Additional Study Time Research Articles

Pelaksanaan Diagnostik Kesulitan Belajar Peserta Didik oleh Guru SD di Kota Salatiga

Elementary school students who experience learning difficulties need help from teachers because it disrupts the learning process and affects learning success. This research is in the form of descriptive research with the aim of describing the implementation of diagnostics for learning difficulties by teachers. The subjects in the research were 23 elementary school teachers spread across four sub-districts of the city of Salatiga, both public and private elementary schools. The variable of this research is the implementation of the diagnosis of students' learning difficulties by elementary school teachers. This research method is in the form of a survey, collecting data on the implementation of the diagnosis of learning difficulties for elementary school students in the city of Salatiga. Data collection used a questionnaire supplemented by interviews. The analysis technique used is descriptive qualitative. The research results found that all teachers had carried out diagnostics for learning difficulties, and there were always students who experienced learning difficulties. Students' learning difficulties are more related to academic activities. Diagnostics of learning difficulties is carried out at the end of learning, using observation and learning results tests, as well as interview guides. The learning difficulties experienced by students in elementary school are predominantly in the form of Mathematics and Indonesian language subjects. Almost all teachers identify students' learning difficulties and determine the factors that cause their learning difficulties. The assistance provided by teachers to deal with students' learning difficulties generally takes the form of assisting students' learning and providing additional study time (tutoring) to students, as well as providing advice or referrals to parents to consult with experts. Barriers to carrying out diagnostics for learning difficulties in general are that complete diagnostic instruments for learning difficulties are not yet available, and teachers are not yet skilled in using diagnostic instruments for learning difficulties.

Peningkatakan Keterampilan Belajar Melalui Penerapan Metode Pembelajaran Les Sore Di Desa Kaiwatu

This service aims to evaluate the effectiveness of implementing the Afternoon Tutoring learning method in improving student learning skills. This learning method is specifically designed to provide additional study time outside of regular class hours, with a focus on increasing understanding of material, application of concepts, and development of academic skills. Through a joint agreement between the school and Kaiwatu village, this program is run on Tuesdays and Saturdays from 4 pm to 6 pm. Of course, real work college (KKN) students are given the opportunity to apply every potential obtained in each field. studies. In rural education environments, challenges are often encountered such as lack of access to quality education, lack of motivation to learn, environmental factors that are less conducive, and less effective learning methods. The results obtained indicate that the application of the afternoon tutoring learning method is effective in increasing students' motivation and learning skills. These findings have positive implications for the development of learning strategies in rural areas with the hope of increasing achievement and reducing educational gaps.

Brain optimization with additional study time: potential brain differences between high- and low-performance college students.

This study investigates potential differences in brain function among high-, average-, and low-performance college students using electroencephalography (EEG). We hypothesize that the increased academic engagement of high-performance students will lead to discernible EEG variations due to the brain's structural plasticity. 61 third-year college students from identical majors were divided into high-performance (n = 20), average-performance (n = 21), and low-performance (n = 20) groups based on their academic achievements. We conducted three EEG experiments: resting state, Sternberg working memory task, and Raven progressive matrix task. Comprehensive analyses of the EEG data from the three experiments focused on power spectral density (PSD) and functional connectivity, with coherence (COH) employed as our primary metric for the latter. The results showed that in all experiments, there were no differences in working memory ability and IQ scores among the groups, and there were no significant differences in the power spectral densities of the delta, theta, alpha1, alpha2, beta, and gamma bands among the groups. Notably, on the Raven test, compared to their high-performing peers, low-performing students showed enhanced functional connectivity in the alpha 1 (8-9 Hz) band that connects the frontal and occipital lobes. We explored three potential explanations for this phenomenon: fatigue, anxiety, and greater cognitive effort required for problem-solving due to inefficient self-regulation and increased susceptibility to distraction. In essence, these insights not only deepen our understanding of the neural basis that anchors academic ability, but also hold promise in guiding interventions that address students' diverse academic needs.

The Influence of Mobile Technology-Assisted Flipped Classroom Model on Student Learning Outcomes of Map Read Material

This study aims to determine the effect of using the flipped classroom learning model assisted by mobile technology on the learning outcomes of Infantry Officer School of Indonesia Marine Corps students about reading maps. Officer graduates are required to have a good understanding of the concepts in each topic related to assignments. The ability to read maps is a top priority that must be mastered by the marine corps in war military operations. Time allocation in class is not enough for mastering the concept of map reading. It takes more time to master the material for the soldiers. The use of mobile technology provides access for Marine Corps students to additional study time online. The research method used is quasi-experimental or quasi-experimental using t-test data analysis techniques. The research design used a static group comparison design. Comparing the two groups that were taught using the flipped classroom model assisted by mobile technology and the conventional model. The subjects of this research were 133 students of Marine Corps Officer Formation Education at the Advanced Stage (Sargolan) who were divided into two groups, namely the experimental group of 67 students and the control group of 66 students. The findings in this study indicate that students who are taught with the flipped classroom model assisted by mobile technology obtain a better average learning outcome score. The flipped classroom model with the help of mobile technology is very suitable for Marine Corps Officer Formation Education students at the Advanced Class Basic Stage (Sargolan).

