The document summarizes a study that examined how a science curriculum called PRACCIS affected students' scientific reasoning skills. PRACCIS focuses on having students develop and justify scientific models based on evidence. The study analyzed student essays about whether genetic resistance to HIV exists. It found that after experiencing the PRACCIS module, more students acknowledged alternative models and used multiple pieces of evidence to strengthen their arguments. However, further research is still needed to determine if these improvements were specifically due to PRACCIS or just exposure to more evidence. The study also showed room for improving students' understanding of statistical concepts like sample size.
This course has been designed to equip the student with the basic sampling methods in health sciences. The course aims to impart basic knowledge on sample size, sample selection, etc.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
This is the handout version of a lecture I give to medical residents and fellows on the basics of clinical research designs and the inherent issues that go along with each one. I give this lecture as part of a multi-module lecture series on research design and statistical analysis.
This course has been designed to equip the student with the basic sampling methods in health sciences. The course aims to impart basic knowledge on sample size, sample selection, etc.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
This is the handout version of a lecture I give to medical residents and fellows on the basics of clinical research designs and the inherent issues that go along with each one. I give this lecture as part of a multi-module lecture series on research design and statistical analysis.
Author & TitleAuthors Maggie Lawrence & Sue Kinn.Title Need.docxrock73
Author & Title:
Authors: Maggie Lawrence & Sue Kinn.
Title: Needs, priorities, and desired rehabilitation outcomes of family members of young adults who have had a stroke: findings from a phenomenological study.
Maggie Lawrence is a lecturer at Glasgow Caledonian University, Scotland, UK, where she works in the Institute for Applied Health Research/School of Health and Life Sciences.
Sue Kinn works in Scotland, UK, at the Research and Evidence Division, Department for International Development, in East Kilbride.
Both authors have the relevant expertise to write a paper on this subject. They are also distinguished professionals with valuable experience Health and Life Sciences.
Research Approach & Design
A qualitative approach based on Merleau-Ponty's existential phenomenology.
The researchers adopted a qualitative approach, supported by Merleau-Ponty's existential phenomenology, thus enabling them to explore the experiences of family members in relation to stroke. This approach to research is appropriate to the research question because it provides a general way of thinking about a problem (Smyth, 2013). This approach serves as a primary exploratory research aimed at providing valuable insights relating to the opinions, reasons, and motivations about the research question (Ritchie, Lewis, Nicholls & Ormston, 2013). More importantly, this approach helps the researchers to gain a better understanding into the issue, enabling them to develop hypotheses or ideas that would serve as the basis for potential quantitative research. The use of Merleau-Ponty's existential phenomenology is also appropriate because it highlights a focus on the individual’s subjective interpretations and experiences of the world (particularly, the issue at hand), thereby enabling the researchers to understand how they perceive the problem (Hamrick, 2013).
Sampling & Sample size
This research involved 11 participants (all family members) who participated in 24 interviews conducted over a span of 2 years.
This research used purposive sampling to get the participants.
The sampling population of 11 family members included spouses, parents, siblings, and children. They all participated in 24 interviews conducted over a 2-year period. Subsequently, the researchers used an iterative process of critical reflection to identify priorities, family-centred needs, and the related rehabilitation outcomes.
The researchers used purposive sampling in which they were able to recruit 10 young adults with stroke, and where those adults had developed the condition between 3 months and 24 months prior to recruitment (Ritchie, Lewis, Nicholls & Ormston, 2013).
As this was a qualitative research taking a phenomenological approach, the sample size was appropriate for the research approach that was chosen. The selected approach does not require the sample size to be too large as that might affect the researchers’ ability to analyze data properly. The sample size of 24 would be sufficient to s ...
This essay is the first in a series of three essays that will deal.docxchristalgrieg
This essay is the first in a series of three essays that will deal with a single issue or event in the world today. In this essay, you will be explaining the facts of your event or issue, not presenting the various perspectives or your own personal view on your issue. This is the place where you present a view of the data the upcoming perspectives are based on.
You may choose to approach this assignment in one of several ways, depending on your issue. You may choose to present a timeline of events leading up to present day. You may choose to present the basic concepts on which your issue rests. You may choose to combine these approaches. However you approach this assignment, you need to remember to retain an empirical stance while striving to present your data in a unique, interesting way.
Some tips to completing this assignment successfully:
· Try to find a unique angle or presentation for you issue in order to engage the reader.
· Focus on one aspect of your broad issue--you're going for depth, not breadth of coverage
· Remember to stick to an empirical stance. You will have the chance to present the different sides of your issue, as well as your own position, at a later date.
This essay must be at least 4 pages long, set in Times New Roman font with 1-inch margins. Your text must be double-spaced and you must use MLA format. Also, remember to cite all information that you cull from outside sources.
