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SEVGİ, Sedef, and Ayten ERDURAN. "Student Approaches Resulting from Integration of Cultural Context into Transformation Geometry." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 174–85. http://dx.doi.org/10.24193/adn.13.2.12.
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Abstract: The purpose of this study is to investigate how students’ in senior grade of the high school participate in and interpret the transformational geometry activities integrated with cultural context. 5 students in senior grade participated in this study, all of whom live in Aydın district of Turkey. The main design of the study is qualitative. Participant students of the study involved in 9 different rotational geometry and culture integrated activities, 7 of which were performed as student activity sheets, 2 of which were performed as cultural games. 2 of the activities were constructed as a result of pilot study applied to 28 senior students by their math teacher. To collect data about how students participated in and made interpretations about the activities; various data collection tools such as observation, field notes, interview, audio recording and student activity sheets were used. The collected data were analyzed by qualitative descriptive analysis techniques. The results were presented as tables, figures constructed by students and direct quotations. Lastly, at the end of this study students were said to recognize the hidden mathematics in the objects from daily life, games with cultural background and history, and both in Turkish culture and other cultures.
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Shuster, Brooke C., Jenny R. Gustafson, Abbie B. Jenkins, Blair P. Lloyd, Erik W. Carter, and Caitlin F. Bernstein. "Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators." Journal of Positive Behavior Interventions 19, no. 3 (October 29, 2016): 143–57. http://dx.doi.org/10.1177/1098300716675734.
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As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.
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Dr. Vishnu Kumar, Dr Vishnu Kumar. "A Study of political Participate of the students at Secondary Level." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 534–39. http://dx.doi.org/10.15373/22778179/dec2013/170.
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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.
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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
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Whillans, Ashley V., Sally E. Hope, Lauren J. Wylie, Bob Zhao, and Michael J. Souza. "A Program to Improve Student Engagement at Research-Focused Universities." Teaching of Psychology 45, no. 2 (March 23, 2018): 172–78. http://dx.doi.org/10.1177/0098628318762905.
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Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year psychology students to participate in the program or to a wait-list. As compared to students who were randomly assigned to the wait-list, students who participated in the program attended more extracurricular events during the year, had higher grades, and reported greater feelings of engagement and enhanced skill learning. These data provide initial evidence that a peer-led program of student events can improve student life for psychology students attending large research-focused institutions.
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BARTOŠ, David. "THE EDUCATION BY PRACTICE - THE MULTIMEDIA PROJECT AS A PARTICIPATION OF STUDENT AND TEACHER." Trends in Education 12, no. 1 (December 27, 2019): 12–19. http://dx.doi.org/10.5507/tvv.2019.001.
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Šeďová, Klára, and Zuzana Šalamounová. "Student Participation in Communication as a Product of Teacher—Student Interaction." Lifelong Learning 5, no. 3 (2015): 75–94. http://dx.doi.org/10.11118/lifele2015050375.
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Goal of this study is to explore whether the way of teacher—student interaction influences student’s participation in the educational communication. Research has proved that students participate in the educational communication unevenly and that the level of their participation strongly correlates to their school performance. In this study based on the microanalysis of videorecords of educational communication we show that participation patterns are socially constructed and they are a product of interaction of students and their teachers. We analyze two examples of students with similar characteristics (lower school performance), one of which participates in a very limited way and he is not able to participate in discussions about more difficult topics, the second then participates in a large extent and he is able to introduce new ideas and to formulate sophisticated arguments. On the collected data we show that difference is caused by the different behaviour of their teachers, who differ in the level of assistance provided to the students and also in the way they label the students in communication.
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Dymond, Stacy K., Magen Rooney-Kron, Meghan M. Burke, and Martin Agran. "Characteristics of Secondary Age Students With Intellectual Disability Who Participate in School-Sponsored Extracurricular Activities." Journal of Special Education 54, no. 1 (May 31, 2019): 51–62. http://dx.doi.org/10.1177/0022466919851194.
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This study investigated the relation between grade level, support needs, and use of augmentative and alternative communication (AAC) and the participation of secondary age students with intellectual disability in school-sponsored extracurricular activities. Participants were special education teachers with at least one student with an intellectual disability on their caseload who participated in a school-sponsored extracurricular activity ( N = 498). Data were collected using an online questionnaire sent to members of a national listserv for transition professionals. Teachers reported students participated in a variety of extracurricular activities within the categories of sports/fitness, school clubs, special events, and performing arts. The majority of students participated in activities for less than 3 hr per week and did not participate in activities that only included students with disabilities. Support needs and use of AAC were related to the type of extracurricular activities in which students participated, the amount of time students spent in extracurricular activities each week, and the extent to which students participated in extracurricular activities that only included students with disabilities. Grade-level differences were nonsignificant, except in relation to activities that only included students with disabilities.
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Schellhase, Ellen M., Monica L. Miller, Jodie V. Malhotra, Sarah A. Dascanio, Jacqueline E. McLaughlin, and David R. Steeb. "Development of a Global Health Learning Progression (GHELP) Model." Pharmacy 9, no. 1 (December 24, 2020): 2. http://dx.doi.org/10.3390/pharmacy9010002.
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There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.
