Ability Of Group Research Articles

Explore Students' Metacognitive Thinking Process in Solving Compound Polarity Problems Based on The Level of Academic Ability

This study was designed to identify and describe students’ metacognitive thinking process in solving compound polarity based on academic ability level. Two hundred and eighty-four high school students in Indonesia participated in the study. Students are classified into high, middle and low academic ability groups based on field notes, student academic data, compound polarity problem-solving test (CPPST) scores and teacher suggestions. Six selected students from each group were designated as research subjects and then interviewed in depth to explore their metacognitive thinking processes. CPPST answer sheets and interview transcripts were analyzed using summative content analysis and tested for validity by data triangulation. The results showed that the students with high and medium academic ability level carry out metacognitive thinking processes in the dimensions of planning, monitoring and reflection in solving compound polarity problems, where the metacognitive thinking processes of students with high academic ability are more varied than students with middle academic ability. Students with low academic ability only carry out the dimensions of planning and monitoring. Therefore, teachers need to train students' metacognitive skills in solving problems and get used to applying metacognitively in each given problem solving so that students are trained to solve problems systematically, carefully and thoroughly, and manage time properly in order to obtain the expected learning achievement.

Proteomic analysis of boar sperm with differential ability of liquid preservation at 17 °C

Understanding the liquid preservation ability of boar sperm is pivotal for efficient management and breeding of livestock. Although sperm proteins play an important role in semen quality and freezability, how the levels of protein change in boar sperm with different liquid preservation abilities at 17 °C remains unclear. In this study, two groups of boar sperm with extreme difference in liquid preservation ability, namely the good preservation ability (GPA) and the poor preservation ability (PPA) groups, were selected by evaluating sperm motility parameters on the 7th day of liquid preservation at 17 °C. Quantitative proteomics based on tandem mass tag (TMT) labeling was used, sperm proteomic characteristics from two groups were analyzed, and potentially key proteins related to the fluid preservation ability of sperm were identified. A total of 187 differentially expressed proteins (DEPs) were identified among 2791 quantified proteins, including 85 upregulated, and 102 downregulated proteins. Further, Gene Ontology (GO) and Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway analyses of the DEPs revealed that they were enriched in GO terms associated with response to oxidative stress, enzyme activity related to oxidative stress or redox reactions, and several metabolic activities. The significant KEGG pathways included peroxisome, metabolic pathways, selenocompound metabolism, and collection duct acid secretion. In addition, analysis of protein–protein interactions further identified 8 proteins that could be used as biomarker candidates, including GPX5, GLRX, ENO4, QPCT, BBS7, OXSR1, DHRS4 and AP2S1, which may play an essential role in indicating the liquid preservation ability of boar sperm. These findings in this study provide new insights into the underlying molecular mechanisms of the liquid preservation ability of boar sperm. Moreover, the selected candidate proteins can serve as a reference for evaluating sperm quality or preservation ability in boars and their application in related biotechnologies.

Fostering Effective Problem Solving Skills: The Role of QR Scanner-Integrated Mobile Ecosystem and Material Modules

This study intends to assess how well the integrated teaching module for the QR Scanner in ecological material improves students' problem-solving abilities. In this study, the experimental technique was used with a pretest-posttest control group design. The study's 60 participants were split into two groups: the experimental group and the control group, each of which included 30 participants. The control group did not get any special intervention, whereas the experimental group received it in the form of a QR scanner and HP Integrated Ecosystem-Based Material Modules. Data from the pre- and post-tests of both groups were gathered in order to assess how the intervention affected the groups' problem-solving abilities. Utilizing exams and questionnaires, data was gathered. Paired t tests were used to compare each group's pretest and posttest results in the analysis of the study data. The findings revealed that the experimental group's problem-solving abilities significantly improved (p 0.001), but the control group exhibited no significant difference (p > 0.05). As a result, the integrated teaching module for the QR Scanner in the ecosystem materials was successful in enhancing students' ability to solve problems. The findings of this study have significant ramifications for the design of technology-based learning strategies that will enhance student learning and help them apply concepts in real-world situations.

Artificial intelligence and intergenerational occupational mobility

Artificial intelligence (AI) has a huge impact on economic development, while the literature focuses on the effect of AI on employment, and little is known about the impact of AI on intergenerational occupational mobility. Using a large, representative survey of individual-level data from the CGSS database, this paper presents novel evidence on the effect of AI on intergenerational occupational mobility. The results indicate that AI significantly increases intergenerational occupational mobility and induces more upward mobility, which stems from AI-induced demand for more high-skilled labors and changes in occupational task attributes. Furthermore, the effect of AI is heterogeneous for different groups in cognitive ability, family economic conditions, paternal educational attainment, and paternal occupational type.