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 2
Literature Review: Childhood Obesity
Student’s name
Institution
Date
Literature Review: Childhood Obesity
The prevalence of childhood obesity in the United States has increased at such a rapid rate that this has been considered a serious healthcare issue. This issue has attracted the attention of policy makers, government agencies, and the community. Due to the extent of the problem, a large number of researchers have investigated a number of factors relating to childhood obesity. One of the factors that have been investigated is the impact of changing the attitudes of the patients towards obesity and lifestyle factors that cause a risk factor. In this study, the main factor being investigated is the impact of education on exercise and diet on patients who have a BMI of more than 30. The following is a summary of a review of the literature used to determine the impact of educating patients on exercise and diet changes.
Comparison of Research Questions
Most of the literature analyzed for this study focuses on the intervention strategies for childhood obesity. Cheung et al. seeks to understand the extent of the childhood obesity in America. The research asks about the incidence of childhood obesity in America in a bid to demonstrate the extent of the problem.
Ickes et al. (2014) research question compares the intervention strategies used in the American schools and international ones. The main aim of this study is to determine the gaps in the intervention used in American school ...
Reply to students Reply to other classmates’ threads, providing .docxchris293
Reply to students
Reply to other classmates’ threads, providing commentary, feedback, suggested reading, or questions for consideration. Reply must be 250 words and provide 1 reference in APA format.
Student 1 Response
Let’s say that you are researching a topic that concerns all fifth-grade students in the United States. Trying to gather data for every fifth-grade student in the United States is not a feasible task. A researcher would not even have access to that many students. A generalization will be concluded about the population that is being studied and that generalization will need an adequate sampling in order to be valid. “The sample is the group of elements or a single element, from which data are obtained” (McMillan, 1996, p. 86). Sampling allows for the study of a part that represents a whole of a population and techniques are needed to ensure that the sample will lead to a valid conclusion. “Sampling techniques tell us how to select cases that can lead to valid generalizations about a population, or the entire group you wish to learn about” Check & Schutt, 2012, p. 91). The sample must be an ideal representation of the population that is being studied. The sample must share the same characteristics of those of the total population (Check & Schutt, 2012).
Before determining the sample, it is important to have a detailed description of the population characteristics that is to form the focus of the study. There are a variety of methods in determining sampling for educational research and the caliber of representatives is based on the sampling procedures used (McMillan, 1996). Check and Schutt (2012) state that an important distinction about samples is whether they are based on a probability or a nonprobability sampling method. When using the probability sampling, the researcher knows in advance the likelihood the any element of a population will be selected for the study (Check & Schutt, 2012). “Probability sampling is a method of sampling in which the subjects are selected randomly in such a way that the researcher knows the probability of selecting each member of the population” (McMillan, 1996, p. 87). The random selection reduces the chance of having systematic bias in the selection elements. Sampling methods that do not let the researcher know in advance the likelihood of selection is called nonprobability sampling methods (Check & Schutt, 2012). “Nonprobability sampling methods can be useful when random sampling is not possible, when a research question does not concern a larger population, and when a preliminary exploratory study is appropriate” (Check & Schutt, 2012, p. 112).
Probability sampling methods are further broken down into types of random sampling. There are four types of random sampling: simple random sampling, systematic random sampling, cluster sampling, and stratified random sampling. Some examples of nonprobability sampling methods include availability sampling, quota sampling, purposive sampling, and sno.
RUBRIC FOR WEEK 4 Quantitative Critique Rubric5.25.20Quantita.docxWilheminaRossi174
RUBRIC FOR WEEK 4
Quantitative Critique Rubric:5.25.20
Quantitative Critique Rubric:5.25.20
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Intent of the research: is the title clear?
Yes, the title is clear.
1 pts
This criterion is linked to a Learning Outcome What is the RQ if stated? What is the hypothesis if stated? (3) What are the issues or variables being studied? What are the IV and DV variables? (3)
· The RQ for this study is whether a gender minority health education module would improve the knowledge and confidence of APNs in caring for gender minority patients.
· The hypothesis is that the APNs who receive the GMHE module will have more excellent knowledge and confidence in caring for GM patients than those who do not.
· The issues or variables being studied are the knowledge and confidence of APNs in caring for gender-minority patients.
· The IV is the GMHE module, and the DV is the APNs' knowledge and confidence in caring for GM patients.
6 pts
This criterion is linked to a Learning Outcome Significance of the study: How is the research problem significant to nursing? How will the findings improve practice (5 points)
· The research problem is significant to nursing because it is a problem that is prevalent in nursing. The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. The research problem is significant to nursing because it is a problem that is prevalent in nursing.
