Three-dimensional Visualization Software Assists Learning in Students with Diverse Spatial Intelligence in Medical Education

This study evaluated effect of mental rotation (MR) training on learning outcomes and explored effectiveness of teaching via three-dimensional (3D) software among medical students with diverse spatial intelligence. Data from n = 67 student volunteers were included. A preliminary test was conducted to obtain baseline level of MR competency and was utilized to assign participants to two experimental conditions, i.e., trained group (n = 25) and untrained group (n = 42). Data on the effectiveness of training were collected to measure participants’ speed and accuracy in performing various MR activities. Six weeks later, a large class format (LCF) session was conducted for all students using 3D software. The usefulness of technology-assisted learning at the LCF was evaluated via a pre- and post-test. Students’ feedback regarding MR training and use of 3D software was acquired through questionnaires. MR scores of the trainees improved from 25.9±4.6 points to 28.1±4.4 (P = 0.011) while time taken to complete the tasks reduced from 20.9±3.9 to 12.2±4.4 minutes. Males scored higher than females in all components (P = 0.016). Further, higher pre- and post-test scores were observed in trained (9.0±1.9 and 12.3±1.6) versus untrained group (7.8±1.8; 10.8±1.8). Although mixed-design analysis of variance suggested significant difference in their test scores (P < 0.001), both groups reported similar trend in improvement by means of 3D software (P = 0.54). Ninety-seven percent of students reported technology-assisted learning as an effective means of instruction and found use of 3D software superior to plastic models. Software based on 3D technologies could be adopted as an effective teaching pedagogy to support learning across students with diverse levels of mental rotation abilities.     

Relationship between parenting styles and academic performance of adolescents: mediating role of self-efficacy

The literature supports the importance of parenting styles that are necessary to fulfill the developmental needs of the children and eventually improve their quality of life. Baumrind’s typology of parenting styles was used. There are many studies that examined the relationship of parenting styles (authoritative, authoritarian and permissive parenting styles) and academic performance, but there is lack of measurement of the relationship with respect to Pakistan. Current study analyzed the relationship of parenting styles and academic performance along with self-efficacy as mediating variable. Sample of the study consists of 313 university students from four academic departments. Measures included the parenting styles and self-efficacy. GPA was taken as a measure of academic performance of adolescents. Self-reported questionnaire was used to take the response from students. With the help of structural equation modeling, structural model was tested. Results of the study indicate that parenting styles individually have no significant relationship with the academic performance. In addition to this, self-efficacy only mediates the relationship of authoritative parenting style and academic performance. It can be concluded that self-efficacy in individuals is an important attribute necessary for the psychological development of the adolescents. Self-efficacy enhances the individual’s confidence to progress. There is a need to conduct more research on the relationship of parenting styles and academic performance in Pakistan. Implications for parents, teachers, are discussed.     

Finding the Hook: Computer Science Education in Elementary Contexts

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)     

Preschool teachers’ self-efficacy,burnout, and stress in online professional development: a mixed methods approach to understand change

ABSTRACT

This mixed methods study examines the impact of online professional development on preschool teachers’ self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a 14-week online course on teacher-child interactions, which included regular homework assignments and community discussion boards. The conference and reflective writing conditions received additional supports. Regression analyses revealed that teachers who were in the course-only treatment condition had decreased self-efficacy and increased emotional exhaustion, a component of burnout, relative to the control group. However, teachers in the conference and reflective writing conditions did not experience such negative effects. Qualitative analyses suggest that all teachers tended to focus on personal challenges within the course, but teachers who had access to conference and reflective writing supports benefited from the availability of emotional outlets and/or opportunities for feedback     

Impact of light intensity on flowering time and plant quality of<Emphasis Type="Italic">Antirrhinum majus</Emphasis> L. cultivar Chimes White

Shades of different light intensities (29%, 43%, 54%, 60% or 68%) along with control (no shade) were studied to observe their effects on the flowering time and plant quality. A hyperbolic relationship was observed between different light intensities under shade, and time to flowering. The total number of flower buds showed a curvilinear relationship with light intensities. Growth parameters related to the plant characteristics such as plant height, leaf area and plant fresh weight were improved under shading treatments at the expense of flowering time and number of flower buds. However, both linear and polynomial models applied assumed that cultivar Chimes White was equally sensitive to light intensity throughout development.     

Self-determination of women with disabilities

The aim of this study was to evaluate the level of self-determination among women with disabilities in Jordan. Participants of the study were 141 women with disabilities such as intellectual, hearing, visual, and physical impairments. They were purposefully selected from seven major vocational rehabilitation centres in Jordan. A scale was developed depending on Wehmeyer previous work; it consisted of 60 items divided among four domains; psychological empowerment, autonomy, self-regulation and self-realisation. Validity and reliability of the scale was achieved using many methods. Frequencies and one-way analysis of variance was used to investigate the level of self-determination in addition to any differences according to the type of disability. Results showed average levels of self-determination across the four domains; furthermore, significant differences were found between the three sensory disabilities (hearing, visual and physical) and women with intellectual disabilities. Findings are discussed and further recommendations are provided for future investigation.     

Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children

Educational Research for Policy and Practice - This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty...