PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender

Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed.     

From Aristotle to Zinn in the Science Classroom

Extracts of writings of great scientists and philosophers were used as handouts to supplement text and lectures on environmental science for nonscience majors requiring a laboratory course. An assessment form was developed to judge the impact of this process on students. Results of the first semester are described with plans for future implementation. A list of handouts is appended.     

Teacher Clarifying Behaviors

High school social studies students (N = 448) were each assigned to one of 16 groups defined by possible combinations of two teacher uncertainty conditions (uncertainty vs. no uncertainty), two teacher “bluffing” conditions (bluffing vs. no bluffing), two lesson discontinuity conditions (discontinuity vs. no discontinuity), and two lecture notes conditions (notes handouts vs. no notes handouts). Each group was presented a lesson about the geography, politics, history, and economy of Botswana. The lessons were the same except for variations in the four conditions stated above. After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty negatively affected achievement, and notes handouts positively affected achievement. Both teacher bluffing and lesson discontinuity negatively affected student evaluation of the lesson. Several significant interactions were obtained. These findings are discussed in relation to previous research on low-inference behaviors related to teacher clarity.     

DNA microarray wet lab simulation brings genomics into the high school curriculum

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.     

Does the Visual Appeal of Instructional Media Affect Learners’ Motivation Toward Learning?

While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners’ interests, some scholars suggest that visuals could influence learners’ emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners’ self-reported motivation to learn from the handouts. Two handouts were prepared for this study: a minimalist handout following Mayer’s (2009) Coherence Principle and an appealing handout complying with everyday visual trends. Participants were instructed to look at the handouts in different orders according to groups and were asked about their impressions of the handouts. The appealing handout was perceived as motivating when it was seen after the minimalist handout. However, the group that saw the minimalist handout first did not perceive the appealing handout as motivating. The result implies that not only the design but also the learning context influences learners’ self-reported motivation to engage with the handout.     

The relative effectiveness of lecturing,modeling, and role playing in training paraprofessional reading tutors

Three methods of training remedial reading tutors were compared. One group of college student volunteers heard lectures and received written handouts describing seven tutoring skills. Another group received the handouts and observed an expert model demonstrate the skills. A third group was given handouts, practiced the skills, and received feedback on performance. All groups attended eight half-hour training sessions. Data from videotaped tutoring tests indicated all groups made significant improvements in the target behaviors. The group that practiced the skills and received feedback made the greatest gains and was significantly better than the other two groups at the end of treatment. The demonstration group also was significantly better than the lecture group.     

Adaptive learning for ESL based on computation

In the conventional English as a Second Language (ESL) class‐based learning environment, teachers use a fixed learning sequence and content for all students without considering the diverse needs of each individual. There is a great deal of diversity within and between classes. Hence, if students' learning outcomes are to be maximised, it is important to know how to provide learning content using students' preferences, learning characteristics and knowledge background as a basis. A five‐step algorithm was proposed that was based on the four factors (gender, learning motivation, cognitive style and learning style) as the different learner characteristics. The percentage increase between the pretest and posttest scores was used to determine optimal adaptive learning sequences to accommodate a variety of individual differences. The algorithm included the following five steps—to obtain the learning performance, to distinguish the learning performance of the lowest and highest groups, to use the different learning sequences as a basis for categorisation, to test the four factors between the lowest and highest performance, and to reduce the number of handouts. Finally, an empirical study for validating the adaptive learning sequence was conducted. By analysing the students' characteristics and the optimal learning sequences, an attempt was made to develop an adaptive learning sequence system to facilitate students' learning and to maximise their learning outcome, thus addressing the problem of fixed learning sequences in conventional ESL instruction.     

“机械制造专业英语”教学方法探索与思考

机械设计制造及其自动化专业是所有综合性大学都开设的本科专业。对"机械制造专业英语"这门课程近些年来的教学经验进行了总结。针对不同层次学业基础水平的学生如何达到较好的教学效果方面进行了有益的探索与思考。从教材的选择、讲义的编写、课件PPT的制作、教学方法的体会和经验、学习积极性和兴趣的提高等5个方面来总结和归纳"机械制造专业英语"的教学方法和感悟,针对不同的专业方向的学生如何更好地学以致用方面进行了对策性研究。     

论现阶段的收入分配制度

分配是物质资料生产的一个重要环节,如何积极的处理好分配的问题,既反映我国社会主义国家的本质,又体现效率,兼顾各方面的利益,同时还是我国收入分配制度的重心,也体现了我国社会主义制度的优越性.目前,我国的收入分配制度也存在着一些问题,如农民和城镇部分居民收入增长缓慢,收入分配关系尚未理顺等等.因此分析当前的收入分配制度,对促进全面建设小康社会,发展现代化建设都有十分重要的现实意义.     