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Islam, Monjurul, Kazi Enamul Hoque, and Mohammed Shamsul Hoque. "Societal Factors of Private Tutoring in English: Evidence from Bangladeshi Higher Secondary Students." Journal of Studies in Education 8, no. 4 (November 26, 2018): 92. http://dx.doi.org/10.5296/jse.v8i4.11890.
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This study used the phenomenological qualitative research design to provide insights into the lived experiences of nine Bangladeshi higher secondary students in mainstream schools to determine the current practices of PT-E phenomenon, that had been motivated them to be enrolled in private tutoring sessions besides their formal schoolings. Each participant participated in one-to-one in-depth semi-structured interview. From nine verbatim transcripts 237 significant statements and four themes were emerged. The data represented that academic credentials, peer pressure, role of English in Bangladesh and parental involvement seem to be highly influential factors that influence school students to participate in PT-E.
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Mendelson, Vija G. "“Hindsight is 20/20:” Student Perceptions of Language Learning and the Study Abroad Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (August 15, 2004): 43–63. http://dx.doi.org/10.36366/frontiers.v10i1.132.
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Gathering student opinions about study abroad experience proves an effective way to address some of the issues these assumptions raise. In this project, 31 students who attended UMass Amherst (UMass) 2002 Salamanca Summer Program (four weeks) and 14 students who attended the UMass 2002 Granada Fall Program (14 weeks) agreed to participate. Five of these students, who studied abroad a second time with the UMass 2003 Oviedo Spring Program (18 weeks), also participated in a follow-up to the main study.
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Shankar, P. Ravi, and Christopher Rose. "Student feedback about the inaugural American International Medical University health humanities module." Journal of Patan Academy of Health Sciences 5, no. 2 (December 30, 2018): 90–97. http://dx.doi.org/10.3126/jpahs.v5i2.24020.
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Introductions: A ‘health humanity’ (HH) module was facilitated for second semester medicine and first semester nursing students at the American International Medical University, Saint Lucia from September to November 2017. The study was conducted during the third week of November to obtain participant perceptions about the module and suggestions for further improvement.
Methods: Students were explained the aims and objectives of the study and invited to participate. Certain demographic information was noted. Participants indicated their degree of agreement with a set of 16 statements using a five-point scale. They were asked with which particular session, role-play and painting they identified with the most. Two suggestions to further improve the use of role-plays, future modules, interprofessional learning and paintings were also elicited.
Results: Twenty-six of the 28 students (92.8%) participated with most being either Indian or Saint Lucians from urban backgrounds. The median agreement score with various statements was 4 or above. Participants identified most with the session on ‘death and dying’, ‘empathy’ and ‘health science student’; with the painting ‘tree of hope’; and the scenario ‘where a female medical student falls in love with a boy who was not reciprocating her feelings and with a girl who is trafficked, forced to become a sex worker returning to her family with HIV-positive. Participants agreed that the module promoted interprofessional learning.
Conclusions: Student feedback about the module was positive. It provided a platform to promote interprofessional learning among the participants, medical and nursing students.
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Levitt, Staurt. "Motivate Your Students—Participate." Strategies 6, no. 5 (February 1993): 10. http://dx.doi.org/10.1080/08924562.1993.10591914.
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Kennedy, Bruce W. "Engaging students to participate." Lab Animal 43, no. 8 (July 22, 2014): 291. http://dx.doi.org/10.1038/laban.587.
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Cahyorinartri, Niken. "MOTIVASI MAHASISWA BERORGANISASI DI KAMPUS." JURNAL PSIKOLOGI INSIGHT 2, no. 2 (January 31, 2019): 27–38. http://dx.doi.org/10.17509/insight.v2i2.14158.
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The aim of this study is to describe the student’s motivation in participating in student organizations at Universitas Jenderal Achmad Yani. This study uses self-determination theory to explain the motivation of students to involve in student organizations. Self-determination theory explained that human motivations were important sources in the development of personality and self-regulation. The motivation involved the reasons and the purposes in performing an action. Motivation moves from extrinsic motivations to intrinsic motivations. The method of this study was quantitative descriptive research. Participant of this research were college students who participating in students organizations. The result showed that most of the students participated in student organizations had integration extrinsic motivation. Students involved in the student organizations because they interested and it gived them some benefits. Draw the benefits in students organizations become the majority reasons of the students in participating in the student organizations.
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Giruzzi, Megan, Nick Giruzzi, Virginia Gonzalez, and Kimberly McKeirnan. "Implementing Student Pharmacist-Led Health Outreach Events at Long-term Care Facilities in a Medically Underserved Community." Senior Care Pharmacist 36, no. 8 (August 1, 2021): 387–96. http://dx.doi.org/10.4140/tcp.n.2021.387.
