

Batch-effects present challenges in the analysis of high-throughput molecular data and are particularly problematic in longitudinal studies when interest lies in identifying genes/features whose expression changes over time, but time is confounded with batch. While many methods to correct for batch-effects exist, most assume independence across samples; an assumption that is unlikely to hold in longitudinal microarray studies. We propose Batch effect Reduction of mIcroarray data with Dependent samples usinG Empirical Bayes (BRIDGE), a three-step parametric empirical Bayes approach that leverages technical replicate samples profiled at multiple timepoints/batches, so-called “bridge samples”, to inform batch-effect reduction/attenuation in longitudinal microarray studies. Extensive simulation studies and an analysis of a real biological data set were conducted to benchmark the performance of BRIDGE against both ComBat and longitudinal ComBat. Our results demonstrate that while all methods perform well in facilitating accurate estimates of time effects, BRIDGE outperforms both ComBat and longitudinal ComBat in the removal of batch-effects in data sets with bridging samples, and perhaps as a result, was observed to have improved statistical power for detecting genes with a time effect. BRIDGE demonstrated competitive performance in batch effect reduction of confounded longitudinal microarray studies, both in simulated and a real data sets, and may serve as a useful preprocessing method for researchers conducting longitudinal microarray studies that include bridging samples.

Dynamic Pricing and Inventory Control with Fixed Ordering Cost and Incomplete Demand Information

We consider the periodic review dynamic pricing and inventory control problem with fixed ordering cost. Demand is random and price dependent, and unsatisfied demand is backlogged. With complete demand information, the celebrated [Formula: see text] policy is proved to be optimal, where s and S are the reorder point and order-up-to level for ordering strategy, and [Formula: see text], a function of on-hand inventory level, characterizes the pricing strategy. In this paper, we consider incomplete demand information and develop online learning algorithms whose average profit approaches that of the optimal [Formula: see text] with a tight [Formula: see text] regret rate. A number of salient features differentiate our work from the existing online learning researches in the operations management (OM) literature. First, computing the optimal [Formula: see text] policy requires solving a dynamic programming (DP) over multiple periods involving unknown quantities, which is different from the majority of learning problems in OM that only require solving single-period optimization questions. It is hence challenging to establish stability results through DP recursions, which we accomplish by proving uniform convergence of the profit-to-go function. The necessity of analyzing action-dependent state transition over multiple periods resembles the reinforcement learning question, considerably more difficult than existing bandit learning algorithms. Second, the pricing function [Formula: see text] is of infinite dimension, and approaching it is much more challenging than approaching a finite number of parameters as seen in existing researches. The demand-price relationship is estimated based on upper confidence bound, but the confidence interval cannot be explicitly calculated due to the complexity of the DP recursion. Finally, because of the multiperiod nature of [Formula: see text] policies the actual distribution of the randomness in demand plays an important role in determining the optimal pricing strategy [Formula: see text], which is unknown to the learner a priori. In this paper, the demand randomness is approximated by an empirical distribution constructed using dependent samples, and a novel Wasserstein metric-based argument is employed to prove convergence of the empirical distribution. This paper was accepted by J. George Shanthikumar, big data analytics.

Power to the People: A Beginner’s Tutorial to Power Analysis using jamovi

Authors have highlighted for decades that sample size justification through power analysis is the exception rather than the rule. Even when authors do report a power analysis, there is often no justification for the smallest effect size of interest, or they do not provide enough information for the analysis to be reproducible. We argue one potential reason for these omissions is the lack of a truly accessible introduction to the key concepts and decisions behind power analysis. In this tutorial, we demonstrate a priori and sensitivity power analysis using jamovi for two independent samples and two dependent samples. Respectively, these power analyses allow you to ask the questions: “How many participants do I need to detect a given effect size?”, and “What effect sizes can I detect with a given sample size?”. We emphasise how power analysis is most effective as a reflective process during the planning phase of research to balance your inferential goals with your available resources. By the end of the tutorial, you will be able to understand the fundamental concepts behind power analysis and extend them to more advanced statistical models.

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.

