Learning Style,Academic Belief Systems,Self-report Student Proficiency and Academic Achievement in Higher Education

Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education.     

Virtual carrots,sticks and student engagement: supporting student researchers

This article describes a three-year research project which aimed to introduce a technological innovation in working with three cohorts of undergraduate students to support them in completing their final-year dissertations through the use of a Virtual Research Environment (VRE). An additional aim of the project was to establish, amongst the students, a Community of Enquiry. Drawing on evidence from module evaluations, focus group interviews and user logs, the article highlights how students engaged with the VRE to support their research projects and their peers. By examining the activities of the three cohorts the authors were able to apply the seven key factors for building an educational Community of Enquiry outlined in previous research by the first author and colleagues to assert that the third cohort worked collaboratively to the degree that they could be said to have formed a Community of Enquiry.     

Anomalous Activity Measurements of Creatine (Phospho) Kinase,CK-MB Isoenzyme in Indian Patients in the Diagnosis of Acute Coronary Syndrome

In the present study, the cause of suspected false-positive (anomalous) values for CK-MB activity, in Indian patients investigated for ACS. Total serum CK and CK-MB activity, serum Troponin I were measured and CK-MB as a percentage of the total CK activity (%CK-MB) calculated. CK-MB was also estimated using densitometry and CK-MB mass assay. Anomalous specimens were tested for the presence of CK isoenzymes. In 22 healthy subjects, 11 male and female, the %CK-MB ranged from 3.6 to 30.2. In 11 male patients, with proven ACS, the %CK-MB was from 4.0 to 17.5. The cut off for anomalous CK-MB activity values was set as >33.0%. In 35 patients with anomalies, total CK values ranged from 39 to 231 U/L, CK-MB from 30 to 161 U/L. Investigation of CK isoenzymes, showed 10 patients had a CK-BB band, 14 an intermediate band between CK-MM and CK-MB (macro-CK type 1), 7 had a cathodal band (macro-CK type 2), and 3 had a band intermediate between CK-MB and CK-BB. This later band does not seem to have been previously reported. Against the CK-MB mass assay, the activity assay showed no correlation, in 43 patients (19 M, 24 F), Pearson coefficient (R²) was 0.006. The CK-MB immunoinhibition assay is better described as measuring “non-CK-MM activity.” A %CK-MB activity >6% as a marker of ACS is not valid in our patient population. Laboratories should not use only CK-MB activity as a biochemical marker of ACS.     

Unpublishable research: examining and organizing the ‘file drawer’

It is well known that a number of research outcomes are not reported (the so‐called ‘file drawer problem’). It is generally assumed that what is not reported are ‘negative results’. Our study approaches the issue from a new angle by exploring what researchers perceive to be ‘unpublishable’. A survey regarding ‘unpublishables’ was sent out to 2,535 faculty members at Indiana University. Forty of these individuals consented to in‐depth interviews, which more fully explored these academics' views on the issue of unpublishable work. Our results indicate that there are several types of research besides negative results that are perceived to be unpublishable yet worthy of publication. Moreover, there is a great diversity within and across disciplines as to what constitutes ‘unpublishable’ research. Respondents indicated that academic discourse would benefit from the formal dissemination of papers that included inconclusive or null results, as well as replication and refutation studies. The results of our study suggest that there is a perceived gap in scholarly communication, which is to the detriment of science. These results can be used by administrators, educators, and publishers in order to refine scholarly communication practices so as to create a more robust, accurate literature and to inform future generations of researchers.     

Advanced Education in Industry

With few exceptions, companies in the electronics industry sponsor advanced education. They derive many benefits from the sponsorship of these programs, such as keeping their engineering staffs up to date on new technical advances, increasing the staff prestige, and attracting outstanding engineering graduates. Industry and Education must provide better advanced education in industry if we are to meet the challenges of tomorrow. Certain problems now present will be overcome in the future with better coordination and planning.     

Who's Afraid of the Big Bad Box? Children and TV Advertising in four Countries

Abstract

To what extent are children influenced by television and, in particular, by advertising? The study discussed in this article was conducted in four countries with, in some cases, surprising results. Parents think that television influences their children, but children too have views on how adults are affected.     

PLANNING, ENACTMENT, AND REFLECTION IN INQUIRY-BASED LEARNING: VALIDATING THE MCGILL STRATEGIC DEMANDS OF INQUIRY QUESTIONNAIRE

Tools are needed to track the elements of students’ successful engagement in inquiry. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Sch?n’s model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry engagement—planning, enactment, reflection—perceived as important by teachers, parents, and students before or after inquiry participation. Internal consistency and validity evidence was obtained from 205 university students with different inquiry backgrounds: teacher education years 1 and 4, continuing teacher education, and honors psychology. Separate confirmatory factor analyses of planning, enactment, and reflection generated 14 intercorrelated factors congruent with definitions of inquiry instruction and supported the hypothesized structure underlying the MSDIQ as a reliable and valid instrument for measuring inquiry engagement and valuing its building blocks.     

EQUITY IN MATHEMATICS AND SCIENCE OUTCOMES: CHARACTERISTICS ASSOCIATED WITH HIGH AND LOW ACHIEVEMENT ON PISA 2006 IN IRELAND

Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.