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131.
The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended. 相似文献
132.
Altruism is recognized as a significant component of willingness to pay (WTP) estimates when using contingent valuation method (CVM). The argument of whether all values that are motivated by altruism can be considered as real value has been discussed in various fields. In order to derive the real WTP value for public library valuation, an attempt was made to decompose an individual's total WTP into two categories: local versus global and paternalistic versus nonpaternalistic. A contingent valuation survey was conducted to demonstrate how altruistic motivations affect WTP estimates for public libraries. Approximately 22% of the WTP value was found to be excluded from the total WTP value, because of motivation by local and nonpaternalistic altruistic attitudes. The results suggest that in a WTP study using the contingent valuation method, one must design a survey questionnaire with a comprehensive view that takes into account two different aspects of altruistic motivation. 相似文献
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134.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
135.
A serious game, which is designed for learning purposes rather than recreational purposes, has been applied for digital game-based Learning. This study investigated the effects of graphic organizers in a serious game, “The Transistor”, on learning outcomes and attitudinal perceptions. A total of 99 participants were randomly assigned to three groups: non-organizer group, advance organizer group, and post organizer group. The results revealed that participants using a post organizer, which was presented after the game for review, outperformed those using a non-organizer and an advance organizer on both learning outcomes (recall test scores and recycling intention) and attitudinal perceptions (perceived enjoyment, perceived usefulness, and satisfaction). These findings implied that a post-graphic organizer could enhance the instructional value of a serious game. More detailed implications, limitations, and suggestions for future research are discussed. 相似文献
136.
Herbert W. Marsh Kit‐Tai Hau Choi‐Man Chung Teresa L. P. Siu 《Structural equation modeling》2013,20(2):143-164
Chinese University of Hong Kong students (N = 844) selected a “good” and a “poor” teacher, and rated each using a Chinese translation of the Students' Evaluations of Educational Quality (SEEQ) instrument. Multigroup confirmatory factor analysis (CFA) models, based on a 3 × 2 design, were constructed to test the invariance of the SEEQ factor structure across 3 discipline groups (a between‐group comparison of ratings by students in arts, social sciences, and education; in business administration; and in engineering, medicine, and science) and across ratings of good and poor teachers (via within‐subjects comparison). The selected model imposed between‐group invariance constraints on factor loadings, factor correlations, and factor variances across the 3 discipline groups and within‐subjects invariance constraints on factor loadings across ratings of good and poor teachers. The results support the use of SEEQ in this Chinese setting, demonstrating the generality of North American research findings and the usefulness of CFA in this research area. 相似文献
137.
This study reports the use of dielectrophoresis (DEP), which determined the crossover frequency (cof) of antibiotic-induced elongation of Escherichia coli (E. coli) with regard to the rapid antibiotic susceptibility test (AST). Different dielectric properties and elongation rates of E. coli are caused by various concentrations of cephalexin treatment. According to the authors' results, significant changes in the cof of bacteria treated with 32 μg∕ml antibiotic for 60 min can be found by using a quadruple electrode array, and the results of DEP-based AST correspond with that of agar dilution method. Utilizing this approach could greatly reduce the period of bacteria growth, and obtain the minimum inhibition concentration of E. coli to cephalexin. 相似文献
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139.
Chung Bing Yang Chung-Chief Chuang Chung Sen Kuo Chin Hsing Hsu 《Journal of sports sciences》2013,31(5):446-451
AbstractWe investigated the effects of an acute bout of exercise on serum soluble leptin receptor (sOB-R) concentrations. Eighteen male participants completed two different exercise sessions with intensities of 25% and 65% maximal aerobic capacity (VO2max). In addition to the energy expenditure during exercise sessions being measured, blood samples were collected before exercise, and immediately, at 24 h, and at 48 h post-exercise to analyse sOB-R, leptin and insulin levels. At 24 h post-exercise, sOB-R and leptin concentrations at the 65% VO2max were significantly different from those at the 25% VO2max. Leptin levels at 48 h post-exercise were also significantly lower for the 65% VO2max than for the 25% VO2max (P < 0.01). In the 65% VO2max session, the energy expenditure during exercise was significantly associated with leptin concentrations at 24 h and 48 h and sOB-R concentrations at 24 h post-exercise. However, no correlations were found between sOB-R and leptin at the three post-exercise time points. In conclusion, an acute bout of exercise with 920 kcal of output resulted in an increase in sOB-R levels at 24 h post-exercise. However, the changes in sOB-R levels due to an acute bout of exercise might not contribute to the delayed decrease observed for leptin. 相似文献
140.
Hyun-Kyoung Oh Terry L. Rizzo Hosung So Dong-Hwa Chung Sung-Je Park Qiang Lei 《Teaching and Teacher Education》2010
This study assessed the association between preservice teacher-related variables [i.e., age, adapted physical education (APE) and special education (SPED) coursework, experience teaching students with disabilities and perceive competence] on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). The PEITID-II-PS used the Theory of Planned Behavior (TpB) ( Ajzen, 2002) on preserive physical education teachers (n = 213) purposely selected from universities in China, Korea, and the United States. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency. Attitude toward the behavior variable was predicted by prior teaching experience, special education coursework, and age. Age and perceived teaching competency were associated with behavioral beliefs. 相似文献