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.     

基于元认知监控的控制类课程教学改革

分析了元认知监控理论的相关概念及作用,并将其引入控制类课程教学中,以提高学生的学习能力及效率。提出了制定教材配套讲义、构建探究式教学及层次化科研体系、建立交互式考核评价机制、在学生中促进朋辈交流等相关改革措施,并在教学实践中取得了较好的效果。     

美国俄克拉荷马州教材评价体系探析及启示

教材评价是促进各国课程教材发展的关键。俄克拉荷马州教材评价体系是美国教材评价的典型代表,其评价体系的构建有别于其他各州,并具有重视教材评价系统的完整性、十分关注教科书的内容属性和教学属性及学生的学习等特点,其蕴含的教材评价理念对我国教材评价体系与行政的关系、人员构成、评价内容及评价重点多方面具有重要启示。     

Discrete Population Models: Why They Belong in a Differential Equations Course

We make a case for including difference equations, in particular the discrete logistic equation, in basic differential equations courses. Contrasting the behavior of discrete and continuous models enriches students’ understanding of both modeling and differential equations. To facilitate sharing discrete population models with students, some materials including class handouts and an “exploratory” computer assignment are provided.     

手臂的运动范围对空姐职业装袖子版型设计的影响

在空姐职业装袖子版型设计中袖窿和袖山的结构设计非常关键,因其结构设计是否合理直接影响着人体手臂的活动范围,也是穿着者评价服装舒适性的重要条件之一。本文对空姐的工作过程中人体手臂的常规动作分析,讨论袖子版型设计中袖窿与袖山高的关系及和人体手臂活动范围对袖型设计的影响,强调职业装袖子版型设计要考虑其职业、款式、面料、人体手臂的活动范围等各方面的综合因素。     

基于网络环境下的仓库管理信息系统的设计与开发

随着校园计算机网络建设的发展,校园网络的硬件平台及硬件环境日趋完善。如何利用校园网络,开发为教学科研、实验室建设服务的各种管理信息系统,具有非常重要的现实意义。本文基于对高校物资、经费管理流程的分析,设计开发了基于网络环境下的仓库管理信息系统。     

New evidence on outcomes from South Asian distance education tertiary institutions: some implications for future policy

To policy planners in developing countries open and distance learning (ODL), because of its cost and delivery characteristics, is and has been a very attractive option for delivering tertiary education. Yet we have very little evidence on outcomes and the system's effectiveness. Providing some of this evidence is the main contribution of this article. South Asian institutions are some of the oldest of this type and enrol a large number of students. New data from a number of ODL tertiary institutions in South Asia, gathered though a UK DFID funded project, are presented here. This data is some of the most comprehensive material gathered on the ODL experience and offers new comparative data with conventional tertiary programmes and, data on completion rates and pass rates. All this provides the basis to reach new conclusions and reaffirm old ones on where ODL tertiary institutions are most effectively able to deliver.     

Learning scientific reasoning with the interactive computer

In this paper I report on a set of ten programs, the Scientific Reasoning Series. These programs take an area difficult to deal with in conventional science courses, the nature of scientific reasoning, and make it accessible to a much wider group of students. The aim of this material is to make improvements in scientific reasoning for all students over about 10 years old. The programs are highly interactive, adapting to the needs of the individual user. They are also motivationally strong, because of formative evaluation within public library environments. About 20 hours of student material is available. We argue that this material has important suggestions for the future of science education.     

线性系统相关估计法的研究

LMS算法是一种常用的估计法 ,但它的收敛速度较慢。采用短周期M序列相关估计法 ,其结构和算法与常规LMS自适应估计法相近 ,但收敛速度要快得多 ,非常适用于理论研究和工程实际的要求。计算机模拟结果表明 ,经200～300次迭代运算后 ,系统冲激响应抽样估计值误差小于0.01。     

"新要素"资产会计核算探析

现行会计核算制度将资产按流动性划分为流动资产、长期资产、固定资产、无形资产等类别,这一分类越来越难以反映知识经济社会带来的企业资产的真实信息.企业会计实物资产与"新要素"资产在许多方面有共同之处,但在涵义、形成方式、作用等方面有巨大的区别,辨析和区分会计实物资产与"新要素"资产,对于思考和研究现行的会计核算体系具有重要意义.     

在国家赔偿制度中建立精神损害赔偿之必要性探讨

国家赔偿法在理论和立法上只偏重物质损害赔偿，忽视了精神损害赔偿问题。事实上国家行政机关、司法机关及其工作人员的职务侵权、违法行为对公民的侵害不仅是物质损害，而且还会产生对人身权利之精神损害。这种精神损害的后果较之于一般性主体的侵权行为造成的精神损害要严重得多，因此，非常有必要建立精神损害的国家赔偿制度。