Relationships between attitude and achievement among college biology students

The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.     

Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning

Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning.     

Developing young readers through the linguistic phonics approach

This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers.     

Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.     

Sexual victimization and adolescent weight regulation practices: a test across three community based samples

OBJECTIVE: This study had four objectives: 1) to examine the association between sexual victimization and weight regulation across three samples of adolescent girls, 2) to assess whether sexual victimization is associated with more extreme forms of weight regulation in girls, 3) to discern whether sexual victimization has implications for the use of multiple forms of weight regulation, and 4) to address the role of physical victimization in explaining these relationships. METHOD: Data from three separate samples of 9th-12th graders were used to test these hypotheses. Girls from the upper Midwest responded to survey questions related to victimization and weight regulation in a largely urban sample (N = 2,086), a rural sample (N = 2,629), and a statewide sample (N = 966). RESULTS: Logistic regression revealed that sexual victimization was consistently associated with weight regulation in adolescent girls, independent of the effects of physical victimization. In the urban sample, being sexually victimized was associated with an increase in the probability of purging by 18% relative to not being sexually victimized. Sexual victimization was associated more strongly with extreme forms of weight regulation and significantly discriminated whether girls would choose multiple weight regulation forms. CONCLUSIONS: Sexual victimization contributes unique variance to the probability that girls will practice weight regulation techniques. Data from three independent samples confirms that being violated sexually places girls at risk for various health compromising eating behaviors.     

Through a different lens: bridging the expectation–perception (quality) divide in higher education

The paper draws on the underpinnings of SERVQUAL (a Service Quality measurement model) and explores three key aspects of service standards as adopted by an Engineering School in Singapore: customer orientation, course design/delivery and support services. Qualitative methodology was employed and data were collected by means of structured in-depth interviewing with 24 respondents. Findings reveal that the way students are perceived, whether as customers or products, has a direct influence on the type of learning dynamics developed both inside and outside the classroom. Service quality needs to be evaluated on the basis of an integrated experience within a network of learning spaces created to promote dialogue, inquiry and reflection. By looking at the correlations of two sets of findings measuring gaps and perceived performance from a foreign study, a number of attributes were uncovered, illuminating our conceptual framework. It reveals another dimension of SERVQUAL such that the internal gaps would be made more explicit through the lenses of performance-based measures.     

Microfluidic platform for separation and extraction of plasma from whole blood using dielectrophoresis

Microfluidic based blood plasma extraction is a fundamental necessity that will facilitate many future lab-on-a-chip based point-of-care diagnostic systems. However, current approaches for providing this analyte are hampered by the requirement to provide external pumping or dilution of blood, which result in low effective yield, lower concentration of target constituents, and complicated functionality. This paper presents a capillary-driven, dielectrophoresis-enabled microfluidic system capable of separating and extracting cell-free plasma from small amounts of whole human blood. This process takes place directly on-chip, and without the requirement of dilution, thus eliminating the prerequisite of pre-processed blood samples and external liquid handling systems. The microfluidic chip takes advantage of a capillary pump for driving whole blood through the main channel and a cross flow filtration system for extracting plasma from whole blood. This filter is actively unblocked through negative dielectrophoresis forces, dramatically enhancing the volume of extracted plasma. Experiments using whole human blood yield volumes of around 180 nl of cell-free, undiluted plasma. We believe that implementation of various integrated biosensing techniques into this plasma extraction system could enable multiplexed detection of various biomarkers.