The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries

Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student–teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show that positive STR was associated with higher motivation. High-ability students, boys, and high ESCS students had higher motivation, but we found no statistically significant interactions between STR and low or high ability. Class size, ability grouping, and teacher intentions had no statistically significant effects on mathematics motivation. Overall, our findings suggest that positive perceptions of STR can positively impact student motivation in mathematics and that this effect is consistent across different demographic groups. Thus, general trends around STR and motivation also apply to high-achieving populations.

29 Human Immunodeficiency Virus (HIV) Status, Injection Drug Use, and Cognitive Effects in a Spanish-Speaking Population

Objective:Injection drug use is a significant public health crisis with adverse health outcomes, including increased risk of human immunodeficiency virus (HIV) infection. Comorbidity of HIV and injection drug use is highly prevalent in the United States and disproportionately elevated in surrounding territories such as Puerto Rico. While both HIV status and injection drug use are independently known to be associated with cognitive deficits, the interaction of these effects remains largely unknown. The aim of this study was to determine how HIV status and injection drug use are related to cognitive functioning in a group of Puerto Rican participants. Additionally, we investigated the degree to which type and frequency of substance use predict cognitive abilities.Participants and Methods:96 Puerto Rican adults completed the Neuropsi Attention and Memory-3rd Edition battery for Spanish-speaking participants. Injection substance use over the previous 12 months was also obtained via clinical interview. Participants were categorized into four groups based on HIV status and injection substance use in the last 30 days (HIV+/injector, HIV+/non-injector, HIV/injector, HIV-/non-injector). One-way analysis of variance (ANOVA) was conducted to determine differences between groups on each index of the Neuropsi battery (Attention and Executive Function; Memory; Attention and Memory). Multiple linear regression was used to determine whether type and frequency of substance use predicted performance on these indices while considering HIV status.Results:The one-way ANOVAs revealed significant differences (p’s < 0.01) between the healthy control group and all other groups across all indices. No significant differences were observed between the other groups. Injection drug use, regardless of the substance, was associated with lower combined attention and memory performance compared to those who inject less than monthly (Monthly: p = 0.04; 2-3x daily: p < 0.01; 4-7x daily: p = 0.02; 8+ times daily: p < 0.01). Both minimal and heavy daily use predicted poorer memory performance (p = 0.02 and p = 0.01, respectively). Heavy heroin use predicted poorer attention and executive functioning (p = 0.04). Heroin use also predicted lower performance on tests of memory when used monthly (p = 0.049), and daily or almost daily (2-6x weekly: p = 0.04; 4-7x daily: p = 0.04). Finally, moderate injection of heroin predicted lower scores on attention and memory (Weekly: p = 0.04; 2-6x weekly: p = 0.048). Heavy combined heroin and cocaine use predicted worse memory performance (p = 0.03) and combined attention and memory (p = 0.046). HIV status was not a moderating factor in any circumstance.Conclusions:As predicted, residents of Puerto Rico who do not inject substances and are HIVnegative performed better in domains of memory, attention, and executive function than those living with HIV and/or inject substances. There was no significant difference among the affected groups in cognitive ability. As expected, daily injection of substances predicted worse performance on tasks of memory. Heavy heroin use predicted worse performance on executive function and memory tasks, while heroin-only and combined heroin and cocaine use predicted worse memory performance. Overall, the type and frequency of substance is more predictive of cognitive functioning than HIV status.

Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE.

Developed more than 2 decades ago, the MEZURE (Assessment Technologies, 1995-2020; https://www.mezure.com/) has received increased attention as a result of the COVID-19 pandemic. It is the first individualized test of cognitive ability created to use an online (local or remote) assessment modality. The MEZURE claims to be aligned both with the extended Gf-Gc theory and the Cattell-Horn-Carroll model of abilities. Whereas the test publisher claims it used exploratory factor analysis to investigate the instrument's factor structure, only the subtest factor loadings on the Gf-Gc factors were furnished. No other structural validity information was provided, suggesting that users of the instrument should interpret the scores produced by the MEZURE with caution. Accordingly, the present study used exploratory and confirmatory factor analysis to more fully investigate the structural validity of the MEZURE. The results revealed that the MEZURE contains a combined perceptual reasoning (i.e., [Gf/Gv]/working memory [Gwm]) group factor, a verbal ability group factor, and a relatively weak general factor that is dominated by perceptual reasoning. The finding of a paltry general factor that is weakly loaded by verbal subtests is inconsistent with the broader research on traditional cognitive ability assessment and could be related to the online administration format of the test. Future research is required to better understand this finding. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Role of Group Dynamics in Resolving Conflict