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Objective: To describe the process of creating precepted, student pharmacist-led health outreach events at long-term care facilities and to describe the lessons learned during the implementation process. Setting: Yakima, Washington, a medically underserved area. Practice Description: Pharmacy students, supervised by pharmacist preceptors, conducted health outreach events at local long-term care facilities on a rotating monthly basis. These students provided comprehensive medication reviews, blood pressure screenings, and blood glucose screenings. Practice Innovation: Pharmacists providing medication reviews at long-term care facilities where residents manage their medications can address polypharmacy by identifying medication discrepancies, determining the effectiveness of treatment, and improving patient outcomes. Conducting health outreach events with pharmacy-student involvement includes the added benefit of providing students with the opportunity to gain hands-on experience before beginning their clinical Advanced Pharmacy Practice Experience (APPE) rotations and practice skills described in the American Society of Consultant Pharmacists Geriatric Pharmacy Curriculum Guide and Pharmacist’s Patient Care Process. Results: Nineteen health outreach events at longterm care facilities were held, and more than 100 residents participated annually. Students coordinated events successfully after developing a standardized set of questions, which was necessary for planning, and identifying someone to act as an event coordinator, recruiting students and ensuring they were appropriately trained, and creating a monitoring form to be filled in and shared with the participant. Students learned key lessons including naming the events appropriately to avoid confusion, understanding that not all long-term care facilities are alike, deciding how many students to recruit from each cohort to participate in events, optimizing the preceptor-to-student ratio, and ensuring preceptors were thorough in their oversight of students. Conclusion: This work described the implementation of health outreach events conducted by supervised student pharmacists at long-term care facilities. Health outreach events could be conducted by other colleges or facilities to provide important medication review and health screening services for long-term care facilities' residents, as well as providing student pharmacists with opportunities to learn and practice patient-care related skills.
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Ramirex, Genevieve M., and Rebecca J. Evans. "SOLVING THE PROBATION PUZZLE." NACADA Journal 8, no. 2 (September 1, 1988): 34–45. http://dx.doi.org/10.12930/0271-9517-8.2.34.
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As part of the campus concern with retention, California State University at Long Beach developed several intervention strategies to work with students on academic probation. The Student Affirmative Action Program designed their program components based on an identification of key factors contributing to academic difficulties. Findings suggest that students who participated in this mandatory, long-term, comprehensive program made far more significant and steady progress compared with control populations who utilized other services or who did not participate in any campus program.
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Berry, Jack W., and Stephen L. Chew. "Improving Learning through Interventions of Student-Generated Questions and Concept Maps." Teaching of Psychology 35, no. 4 (October 2008): 305–12. http://dx.doi.org/10.1080/00986280802373841.
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Using the principles of the scholarship of teaching and learning, we evaluated 2 learning strategies to determine if they could improve student exam performance in general psychology. After the second of 3 exams, we gave students the option of participating in a specific learning activity and assessed its impact using the third exam. In Study 1, participating students generated a minimum of 3 questions per week over course material. Lower performing students who participated improved their exam performance such that they were indistinguishable from stronger students who did not participate. In Study 2, students had the option of generating concept maps over course material. Generating concept maps significantly improved performance.
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Beggs, Brent A., James E. Stitt, and Daniel J. Elkins. "Leisure Motivation of Participants and Nonparticipants in Campus Recreational Sports Programs." Recreational Sports Journal 28, no. 1 (May 2004): 65–77. http://dx.doi.org/10.1123/rsj.28.1.65.
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The factors that motivate college students to participate in leisure activities play a key role in better understanding participation patterns in campus recreational sports. This study utilized the Leisure Motivation Scale developed by Beard and Ragheb (1983) to determine factors that motivated college students' leisure choices. The purpose of this study was to examine motivational differences in students who participated regularly in campus recreational sports and students who did not regularly participate in campus recreational sports. The sample consisted of 631 students from two universities. The results indicated that students who did not participate regularly in campus recreational sports were seeking rewards from their leisure such as rest, escape and solitude, as well as the opportunity to use their imagination and learn. Students who regularly participated in campus recreational sports revealed that they were motivated to participate because of physical activity, challenge, and competition. In addition, differences in gender and overall motivation for leisure participation were examined.
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Aboudan, Rima. "Engage Them, Don’t Enrage Them – Student Voices and What It Takes to Participate." English Language Teaching 4, no. 1 (February 28, 2011): 128. http://dx.doi.org/10.5539/elt.v4n1p128.
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Students who get involved reap several academic benefits (Furtwengler: 1991). This paper concerns features of pedagogy that involve students, get them to participate, and capture and sustain their interest. Analysis of data from feedback by 80 students and 40 faculty members in the United Arab Emirates University highlighted four core components in motivating student participation: the content connect-ability of subject-matter to students’ everyday lives; the use of student active-involvement opportunities in lessons; the students’ sharing of responsibility in the learning process; and the establishment of a rewarding system for effort and engagement.
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Akiba, Motoko, Ya-Fang Chiu, Yue-Lin Zhuang, and Heather E. Mueller. "Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders." education policy analysis archives 16 (October 30, 2008): 20. http://dx.doi.org/10.14507/epaa.v16n20.2008.
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Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.
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Ramirez, David. "A student made MOOC for medical students during the SARS-CoV-2 pandemic." Revista Española de Educación Médica 1, no. 2 (August 6, 2020): 14–20. http://dx.doi.org/10.6018/edumed.437991.
