Locating Learning Development in a University Library: Promoting Effective Academic Help Seeking

The Centre for Learning and Study Support at De Montfort University relocated to the Department of Library Services in September 2006. During that academic year student use of study support tutorials increased by over 100%. This article considers the factors that led to this increase, using as a starting point, the experiences and opinions of students who have needed help for academic study. It analyzes student responses to a short survey. Many students do not ask for help and the survey findings suggest that this is more a response to ambivalence about the acceptability of needing help in higher education (HE) and less a positive decision about an individual's learning. The article goes on to identify the conditions that encourage appropriate help-seeking behavior and to suggest that these can be successfully created in the academic environment of a library. The article acknowledges the potential impact of social learning spaces on students’ approaches to learning and suggests that the integration of learning development activities facilitates an overtly positive learning environment.     

Which strategy for which learner?

The selection of a suitable learning strategy in individualised science instruction should be influenced by the learning potential of the learners. Components of their'learning potential'include: aptitude, scientific affect, attitude, and college scores. Achievement gain was measured by the difference between pre-test and post-test scores with the credits gained through the enrichment and task activities. Based on their gain scores, learners were divided into high, average and low achievers and their preferences for learning strategies were collected. The results indicated marked differences according to learning potential.
Other research has investigated the question of suitable learning strategies for different kinds of learners, but its validity often has been restricted by a limited number of strategies with only a small number of learning components analysed. To overcome such constraints, this study included six independent learning strategies and seven group learning ones. Instead of calculating simple correlations, the influence of different components of learning potential was analysed for three achievement levels, and interaction effects were separated.     

The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience

The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia.     

Exploring the Impact of Hearing Impairment on Self-Concept

This paper is based on a counselor exploring self-concept issues with 16 adolescents all of whom have bilateral severe to profound sensory neural hearing loss since birth. From individual discussions with the adolescents the counselor identified self-defeating thoughts that the adolescents held. The counselor then describes the group sessions they designed as a strategy to help the adolescents deal with the five major self-defeating thoughts.     

A quasi-experimental study comparing learning gains associated with serious educational gameplay and hands-on science in elementary classrooms

Serious educational gameplay continues to gain traction in K-12 educational settings, as access to novel technologies increases. Increased access to computers and other devices has shifted the landscape of the classroom, increasing students' screen-time, as technology infused lessons replace other learning experiences. Amid this context, our research team created a serious educational game (SEG) designed for elementary science learners. Previous studies have linked serious gameplay to learning gains and changes in attitudes, yet the rigor of the studies often underwhelms, as the studies lack an adequate sample size, detailed student data, or quality comparison groups. These limitations are compounded in the study of science learning in elementary schools, due to structural difficulties and student variability that impede the implementation of this type of experimentation. This research attends to this knowledge gap, as our team conducted two quasi-experimental studies to explore the learning gains associated with Virtual Vet, a SEG designed to address the fundamental science concepts associated with the human body systems and the subsequent effect of diabetes and obesity related illnesses on the given body systems. In Study 1, students (n = 232) were randomly assigned to play Virtual Vet or participate in guided inquiry lessons that addressed the same objectives. Our study found that students in the game condition outperformed the non-game condition. Based on this finding, we designed Study 2 to compare learning outcomes associated with two conditions: students play only Virtual Vet or students play Virtual Vet and they participate in the guided inquiry activities, which doubled the instructional time for this group. Students (n = 166) were assigned to one of the conditions and we found no significant increase in learning gains for the students who participated in both activities. These results indicate that well-designed SEGs powerfully facilitate and support science learning in elementary settings.     