· The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. Additionally, the findings of this study will improve practice by providing a way for nurses to educate their patients on the issue of gender minority health.
5 pts
This criterion is linked to a Learning Outcome Method: What is the study design? Describe. Was this appropriate? (5) What is the level of evidence in this research? Describe the model used to evaluate the level of research. (3)
· The study design is a randomized controlled trial. This means that participants were randomly assigned to either the intervention or control groups. The intervention group received the gender minority health education module, while the control group did not
· This design is appropriate because it allows the researchers to isolate the effects of the intervention and control for other variables.
· The level of evidence in this research is level I. This is the highest level of evidence, which means that the results are reliable.
· The model used to evaluate the level of research is the hierarchy of evidence. This model is used to rank different types of research according to their quality.
8 pts
This criterion is linked to a Learning Outcome: Was the sample randomized or not randomized? (3) Was the process of sample selection addressed? Was the sample size adequate? Was a power analysis done? (3) What evidence was provided.
Research methods and paradigms is a topic from the subject Methods of Research (FC 402) of the degree Master of Arts in Educational Management, quantitative research, descriptive, survey, developmental, correlational, causal-comparative, experimental, true experimental, quasi-experimental, qualitative research, mixed methods research
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
A Novel Instrument For Assessing Students Critical Thinking Abilities
CortesYuan_GinoMegan_arestyposter
1. Abstract
Often, students do not learn effectively in science classes. Rather, the
traditional classroom lecture style of teaching generally fails to develop
the critical reasoning skills needed to solve real world problems. It is
especially important that students learn reasoning skills that help them
these problems. Classroom learning traditionally allows the teacher to
present the information to students, followed by the students asking
questions. PRACCIS (Promoting Reasoning and Conceptual Change in
Science), on the other hand, strives to encourage an alternate learning
curriculum that allows students to fully engage in model-based learning.
Model-based learning is focused on creating, defending, and justifying
models based on evidence. Student develop arguments that consider
evidence on both sides and consider the strength of the evidence. In short
PRACCIS aims to have students engage in reasoning practices as similar as
possible to the practices of scientists. In the research reported here, we
report on the effects of PRACCIS on students’ reasoning as exhibited in
essays written on the topic of whether there exist people who are
genetically resistant to HIV.
What is PRACCIS?
PRACCIS stands for Promoting Reasoning and Conceptual Change in
Science. Instead of the traditional method of teaching science topics by
directly showing scientific theories, PRACCIS aims for students to develop
and choose between alternative scientific models given a set of evidence.
The PRACCIS team has created many life science units on topics including
evolution, genetics, cell organelles, and cell processes.
Students participating in this study engaged with the PRACCIS
curriculum for approximately five months. Within this curriculum, we
focus on students work on a three-day lesson within the 4-week genetics
unit. Examining 5 pieces of evidence, they reasoned about whether there
exist humans who are genetically resistant to HIV.
Students’ Reasoning about Evidence in Genetics
Gino Cortes and Megan Yuan supervised by: Clark Chinn and Ron Rinehart
Department of Educational Psychology - Rutgers University, New Brunswick
Methods
The research team gathered data from 20 different classes in one middle
school. We examined data of 3 classes from one teacher. Each class and
teacher were implementing PRACCIS curricula involving using evidence to
develop and/or choose between available scientific models.
The HIV unit – The genetics unit studied is focused on whether or not HIV
resistance exists. Students selected a model at three different times.
Coding for Evidence Quality
We coded to note patterns in student responses by checking the counts and
percentages of each code. Overall evidence quality indicated by student
responses were noted as 1 of 3 general codes.
If a student picked a certain model, we were interested in the justifications
they gave to support their chosen model. The number of students who
acknowledged the alternate model and the number of students who used
body of evidence as justification were also noted.
Results
It is notable to see students use the alternate model and body of evidence to justify a
model after experiencing the PRACCIS module. Our study shows that when supporting
either model 1 or model 2, 11% of students acknowledge the alternate model after
being presented with evidence 1 and 2, while 57% of students acknowledge the
alternate model after being presented with evidence 3 and 4. Furthermore, 9% of
students take into account the multiple evidences and make connections between the
studies (make use of a body of evidence) after being presented with evidence 1 and 2,
while 38% of students make use of a body of evidence after being presented with
evidence 3 and 4, showing a notable increase in those that have taken into account
multiple evidences. Less than 10% of students recognize sample size or scope in
question 9. Other notable codes and their respective counts are listed below.