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(1) Antecedentes: América Latina fue una de las últimas regiones del mundo en verse afectada por la pandemia de COVID-19. Como respuesta a la emergencia, se implementó la educación virtual en casi todos los países de la región. (2) Métodos: Se realizó un curso en línea abierto masivo (MOOC) sobre epilepsia utilizando solo software y plataformas de acceso abierto, siguiendo las competencias de la Liga Internacional contra la Epilepsia para la enseñanza de la epileptología. (3) Resultados: 250 estudiantes de salud de 8 países latinoamericanos diferentes se inscribieron en el curso y solo el 17.2 (%) de ellos habían participado previamente en cursos como este. Este curso tuvo una tasa de finalización de 37.2 (%) y, de los estudiantes que completaron el curso, 98.3 (%) participaría en cursos como este en el futuro. (4) Conclusión: los MOOC se pueden implementar fácilmente como una estrategia pedagógica poderosa durante la pandemia de COVID-19 y pueden tener un impacto positivo no solo en sus objetivos de aprendizaje propuestos, sino que pueden ayudar a cerrar la brecha que impide que los estudiantes de salud latinoamericanos adquieran activamente conocimiento a través de ellos. (1) Background: Latin America was one of the last regions of the world to become affected by the COVID-19 pandemic. As a response to the emergency, virtual education was implemented in almost every country of the region. (2) Methods: A massive open online course about epilepsy was made using only open access software and platforms following the international league against epilepsy competence-based domains for epileptology teaching. (3) Results: 250 healthcare students from 8 different Latin American countries enrolled in the course and only 17.2(%) of them had previously participated in courses like this one. This course had a completion rate of 37.2(%) and, of the students that completed the course, 98.3(%) would participate in course like this in the future. (4) Conclusion: In conclusion, MOOCs can be easily implemented as a powerful pedagogic strategy during the COVID-19 pandemic and can have a positive impact not only in in its proposed learning objectives but it can help in closing the gap that prevent Latin American healthcare students to acquire actively knowledge trough them.
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Espinoza, Jose A. "School Sponsored Extracurricular Activities and Math Achievement among Hispanic Students." Journal of Youth Development 6, no. 2 (June 1, 2011): 48–57. http://dx.doi.org/10.5195/jyd.2011.187.
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Differences in math achievement between Hispanic eighth grade students who participated in school sponsored extracurricular activities and Hispanic eighth grade students who did not participate in school sponsored extracurricular activities at an inner-city campus in the State of Texas were examined for the 2008-2009 academic year. The Texas Assessment of Knowledge and Skills (TAKS) Math exam served as the measure of student achievement. Hispanic eighth grade students who were involved in extracurricular activities had statistically significantly higher scores as well as higher passing percentages than did Hispanic eighth grade students who were not involved in extracurricular activities on the TAKS Math exam. Implications are presented and recommendations for future research are made.
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Ng, Kimberly E., and Nicole Bradley. "Use of a Structured Method of Antimicrobial Stewardship at a City Hospital by Pharmacy Students." Pharmacy 8, no. 4 (October 14, 2020): 188. http://dx.doi.org/10.3390/pharmacy8040188.
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The objective of this study was to determine the utility of a structured method of antimicrobial stewardship by Advanced Pharmacy Practice Experience students and assess student perceptions of the tool. Pharmacy students on rotation were trained to utilize a structured team antibiotic review form (TARF) as a tool to participate in antimicrobial stewardship. Students completed anonymous evaluations regarding their confidence in performing stewardship after completing their rotation, and preceptors quantified total student interventions. Data analysis was conducted using descriptive statistics. The Fisher’s Exact Test was used to compare students’ confidence before and after using TARFs. Twenty-six students participated in antimicrobial stewardship using TARFs, resulting in 889 interventions. Nearly 96% of students reported that TARFs helped them evaluate patient antibiotics in a way that was easy to follow and that TARFs provided them with an organized and structured way to systematically evaluate antibiotics. All students felt that the TARFs increased their knowledge on how to evaluate antibiotics. Significantly more students were confident in participating in antimicrobial stewardship after using the TARF. TARF use allowed students to substantially contribute to stewardship, and provided them with a structured guide allowing for improved student knowledge and confidence.
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Wapa, Andi. "INFLUENCE OF CREATIVE PROBLEM SOLVING TO STUDY RESULT SOCIAL SCIENCES STUDY AS REVIEWED FROM THE MULTICULTURAL ATTITUDE OF STUDENTS CLASS V ELEMENTARY SOUTH KUTA." PrimaryEdu - Journal of Primary Education 4, no. 2 (September 30, 2020): 160. http://dx.doi.org/10.22460/pej.v4i2.1774.
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This research aims to describe the effect of Creative Problem Solving learning implementation on social science learning results reviewed from multicultural attitudes. The research design uses Posttest only control group design. The primary school student research population is 401 students. The sample consisted of 120 students divided into two experiment classes and two control classes with random sampling group techniques. Data analysis is done with ANAVA. The results showed: a) the results of Social Science study between students who participated in Creative Problem Solving learning and students who participated in conventional learning with a score of 22,284 > (3,93), b) influence between the application of creative problem solving learning and multicultural attitude to social science learning results with a score of 66,428 < (3.97), c) social science learning results between students who participate in creative problem solving and students who follow conventional learning, in students who have a high multicultural attitude with a score of 31,396 < (4,11), d) the results of social science studies between students who follow creative problem solving learning and students who follow conventional learning, students with a low multicultural attitude with a score of 9,928 < (4.11).
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Weisfeld, Glenn E., and Karen de Olivares. "A Participant-Observation Course in Applied Adolescent Development." Teaching of Psychology 19, no. 3 (October 1992): 180–82. http://dx.doi.org/10.1207/s15328023top1903_19.