Establishment of Reference Interval for Liver Specific Biochemical Parameters in Apparently Healthy North Indian Population

Reference intervals (RI) are the most common decision support tool used for interpretation of numerical laboratory reports. The quality of the RI can play as large a role in result interpretation as the quality of the result itself. As such there is hardly any study examining RI for liver specific biochemical parameters in Indian population especially north Indians having drastically different food habits as compared to rest of the India. So there is a need to establish the RI for north Indian population. Present study was conducted on 2,021 apparently healthy individuals of north Indian origin ranging in age from 15–60 years, were selected randomly using defined criteria. Lipemic, hemolysed, icteric and stored samples were also excluded adopting preanalytical criteria for rejection of sample. Non parametric methodology for determination of RI was adopted as most of the biochemical parameters included revealed non Gaussian distribution. Data were analyzed for middle 95 percentile (2.5th–97.5th percentile), median and 95 % confidence interval using SPSS software package version 10.0. The upper and the lower limit of RI (reported Vs observed) for bilirubin (0–1.2 Vs 0.30–1.30 mg/dL), serum glutamate oxaloacetate transferase (SGOT) (0–41 Vs 13–52.80 IU/L), serum glutamate pyruvate transferase (SGPT) (0–50 Vs 10–68 IU/L) showed wide variation as compared to reported standard RI however Gamma glutamyl transferase (GGT) (0–50 Vs 5.00–50.60 IU/L) remained within the reported standard RI. Further gender wise evaluation revealed higher cutoff in males (AST 14–55, ALT 11–70.35, GGT 6.76–51.09 in IU/L, bilirubin (0.40–1.34 mg/dL) as compared to females (SGOT 13–50.43, SGPT 9–63.43, GGT 3.92–48.70 in IU/L, Bilirubin 0.30–1.20 mg/dL) for both enzymatic and non enzymatic biochemical parameters. The variations may be attributed to dietary pattern smoking and alcoholism.     

Serum iron, copper and zinc status in maternal and cord blood

Pregnancy is associated with increased demand of all the nutrients like Iron, Copper, Zinc etc. and deficiency of any of these could affect pregnancy, delivery and out come of pregnancy. With this consideration, the study was conducted on 80 mothers and newborns and 20 age matched control women. Out of 80 mothers, 34 had Iron deficiency anemia and their Hb levels were below 9.0 gm/d¹. Pregnant women had significantly lower Iron and Zinc levels while Copper and Total Iron Binding Capacity (TIBC) were significantly higher (P<0.001). Newborns had significantly elevated Iron and Zinc levels and low levels of Copper and TIBC as compared to their mothers irrespective of Iron deficiency anemia. Micronutrient status of newborn was found to be dependent on their mother's micronutrient status. Besides, results also suggest micronutrient interactions, which are reflected in Iron/Zinc, Iron/Copper and Zinc/Copper ratios. In view of this, there is need for proper, adequate and balanced micronutrient supplementation during pregnancy to affect a healthy outcome.     

Reduced glutathione: Importance of specimen collection

Glutathione, the dominant intracellular thiol, plays an important protective role against oxidative stress. The accidental findings of increased reduced glutathione level postprandially as compared to post absorptive level prompted the design of present study. Reduced Glutathione levels were estimated in 50 healthy individuals in post absorptive and postprandial phase by taking whole blood in ACD bulb. Mean postprandial reduced Glutathione (9.60±3.39 μmole/gm of Hb) is significantly increased than mean postabsorptive level (5.53±0.88 μmole/gm of Hb; p<0.001). It also shows positive correlation (r=0.65) between these two GSH levels. So present study suggests that post absorptive specimen collection is preferable over random or postprandial as the former reflects the true basal level of reduced glutathione.     

Studies of biochemical parameters in breast cancer with and without metastasis

The study includes 102 confirmed cases of carcinoma breast with and without metastasis and 25 healthy non-pregnant females. They were evaluated for blood levels of Ferritin, GSH, LDH, ALP, GGT and Hb before and 21 days after mastectomy. A significant increase (p<0.001) was observed in ferritin, LDH and GSH levels in cancer patients without metastasis in comparison to normal control subjects. Patients with metastasis had further elevated (p<0.001) levels of Ferritin, ALP and GGT as compared to non-metastatic patients. Mastectomy in both the cases i.e. with and without metastasis resulted in non-significant decrease in all the biochemical parameters suggesting that longer follow up could confirm post surgery decrease in the biochemical parameters. The results of the study suggest cost effective, usefulness of Ferritin, ALP, GGT and GSH/Hb ratio in differentiating breast cancer patients with and without metastasis which can be assayed in smaller laboratories.