Conclusion/Future Direction: According to our data there is a notable increase in the
recognition of the alternate model (11% to 57%) and the use of body of evidence (9%
to 38%) from the presentation of evidence 1 and 2 to the presentation of evidence 3
and 4. This increase shows a possible beneficial effect of using a lesson module
similar to that of PRACCIS in teaching scientific theory and argumentation. Students
therefore have an existing concept of using the alternate model and connection of
evidences to strengthen an argument; yet further research is needed to evaluate the
reasoning behind such an increase as it is difficult to definitively attribute this to the
effects of the module-based learning or the increase in evidences presented to
students. Possible implications include using a more open discussion in scientific
debate in classroom (McNeill et al., 2008).
Our results also show that some students have an existing sense of basic statistical
knowledge (less than 10% cited sample size or scope). However, further instruction in
topics such as sample size may be needed to increase the number of students who
acknowledge sample size and scope. Simple restatements of certain evidences e.g.
evidence 4, calls for the need to teach students how to make inferences and elaborate
on answers. This research shows that students engaged in PRACCIS engage overall in
impressive reasoning which appear to be linked to instruction within the PRACCIS
units. Further research by PRACCIS will continue to evaluate the data of different
classes, as well as continue to teach new classes using PRACCIS's science units.
Citations:
Mcneill, Katherine L., and Diane Silva Pimentel. "Scientific Discourse in Three Urban Classrooms: The Role of the Teacher in Engaging High School Students in
Argumentation." Science Education (2009): N/a. Print.
Category Code Example
Large sample size lgsp “There are a lot of patients in this study”
Small sample size smsp “They didn’t look at very many patients”
Small scope smsc “It’s only a small clinic. They should have looked at better
kinds of clinics and hospitals”
Large scope lgsc “They looked at a lot of different kinds of patients”
Model restate mres They simply restate the model as if it was evidence.
Evidence restate eres They simply restate an element of several elements of the
evidence.
Accurate test at The test procedure results in very few errors.
Body of evidence y(# of evidences that
connect)
“There is genetic resistance for cats and monkeys so there is
resistance for humans.”
Authority auth “The nurse clearly shows resistance doesn't exist since she is
a medical professional”
Animals similar to humans ash Animals/FIV similar to humans/HIV
Animals not humans anh Animals/FIV not similar to humans/HIV
other other Significant arguments not captured by any other codes
Category Abbrev. Example
Positive p “This evidence is good because..”
Negative n “This evidence is bad because…”
Unsure u “I’m not sure if this evidence is good or bad..”
Category Code Count %
Model 1 m1 27 48%
Model 2 m2 29 52%
Any citation of evidence 1 e1 39 70%
Any citation of evidence 2 e2 43 77%
Evidence restatement eres 10 6%
Animals similar to humans ash 17 30%
Animals not humans anh 13 23%
Authority auth 13 23%
*Large sample size lgsp 3 5%
*Small sample size smsp 2 3.5%
*Large scope lgsc 0 0%
*Small scope smsc 1 1%
*Alternate model m1 or m2 6 11%
*Alternate model (question 15) m1 or m2 32 57%
*Body of evidence y12 5 9%
*Body of evidence (question 15) y(123 and/or4) 21 38%
Combination Codes % (out of total) % (out of those who supported or found irrelevant)
If evidence 1 supports model 2, then
animals are similar to humans
15 27% 15/22 = 68%
If evidence 2 supports model 1, then
authority is the reason.
7 13% 7/25 = 28%
If evidence 1 is irrelevant to model 1,
then animals are not like humans.
9 9% 9/9 = 100%
This material is based in part upon work supported by the National Science Foundation under Grant No. 0529582. Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National
Science Foundation.
PRACCIS Coding Scheme: The PRACCIS team Identified 13
justifications for students’ analysis of quality of evidence. There
were a total of 56 students’ work in this scheme.
Use of Evidence by Students
Model 1 or 2 with no evidence support.
Model 1 or 2 because 1 or more pieces of evidence.
Students provide an argument for the relationship of one or more pieces of evidence to the models.
Both good pieces of evidence (1 and 2) are used and argumentations are provided.
All 3 pieces of evidence (good + bad) are explained and related to the chosen model.
Student explicitly discusses evidence quality.
Students use prior knowledge instead of providing evidence.
Acknowledgements: We would like to thank Alissa Bang, Amanda Corigliano, Paige Frenkle, Ravit Golan-Duncan, Randi Zimmerman,
and the rest of the PRACCIS team for their contributions. We would especially like to thank our advisors, Clark Chinn
and Ron Rinehart, for their yearlong, dedicated effort in guiding our research project.
They picked a model
before they have seen any
evidence, after they have
seen evidence #1 and #2
(question 9), and for a
third time after evidence
#3 and #4 (question 15).
Selecting models several
times allowed PRACCIS to
note changes in reasoning
as their evidence base
grows. Changes in
opinions of whether
genetic resistance existed
were noted in our coding
schemes.