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We designed a course to help students learn about problems affecting urban adolescents and to work with the local community to develop and implement suitable solutions. To supplement course readings, students observed an assigned city neighborhood. They kept a journal, visited local institutions serving youth, and interviewed residents. Each student received statistical data on this neighborhood, the city as a whole, and the greater metropolitan area. Students discussed social problems, considered alternative social policies, and learned how social change is implemented on the community level.
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Zulkifli, Ahmad Fahim, and Pamela Kulinna. "Self-efficacy, soccer skills and the influence on students’ learning experience." Biomedical Human Kinetics 10, no. 1 (January 30, 2018): 1–7. http://dx.doi.org/10.1515/bhk-2018-0001.
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Summary Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The intervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use reciprocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.
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Yakeley, Jessica, Peter Shoenberg, and Austin Heady. "Who wants to do psychiatry?" Psychiatric Bulletin 28, no. 6 (June 2004): 208–12. http://dx.doi.org/10.1192/pb.28.6.208.
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Aims and MethodThe study aimed to determine whether medical students who participated in a student psychotherapy scheme aimed at helping them learn about the doctor-patient relationship were more likely to choose psychiatry as a career than a control group who did not participate. One hundred and ninety-eight medical students who participated in the University College and Middlesex School of Medicine (UCMSM) Psychotherapy Scheme between 1982 and 1992, and 200 randomly selected students of the same period who did not, were sent a questionnaire asking about career choice.ResultsSeventy-seven of 163 participants in the scheme who sent back the questionnaire had not thought about doing psychiatry before entering the scheme. Of these, 11 became psychiatrists (14.3%), compared with only two (1.6%) of the 128 controls (of 152 respondents) who had not considered psychiatry as a career at the same stage. This difference is highly significant (P<0.001). Many of the participants, including those who did not specialise in psychiatry, emphasised how the scheme had helped them understand the doctor-patient relationship.ImplicationsParticipating in the Student Psychotherapy Scheme encouraged medical students to choose psychiatry as a career. This knowledge is important, particularly in view of the current recruitment crisis in psychiatry.
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Bentz, Johnell L., and Lynn S. Fuchs. "Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring." Learning Disability Quarterly 19, no. 4 (November 1996): 202–15. http://dx.doi.org/10.2307/1511207.
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This study investigated the effects of providing training and practice in helping behaviors to students during peer tutoring in mathematics. Participants were 20 general educators from grades two through four, whose entire classes participated in peer tutoring for 29 weeks. From each class, teachers identified one average-achieving student and one student with a learning disability to participate as a dyad in this videotape study. The 20 classrooms were assigned randomly to two treatments: peer-tutoring experience with additional training in how to help and peer-tutoring experience without training in how to help. Following training in how to help in 10 of the 20 classrooms, each dyad, one from each classroom, was videotaped completing a mathematics peer-tutoring task. Microlevel quantifications and more global descriptions of transcripts of representative pairs in each condition indicated that students who received the helping training engaged in an increased number of directly trained helping behaviors than the untrained students. The nature of students' explanations is also described.
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Cavnar, Peter, and Claudia Stanny. "Effects of Hierarchical Mentoring on Freshman Retention in a Biology First-Year Experience Course." American Biology Teacher 80, no. 3 (March 1, 2018): 184–90. http://dx.doi.org/10.1525/abt.2018.80.3.184.
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Higher education must improve student retention and graduation rates to meet increased demand for STEM degrees in the workforce projected for the next ten years. The high rate of attrition among STEM students entering college compels institutions to implement strategies that improve student retention because more states now employ performance-based funding models with increased pressures to improve student outcomes, such as first- and second-year retention rates. We piloted a two-year hierarchical mentoring model as part of a first-year experience course developed for biology students (BioSkills) to increase retention rates among first-time-in-college (FTIC) students. We describe the mentoring structure we adopted and how the design of BioSkills supports and educates future biology professionals. Our findings show that FTIC students who participated in this program earned significantly higher first-year GPAs and were retained at higher rates than students who did not participate, which documents the impact of BioSkills as a successful first-year intervention. However, we were surprised that the benefit of BioSkills was not replicated among under-represented minority (URM) students. We briefly speculate on explanations for this finding. Lastly, we offer best practice suggestions for future implementation.
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Menard, Elizabeth A. "Music Composition in the High School Curriculum." Journal of Research in Music Education 63, no. 1 (April 2015): 114–36. http://dx.doi.org/10.1177/0022429415574310.
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Student and teacher perceptions regarding composition instruction were investigated using case study techniques in two high school music programs: a general music program providing accelerated instruction to gifted musicians in small classes and a typical performance-based band program. Students in both programs participated in a composition instruction program. Qualitative data included student and teacher interviews, observation, and participant journals. Quantitative data included administration of a composition attitude survey and assessment of student compositions. Analysis of band director perceptions revealed themes identifying challenges to implementing composition instruction: performance culture traditions, time, class setting, teacher preparation, and lack of student fundamental musical knowledge. Teachers in both programs identified benefits as development of student potential, importance of exposure to composition, and increased musical understanding. In the band program, student attitude toward composition increased significantly from pre- to post-instruction, while the general music students, with previous composition experience, showed no change in attitude. Students from both programs identified time as a challenge to composition and also indicated frustration in their lack of fundamental music knowledge. Students identified enjoyment, improved musical understanding, personal expression, increased interest in music, and understanding composition process as benefits to composition experience.