The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

Evaluation of Quadratus Lumborum Block as Part of an Opioid-Free Anaesthesia for Canine Ovariohysterectomy

Quadratus lumborum block (QLB) is used to provide analgesia for abdominal surgery in humans. The aim of this study was to assess an anaesthetic protocol involving the QLB for canine ovariohysterectomy. Ten dogs were included. Anaesthetic protocol consisted of premedication with IM medetomidine (20 μg kg−1) and SC meloxicam (0.1 mg kg−1), induction with propofol to effect, and maintenance with sevoflurane in oxygen/medical air. QLB was performed injecting 0.4 mL kg−1 of 0.25% bupivacaine/iohexol per side. Computed Tomography (CT) was performed before and after surgery. Fentanyl was administered as rescue analgesia during surgery. The Short Form of The Glasgow Composite Pain Scale and thermal threshold (TT) at the level of the elbow, T10, T13 and L3 were assessed before premedication and every hour postoperatively. Methadone was given as rescue analgesia postoperatively when pain score was >3. A Yuen’s test on trimmed means for dependent samples was used to analyse the data (p < 0.05). CT images showed spreading of the contrast/block for a median (range) of 3 (2–5) vertebrae, without differences between preoperative and postoperative images. One dog needed rescue analgesia during surgery. Pain score was less than 4/24 in all the animals during the first 4 h after surgery. TT showed a significant increased signal in all the areas tested, apart from the humerus, 30 min after surgery. The QLB may provide additional analgesia for canine ovariohysterectomy. Further studies are needed to assess the specific contribution of the QLB in abdominal analgesia.

Developing Practical Skills Through Blended Learning Model Using Creativity-Based Learning Activites that Enhances Creative Thinking for Education Students Majoring in Social Studies at Mahasarakham University

The research aimed at: 1) studying practical skills of student teachers majoring in Social Studies at Mahasarakham University through blended learning management using creativity-based learning model that enhances their creative thinking; 2) comparing the students&rsquo; creative thinking abilities before and after learning; 3) investigating the students&rsquo; satisfaction towards blended learning management through creativity-based learning model. The participants of the study were 30 fourth-year students majoring in Social Studies who were enrolled in Social Study Instructional Media Production course offered in Semester 2 of Academic Year 2020. The purposive sampling technique was employed to obtain the participants. The instruments used in the study include 1) five lesson plans of blended learning management based on creativity-based learning model as to enhance students&rsquo; creative thinking; 2) creative thinking test; and 3) the 12-item students&rsquo; satisfaction evaluation form towards blended learning and creativity-based learning model as to enhance creative thinking. The statistics used to analyze the collected data were mean, percentage, standard deviation, and t-test (Dependent Samples). The findings of the study are as follows: 1) After the use of creativity-based learning, it was found that the student teachers majoring in Social Studies at Mahasarakham University obtained 510.20 for the mean score of the post-study activities, 3.28 standard deviation, and 85.10 percent. 2) The comparison of creative thinking before and after learning showed that the students&rsquo; creative thinking after learning was statistically significantly higher than that before learning at 0.5 level. 3) The students&rsquo; satisfaction towards blended learning management in the form of creativity-based learning model that promotes creative thinking ability was at high level.

THE EFFECT OF EDUCATIONAL COMPUTER GAMES ON THE VOCABULARY LEARNING PERFORMANCE OF TURKISH MIDDLE SCHOOL EFL STUDENTS

<p>This study aims to establish the effects of educational computer games on the vocabulary learning of EFL students. In the research, the real experimental model with a pre-test/post-test control group was used. The application of the study was carried out with 5th grade EFL students in two middle schools. The study group consisted of 166 students in the experimental group and 171 students in the control group. Five different games have been developed for use in research, including selection-matching-space-filling games, memory games, word capture games, crossword games, and millionaire games. Games were prepared by using Adobe Captivate 9.0 program. The students in the experimental group learned through educational computer games. The students in the control group learned according to the current program. Data were collected by applying the academic achievement test before and after one month of the experiment. To analyze the data were used quantitative data methods; T-Test for independent samples, t-Test for dependent samples, Mann-Whitney U test, and Wilcoxon signed-rank test. The results of the study indicate that the students who learned vocabulary with educational computer games were more successful than the students who learned according to the current program. The learning in the experimental group is more retention than in the control group.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>