The main objectives of this study were to understand how group dynamics can influence a group's ability to resolve conflicts and to identify the internal and external factors that influence a group's ability to resolve conflicts. The method used in this research is a literature study. Literature review is a study that examines or critically evaluates knowledge, ideas and findings in academically oriented literature and formulates theoretical and methodological contributions on a particular topic. The results of research using literature review include the definition of conflict, the origin of conflict, types of conflict and conflict resolution techniques. Conflict can arise because one party or one party feels disadvantaged. This loss can be material or non-material. Group dynamics an effort to accelerate the dynamics of all participants and led training groups so that the group becomes more dynamic and the goals and objectives of training become more effective, efficient and quality. Conclusion In conflict resolution, it is important to find solutions that integrate different interests and encourage cooperation. Constructive cooperation and the ability to compromise can help achieve a more satisfactory outcome for all parties. Keep in mind that each collective conflict has its own dynamics and no one approach can be generalized.

Combining ability and heterotic grouping of inbred lines for kernel yield in maize (Zea mays L.)

Combining ability and heterotic grouping of inbred lines for kernel yield in maize (Zea mays L.)

The Implementation of Jigsaw Methods in Enhancing English Language Comprehension among Health Polytechnic Students

The purpose of this research is to find out how much students at Health Polytechnic benefit from using Jigsaw techniques to better understand written English. In order to effectively communicate and understand medical principles and procedures, having a strong grasp of the English language is crucial in the healthcare industry. The study looked at how well 78 students from Poltekkes Kemenkes Surabaya learned using a Reading Proficiency test, traditional methods, and pre- and post-test experimental designs. It also used T-tests to look at the results. for a subset of the larger topic, which improves the group's ability to solve problems and make informed decisions. When students from different backgrounds have mastered a subject, they get together to share what they've learned and help each other out. The use of a group strategy not only leads to better overall comprehension, but also to the growth of interpersonal and communicative skills. The purpose of this research is to determine if teaching English using the Jigsaw method is effective for students at Health Polytechnics. The study will rely on statistical methods.
 Keywords: Jigsaw Method, Reading Proficiency, Cooperative Learning Strategy

Relationship between oral frailty and locomotive syndrome in working-age individuals: a cross-sectional survey of workers in Japan

BackgroundAlthough the relationship between oral and physical frailty in older adults has been investigated, few studies have focused on the working-age population. This study examined the relationships of the number of remaining teeth and masticatory ability, i.e., signs of oral frailty, with locomotive syndrome (LS) in the working-age population.MethodsThe number of remaining teeth, masticatory ability, and presence of LS in 501 participants from four companies were examined. The relationships between the number of remaining teeth groups (≥ 20 teeth or ≤ 19 teeth) and LS and between the masticatory ability groups (high or low) and LS were examined. A binomial logistic regression analysis was conducted using LS from the stand-up test as the objective variable and the two subgroups based on the number of remaining teeth and potential crossover factors as covariates.ResultsThe analysis included 495 participants (354 males and 141 females; median age, 43 years). The median number of remaining teeth among the participants was 28, and 10 participants (2.0%) had ≤ 19 teeth. The mean masticatory ability values were 39.9 for males and 37.7 for females, and 31 participants (6.3%) had low masticatory ability. In the stand-up test, those with ≤ 19 teeth had a higher LS rate than those with ≥ 20 teeth. The odds ratio for LS in the group with ≤ 19 remaining teeth was 5.99, and the confidence interval was 1.44–24.95.ConclusionsThe results confirmed signs of oral frailty in the working-age population. Further, the number of remaining teeth possibly affects standing movement. Thus, oral frailty is associated with LS in the working-age population.

Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan

ObjectivesLimited research exists on the underlying processes through which socio-ecological factors contribute to the educational resilience of UASCs. This can be attributed to a lack of quantitative reporting on the educational outcomes of UASCs. The study examined the relationship between UASC status and educational achievement among Palestinian refugees in Jordan using the PISA 2009 dataset. It identified socio-ecological factors at the student-level, teacher-level, and school-level that are associated with the promotion and protection of education for this vulnerable group. Methods and AnalysisThe sample comprised 410 Palestinian refugee students in Jordan, of which 91 were identified as UASCs. Correlational analysis examined the relationship between UASC status and educational achievement. Hierarchical regression analysis then identified socio-ecological factors impacting educational achievement after controlling for student, teacher, and school variables. Main effects and interaction effects in the regression models revealed key promotive and protective processes. FindingsFindings showed that UASC status negatively correlated with achievement across all subjects. However, female gender, higher educational, social, and cultural status, positive class disciplinary climate, positive teacher-student relations, and higher school use of ability grouping provided promotive effects on achievement for UASCs. Higher teacher use of structuring and scaffolding strategies provided a protective-enhancing effect on reading achievement for UASCs. Higher school use of ability grouping provided a protective-stabilizing effect on both reading achievement and scientific achievement for UASCs. In contrast, high school academic selectivity provided a vulnerable-reactive effect on scientific achievement for UASCs. Novelty and ImprovementThe study highlights the importance of adopting a socio-ecological and socio-interactional framework with robust quantitative approaches to gain in-depth understanding of UASCs' educational resilience. The identification of microsystemic and mesosystemic factors (those at teacher-level and school-level) as critical promotive and protective assets provides vital insights to inform research, policy, and practice aimed at supporting UASCs' ability to thrive academically despite risks associated with being UASC.

Cut-off values of preoperative knee extensor strength and hip abductor strength for predicting good walking ability after total knee arthroplasty.

Total knee arthroplasty (TKA) reduces pain and improves physical function; however, not all patients have successful outcomes after surgery. To identify these patients would be critical information for improving rehabilitation programs. The purpose of this study was to clarify the cut-off values of lower extremity muscle strength for predicting postoperative good walking ability. Timed Up and Go test of 105 patients was measured at 6months postoperatively, and participants were divided into good (< 9.1s) and poor (≥ 9.1s) walking ability. Both sides of knee extensor strength (KES) and hip abductor strength (HAS) were measured using hand-held dynamometer preoperatively. Receiver operating characteristic (ROC) curve analysis was used to identify cut-off values for classifying the participants into the two groups. Of the 105 patients, 54 were allocated in the poor walking ability group, whereas 51 were allocated in the good walking ability group. KES and HAS were significantly greater in the good walking ability group than in the poor walking ability group. ROC curve analysis revealed that the cut-off value for KES was 0.79 Nm/kg (area under the curve (AUC) 0.68; sensitivity 64.7%; specificity 68.5%) on the involved side and 0.86 Nm/kg (AUC 0.73; sensitivity 84.6%; specificity 55.6%) on the uninvolved side, and for HAS was 0.57 Nm/kg (AUC 0.71; sensitivity 60.8%; specificity 71.7%) on the involved side and 0.61 Nm/kg (AUC 0.76; sensitivity 66.7%; specificity 77.4%) on the uninvolved side. The cut-off values of preoperative KES and HAS for predicting good walking ability after TKA are 0.79 Nm/kg on the involved side and 0.86 Nm/kg on the uninvolved side, and 0.57 Nm/kg on the involved side and 0.61 Nm/kg on the uninvolved side, respectively. We should provide enhanced pre- and post-operative rehabilitation programs for patients with muscle strength lower than these values.

The dual effect of disodium anthraquinone-2,6-disulfonate (AQDS) on the Cr(VI) removal by biochar: The enhanced electron transfer and the inhibited adsorption

Due to large specific surface area, abundant surface functional groups, and stable chemical structure, biochar has been widely used in many environmental fields, including the remediation of Cr pollution. Alternatively, electrochemically active organic matter (e-OM), which is prevalent in both natural environments and industrial wastewater, exerts an inevitable influence on the mechanisms underlying Cr(VI) removal by biochar. The synergistic interplay between biochar and e-OM in the context of Cr(VI) remediation remains to be fully elucidated. In this study, disodium anthraquinone-2,6-disulfonate (AQDS) was used as a model for e-OM, characterized by its quinone group's ability to either donate or accept electrons. We found that AQDS sped up the Cr(VI) removal process, but the enhancement effect decreased with the increase in pyrolysis temperature. With the addition of AQDS, the removal amount of Cr(VI) by BC300 and BC600 increased by 160.0% and 49.5%, respectively. AQDS could release more electrons trapped in the lower temperature biochar samples (BC300 and BC600) for Cr(VI) reduction. However, AQDS inhibited the Cr(VI) removal by BC900 due to the adsorption of AQDS on biochar surface. In the presence of the small molecule carbon source lactate, more AQDS was adsorbed onto the biochar surface. This led to an inhibition of the electron transfer between biochar and Cr(VI), resulting in an inhibitory effect. This study has elucidated the electron transfer mechanism involved in the removal of Cr(VI) by biochar, particularly in conjunction with e-OM. Furthermore, it would augment the efficacy of biochar in applications targeting the removal of heavy metals.

Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics

Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction.

Do Cognitive-Achievement Relations Vary by General Ability Level?

Cognitive-achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive-achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive-achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman's Law of Diminishing Returns, it would be expected that general intelligence would be a stronger predictor of academic skills at lower levels of IQ, and more specific abilities would be stronger predictors of academic skills at higher levels of IQ. To test this, multi-group path analysis and structural equation modeling were used to examine whether integrated models of cognitive-reading relations are differentiated by IQ levels in the Woodcock-Johnson III and Woodcock-Johnson IV standardization samples. Global and broad cognitive abilities were used as predictors of basic reading skills and reading comprehension for elementary and secondary school students. The magnitude of prediction differed across ability groups in some cases, but not all. Importantly, the variance explained in basic reading skills and reading comprehension tended to be larger for the Low group compared to the Average and High groups. When variance accounted for by general intelligence was removed from the broad abilities, the effects of the broad abilities were similar across ability groups, but the indirect effects of g were higher for the Low group. Additionally, g had stronger relative effects on reading in the Low group, and broad abilities had stronger relative effects on reading in the Average and High groups. The implications and limitations of this study are discussed.

Me, My Track and Society: How Track Identification Affects the Relationship between General Self‐Esteem and Perceived Public Track Status

Prior research has demonstrated the adverse effects of ability grouping (here tracking) on a broad range of outcomes for secondary school students, including their self‐esteem. A recent line of study focuses on the importance of track identities in understanding how ability grouping impacts students. This study builds on these findings by investigating the role of public track regard and chauvinistic track identification on the relationship between track membership and general self‐esteem. Multilevel modeling of school survey data collected from 4,540 third‐year high school students from 64 schools in Belgium shows that students' public track regard correlates positively with their general self‐esteem. In addition, while students' chauvinistic track identification does not protect against societal judgment, it does associate with general self‐esteem. The type of chauvinism, either social or cognitive, that correlates with self‐esteem is track‐dependent. The conclusions discuss the implications of these findings for research and social policy.

Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro

In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students’ grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students’ results, but teachers required specific training and significantly more preparation time.

Knowledge about COVID-19 between Children and Adolescents with and without High Intellectual Abilities.

Among the characteristics within people with high intellectual abilities, some that stand out are a better handling of information, asynchronous development, high awareness, and sensibility. Therefore, our goal was to learn if, due to these characteristics, the children and adolescents with high intellectual abilities have a better understanding and comprehension about COVID-19 compared to those with average intellectual abilities. A qualitative study was conducted at the beginning of the lockdown with 649 children with and without high intellectual abilities. An online questionnaire was used and three open questions were analyzed with the ALCESTE software. The results showed that both groups had a similar handling of the information regarding COVID-19. Despite this, in the high ability group there is a greater social concern, which coincides with some characteristics associated with a more developed moral conscience. The results are then discussed in terms of the importance of designing actions that allow us to adequately follow the control and intervention strategies, as well as to propose improvements in the communication of relevant information before diverse crises to which the child population may be exposed.

Valuing adolescent students' street smarts to foster critical thinking

AbstractThe New Zealand Ministry of Education has included an increase in the expectations of critical thinking for secondary students across curricula. However, New Zealand has a history of inequitable opportunities for minority students to learn critical thinking. This article presents a framework designed for adolescent learners to make critical thinking equitable and accessible through valuing student experiences or Street Smarts. A mixed methods study trialled the critical thinking talk model Street Smarts. There were 33 teacher participants and 824 student participants (average age 15 years). Students identified ethnically as New Zealand European (46.1%), 17.1% as Asian, 10.6% as Pasifika, 5.2% as Māori, and 4.3% as other; and as undisclosed ethnicity (16.7%). Descriptive statistics of all the critical thinking indicators showed that Providing a statement of evidence was the most frequently observed indicator in both 2018 and 2019, followed by Building points and Uptake questions. The deeper cognitive features of High‐level questioning, Recognising power structures in society and developing Situated awareness were observed in classes with high academic ability and far less so in several classes of mixed academic ability and low academic ability. However, where teachers had allowed the opportunity for students identified in the low academic ability group to share their stories and experiences of the controversy, these students demonstrated deeper cognitive features in their discussions. We conclude that more time and opportunity should be given to adolescent students, particularly minority students and students in low ability classes, to share their narratives and stories before discussing controversial topics.