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Gehret, Austin U., Lisa B. Elliot, and Jonathan H. C. MacDonald. "Active Collaborative Learning Through Remote Tutoring." Journal of Special Education Technology 32, no. 1 (November 28, 2016): 36–46. http://dx.doi.org/10.1177/0162643416681162.
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An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session’s efficiency and the ability of students to actively participate in remote tutoring.
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Weeks, Benjamin K., and Liisa Laakso. "Using Debates as Assessment in a Physiotherapy Capstone Course: A Case Example." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 131–43. http://dx.doi.org/10.53761/1.13.3.8.
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While not a new teaching and learning approach, debating may be considered novel when included in a suite of more traditional teaching and learning activities. Despite the potential benefits of debates for the development of generic skills, their use in physiotherapy education remains unreported. Thus, our aim was to evaluate student satisfaction of a debate assessment item in a physiotherapy capstone course. We recruited students enrolled in a final year physiotherapy course undertaking a group debate assessment. Students were invited to complete two surveys of their expectations regarding the debate assessment, and their satisfaction after completing the debate. Students were further invited to participate in a focus group. All students participated in the debate (n = 20). Six students (30%) completed the first survey, 16 students (80%) completed the second survey, and seven students (35%) participated in the post-debate focus group. We found that before the assessment item students were apprehensive about the debate, however they felt it would be a beneficial learning experience. After the debate, students claimed they enjoyed the novel assessment and were supportive of its continued inclusion in the capstone course, however, students were ambivalent on the inclusion of debates in earlier courses in the program.
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Dutt, Karen M. "The Fishbowl Motivates Students to Participate." College Teaching 45, no. 4 (November 1997): 143. http://dx.doi.org/10.1080/87567559709596217.
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Richardson, Alice, Keith Lyons, and Dennis Bryant. "Retaining Students Who “Did Not Participate”." International Journal of Learning in Higher Education 20, no. 2 (2014): 55–66. http://dx.doi.org/10.18848/1447-9494/cgp/v20i02/48691.
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Marzuki, Abdul Gafur. "Developing Speaking Skill through Oral Report in an EFL Class in Indonesia." Al-Ta lim Journal 24, no. 3 (December 17, 2017): 243–54. http://dx.doi.org/10.15548/jt.v24i3.330.
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This Classroom Action Research aims at developing students’ speaking skill through the application of oral report technique. This research is conducted collaboratively in three cycles in which researcher acts as a lecturer while his collaborator acts as an observer and each cycle consists of two meetings. Data of this research is attained from two main sources namely qualitative and quantitative data. The data shows that In preliminary study, 35.5% students could answer questions given by researcher through interview but the achievement score shows that 13.3% students could fulfill the minimum criteria of achievement. The minimum criterion of achievement is 60. At cycle I, 37% students could participate in oral report and 24.4% students could fulfill the minimum criteria of achievement. At cycle II, 51.1% students could participate in oral report and 42.2% students could fulfill the minimum criteria of achievement. The last is 75% students could fulfill the minimum criteria of achievement from 86.6% students who participated in oral report at cycle III from 45 students. Furthermore, the highest score obtained by student from each of cycles present that in preliminary study is 70 whereas 72.5 at cycle I, 85 at cycle II, and 90 at cycle III. Based on the findings of this research, it can be inferred that the application of oral report technique can develop students’ speaking skill in using English
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Petrović, Vesna, Tanja Rožek-Mitrović, and Radmila Erceg-Javor. "Screen time and extracurricular sports participation among children in a local community in Serbia." Timocki medicinski glasnik 45, no. 3 (2020): 109–13. http://dx.doi.org/10.5937/tmg2003109p.
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Introduction: There is evidence that higher levels of screen time are associated with various negative effects on children's health. On the other hand, amounts of physical activity greater than 60 minutes provide additional health benefits. The aim of our study was to compare screen time and participation in extracurricular sports activities between two groups of adolescents in Inđija. Materials and methods: A cross-sectional study was conducted in a Primary Healthcare Center Inđija. 200 students participated, of which 100 fifth grade elementary school students and 100 first grade secondary school students. Data were collected by means of a questionnaire, which was designed for this study. Results: In our study 200 of students participated, of which 41% were boys. Secondary school students ignored the recommendations for daily screen time significantly more than elementary school students, on workdays (ch²=28.06, p<0.01), and at weekends (ch²=40.996, p<0.01). Elementary school students participated in extracurricular sports significantly more than secondary school students (ch²=5.225, p<0.05). High school boys participated in extracurricular sports considerably more than high school girls (ch²=16.234, p<0.01), and elementary school girls also participated more than high school girls (ch²=7.966, p<0.05). Conclusion: This research showed that more than half of the students in Inđija ignored the recommendations for screen time on workdays and at weekends, high school students considerably more than elementary school students. Approximately forty percents of the students did not participate in extracurricular sports. Elementary school students participate in extracurricular activities significantly more than secondary school students, with significant decline in high school girls.
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Shannon, Katheryn E., and Theresa A. Cullen. "Engaging Preservice Teachers in Professional Development about iPads." International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 35–43. http://dx.doi.org/10.4018/ijmbl.2016040103.
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The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members participated and two-thirds indicated they would participate in similar events in the future. Participants indicated that opportunities to share their knowledge and collaborate with peers to explore new applications and integration strategies, connect new knowledge and skills to K12 classroom practice, and talk to K12 students about their vision for technology integration were beneficial outcomes of the experience. Discussion of the structure and management of the event, student feedback and plans for future implementations are provided.
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Pérez-Chaverri, Julia. "¿CÓMO PARTICIPAR EN LOS FOROS VIRTUALES DE LA UNED?. HOW TO PARTICIPATE AT UNED VIRTUAL FORUMS?" Revista Electrónica Calidad en la Educación Superior 4, no. 1 (May 7, 2013): 211–23. http://dx.doi.org/10.22458/caes.v4i1.462.
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El uso frecuente de las plataformas virtuales dentro de la oferta académica de la Universidad Estatal a Distancia (UNED) ha permitido incrementar las opciones de comunicación, interacción y aprendizaje. En ese sentido, la herramienta de foro es una de las más utilizadas para propiciar estos procesos.El artículo está dirigido al estudiantado de la UNED y tiene como propósito identificar algunos aspectos básicos que deben seguir para participar en los foros de las asignaturas que se desarrollan a través de una plataforma virtual de aprendizaje de la universidad. Estos aspectos le permitirán, precisamente; direccionar, potenciar, maximizar dichos procesos de comunicación e interacción, los cuales son fundamentales para su aprendizaje individual y colaborativo.Palabras clave: foro, cursos en línea, cursos híbridos, interacción.AbstractThe frequent use of virtual platforms within the academic offerings of the Universidad Estatal a Distancia (UNED) has boosted the options for communication, interaction and learning. In that sense, the forum as a tool is one of the most used to facilitate these processes.The article is aimed at students of the UNED and aims to identify some basics that should be following in order to participate in the forums of the subjects that are developed through a virtual learning platform of the university. These aspects will allow precisely, address, enhance, and maximize these processes of communication and interaction, which are essential for individual and collaborative learning.Keywords: forum, online courses, hybrid courses, interaction.
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ÇAĞAN, Sultan, Hasan Şahin KIZILCIK, and Pervin ÜNLÜ YAVAŞ. "Bir TÜBİTAK Bilim Fuarına Katılan Öğrencilerin Fizik Dersine Yönelik Tutumlarındaki Değişimin İncelenmesi." Gazi Journal of Education Sciences 6, no. 2 (August 19, 2020): 168–84. http://dx.doi.org/10.30855/gjes.2020.06.02.001.
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Khaskheli, Nisar Ahmed, Muhammad Hashim Darya, and Muhammad Akhlaque Memon. "Relationship of Democratic Coaching Style with Character Building of Student-Players." Global Educational Studies Review V, no. III (September 30, 2020): 123–32. http://dx.doi.org/10.31703/gesr.2020(v-iii).13.
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This examination study was conducted on the character building of students who are also players through democratic coaching style. The primary goal of the examination was to explore the connection of democratic conduct of coaching with the character building of the players. The study was carried out on Badminton players at the Sukkur region, Sindh. The student-players of 20 associated colleges (N=100) and 20 teaching departments (N=100) of Shah Abdul Latif University, Khairpur participated in the study. A survey questionnaire, as a research tool, was applied. The results show that the majority of student-players were of the view that there is a positive relationship between democratic conduct of coaching with the character building of the student players. The frequencies, percentages were differently found, which were significantly different from each other. The study recommended that the training and coaching programs for the character building of student-players should be arranged and tournaments like inter-school, inter-department, inter-collegiate, and inter-varsity be organized where the student-players be encouraged to participate, and the concerned coaches must focus on the character-building of the students along with the technical and tactical skills of the student-players.
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Hryciw, Deanne H., Kathy Tangalakis, Briony Supple, and Gill Best. "Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students." Advances in Physiology Education 37, no. 1 (March 2013): 80–84. http://dx.doi.org/10.1152/advan.00129.2012.
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The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.
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Lesik, Sally A., Karen G. Santoro, and Edward A. DePeau. "Evaluating the effectiveness of a mathematics bridge program using propensity scores." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 331–45. http://dx.doi.org/10.1108/jarhe-01-2014-0010.
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Purpose – The purpose of this paper is to illustrate how to examine the effectiveness of a pilot summer bridge program for elementary algebra using propensity scores. Typically, selection into treatment programs, such as summer bridge programs, is based on self-selection. Self-selection makes it very difficult to estimate the true treatment effect because the selection process itself often introduces a source of bias. Design/methodology/approach – By using propensity scores, the authors can match students who participated in the summer bridge program with equivalent students who did not participate in the summer bridge program. By matching students in the treatment group to equivalent students who do not participate in the treatment, the authors can obtain an unbiased estimate of the treatment effect. The authors also describe a method to conduct a sensitivity analysis to estimate the amount of hidden bias generated from unobserved factors that would be needed to alter the inferences made from a propensity score matching analysis. Findings – Findings suggest there is no significant difference in the pass rates of the subsequent intermediate algebra course for students who participated in the summer bridge program when compared to matched students who did not participate in the summer bridge program. Thus, students who participate in the summer bridge program fared no better or worse when compared to similar students who do not participate in the program. These findings also appear to be robust to hidden bias. Originality/value – This study describes a unique way to estimate the causal effect of participating in a treatment program when there is self-selection into the treatment program.
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Barone, Diane, and Rebecca Barone. "Fourth-grade gifted students participation in literature circles." Gifted Education International 35, no. 2 (February 7, 2019): 121–35. http://dx.doi.org/10.1177/0261429418824120.
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This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.
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Tempest, Stephanie, Kevin Cordingley, and Christine Craik. "Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?" British Journal of Occupational Therapy 70, no. 9 (September 2007): 389–92. http://dx.doi.org/10.1177/030802260707000904.
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The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.
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McEwan, Rob. "Secondary student motivation to participate in a Year 9 Australian elective classroom music curriculum." British Journal of Music Education 30, no. 1 (July 2, 2012): 103–24. http://dx.doi.org/10.1017/s026505171200023x.
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Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.
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Boury, Tiffany T., John M. Hineman, Jacqueline Courtney Klentzin, and George W. Semich. "The Use of Online Technology to Facilitate Pre-Service Teachers' Engagement and Cultural Competency Development during an International Field Placement." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 65–79. http://dx.doi.org/10.4018/jicte.2013070105.
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Student teaching abroad is becoming increasingly popular in many colleges and universities in the United States. This experience can be highly rewarding in terms of developing pre-service teachers’ culture competency, yet can pose challenges for faculty monitoring such placements. Stewart and Kagan (2005) suggest a framework for teacher preparation programs that have recognized the value of international experiences gained when students participate in host countries’ classrooms. This qualitative research collective case study examined the use of a wiki discussion forum as a technology supported communication tool rooted in engagement theory for pre-service teachers to better communicate reflections, questions, or concerns they may have in working with their students during international pre-service teacher experiences. This paper reports the results of an analysis of data collected from an instructor-prompted wiki discussion board used by three student cohorts that participated in international field placements. Results indicated that online technology facilitated student engagement in the experience and that the international placement fostered the development of their cultural competency.
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Marin, Gabrijela. "Sustavi e-učenja u promicanju novih pristu-pa vrednovanja." Magistra Iadertina 14, no. 1 (May 20, 2020): 91–112. http://dx.doi.org/10.15291/magistra.2957.
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The aim of this study is to identify strengths and weaknesses of the e-learning system as an assessment tool of the learning outcomes in the biology curriculum, with a refe-rence to three assessment approaches - assessment for learning, assessment as lear-ning and assessment of learning. The author is also trying to define the possible impact of e-leaning in the development of students' digital competences. In order to conduct this research, the author developed an on-line course called „Creating multimedia eco-logical contents”, using Moodle. Twenty-six tenth grade students of Ante Kuzmanić Medical school participated in the course. While engaging in the course every student had to create a movie using one digital tool, participate in the peer assessment and complete two questionnaires. After the student had presented the movie to his clas-smates, it was evaluated according to previously known assessment criteria. The re-sults of this research indicate the potential benefits of using Moodle in all three as-sessment approaches.
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Metcalf, Debra Ann, and Karl Kilian Konrad Wiener. "An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University." World Journal of Educational Research 8, no. 1 (December 29, 2020): p51. http://dx.doi.org/10.22158/wjer.v8n1p51.
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Academic bridging and other remedial programs are designed to maximize outcomes for all students and are designed around an inclusive framework which targets the most disadvantaged or at need students. This study questions the validity of this practice through an evaluation of Bandura’s sources of academic self-efficacy for bridging program participants within two distinct cohorts, first-in-family and non-first-in-family students. The study comprised students at a regional Australian university (N=1806) which prides itself on high rates of first generation student enrolment. Data was analyzed using SPSS® software to construct regression analyses for each cohort and determine for each which of Bandura’s sources of academic self-efficacy predicted current academic self-efficacy. For both first-in-family and non-first-in-family students who did not participate in bridging programs, all four of Bandura’s sources of academic self-efficacy were significant predictors of current academic self-efficacy. For first-in-family students who participated in bridging programs, vicarious learning did not significantly predict academic self-efficacy. For non-first-in-family students who participated in bridging programs, mastery experience and social persuasion did not predict academic self-efficacy. Some suggestions for the disparity between the results for bridging program participants and the bulk of accepted literature are offered as are some implications for bridging program pedagogy.
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Padilla-Walker, Laura M., Ross A. Thompson, Byron L. Zamboanga, and Larissa A. Schmersal. "Extra Credit as Incentive for Voluntary Research Participation." Teaching of Psychology 32, no. 3 (July 2005): 150–53. http://dx.doi.org/10.1207/s15328023top3203_2.
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This study examined whether offering extra credit for research participation was effective at meeting educational goals (e.g., enabling all students to learn about the research process) and providing a representative sample of college students for researchers. Results revealed that less than half (38%) of 193 undergraduate students in an introductory course participated in research. Those who did participate scored higher on measures of academic performance than those who did not participate. Offering extra credit for research participation might not meet educational goals and possibly limits the generalizability of research findings.