Physical Therapy Student Knowledge Retention from a Remotely Taught Anatomy Course

IntroductionA whole‐body donor anatomy course is a foundational learning experience for additional musculoskeletal courses for Doctor of Physical Therapy (DPT) students. The summer 2020 human anatomy course at the University of Missouri was taught remotely with daily asynchronous and synchronous components. The DPT students were evaluated with online multiple‐choice lecture and picture‐based lab practical exams. Due to the novel nature of the course, student knowledge retention and interpretation of three‐dimensional anatomy is unknown.AimThe purpose of this study was to evaluate student retention of anatomy knowledge from the remotely taught course, test if students can identify structures on anatomical donors in a laboratory setting that they previously identified on picture online exams and survey the students’ prior anatomy experiences.MethodsA 90‐minute in‐person laboratory session was held seven months after the completion of the remote anatomy course for first year DPT students. Students’ previous anatomical course work and opinions of remote and lab learning were assessed with a survey. Prior to entering the anatomy lab, the students completed a multiple‐choice retention quiz of eight questions from the four‐unit exams that all students previously answered correctly. During the laboratory session, students worked in pairs to answer fifteen questions and identify some of the same structures from the retention quiz on the donors.ResultsEvery student had taken at least one undergraduate course as a requirement for DPT school admission or as part of their major. All the students described benefits to a lab‐based anatomy course compared to a remote course and a majority emphasized the hands‐on and spatial learning in their comments. Most students (73.7%) also believed there were some advantages from the remote course, including having additional study time, cost savings, and more individualized learning. Fifty‐nine of the 60 students in the remote anatomy course took the retention quiz and the average score was 86.7% (range 62.5% ‐ 100%). Students performed well on the musculoskeletal questions on the lab identification quiz.ConclusionThe physical therapy students from this remote anatomy course had slightly higher retention scores than most studies of health professions students’, particularly in topics that were repeated throughout their first‐year courses.SignificanceThe study supports the importance of whole‐body donor anatomy lab learning for students and the importance of flexibility, and ample inclusive access to learning materials for students.

Student Self Regulated Learning Strategy In Online Arabic Learning

This study aims to describe the self-regulated learning strategy of students of the Arabic Language Education Program at UIN Antasari Banjarmasin in online Arabic lectures during the pandemic. This study used a qualitative method with an exploratory investigative approach to identify 100 students' self-regulated learning strategies to support learning Arabic from a distance. This study examines 4 (four) indicators in self-regulated learning strategies, namely Goal Setting, Environment Structuring, Task Strategies, and Time Management. The results showed that one of the goal-setting strategies, where students hope to master the elements of Arabic and have Arabic language skills, got the highest average score of 5.68 out of 6. While the time management, in which students benefitted from online learning as it is flexible in determining additional study time, got the lowest average score of 3.95 out of a scale of 6. This value still shows a positive trend which can be interpreted that those students have carried out self-regulated learning strategies well in online Arabic lectures

Results of an Exploratory Analysis of PISA 2015 Survey of Student Participation in Outside-School-Time Programs

The Program for International Student Assessment (PISA) by the OECD measures student study time during formal school periods and during periods of out-of-school-time (OST). The purpose of these items is to account for differences in country to country achievement levels. However, analyses of the impact of additional study time on student achievement have produced conflicting results across countries. While more time given to a school subject within formal school is positively related to achievement in that topic, more time spent on OST is negatively related to average achievement between and within countries. The paper proposes a reconceptualization of OST and achievement by integrating theoretical frameworks of study time, student abilities, and student feelings of efficacy. The results of a descriptive and conceptual analysis of a set of new survey items in the 2015 PISA for 22 countries shows that students benefit from additional study time by having increased feelings of efficacy in a school subject (such as science) but not in measurable levels of achievement. While country to country levels OST participation rates are different, the patterns of relationships between OST participation, student achievement, and attitudes are similar.

Global Pattern of Extended Education and Its Impact on Educational Outcomes: The Case of Science Education

Science education as a part of STEM education is becoming important not only for the future success of the individual but also for the economic development of the nation. This study explores the global pattern of extended education and its impact on learning outcomes in the area of science. First, the study found substantial national differences in access to afterschool science programs. Children and youth in developing countries generally lack opportunities to learn science after school, which was found to predict PISA 2015 science achievement in this study. The study suggests that inequality in extended education among countries requires urgent attention, as does inequality within countries. Second, the study found a negative relationship between additional study time for science and PISA science performance at the national level. Regarding this finding, it is speculated that the content of learning during additional study time differs from that of higher-order learning experiences measured by the PISA science test. The result may also be explained by the argument that the purpose of additional afterschool study is usually remedial lessons and/or test preparation. This cross-national research will provide insights to policy makers who intend to find global patterns in extended education, develop policy direction at the global level, and offer advice to national governments.

The importance of time to think back: The role of reminding in retroactive effects of memory.

Change has been described as detrimental for later memory for the original event in research on retroactive interference. Popular accounts of retroactive interference treat learning as the formation of simple associations and explain interference as due to response competition, perhaps along with unlearning or inhibition of the original response. By such accounts, providing additional study time for a changed response in a classic A-B, A-D learning paradigm should increase retroactive interference. In contrast, our experiments show that changing a response produces retroactive facilitation rather than retroactive interference but that outcome requires that the change be detected in the form of a reminding. When reminding does not occur, retroactive interference is observed. Increasing time to study the changed response increases the likelihood of being reminded. Accounts in terms of simple associations cannot explain the importance of reminding. We do so by assuming that being reminded results in a recursive representation that includes both the original and changed response along with the order in which they occurred. We discuss the importance of our results for application as well as for theory. (PsycINFO Database Record

Preparing to take the USMLE Step 1: a survey on medical students’ self-reported study habits

BackgroundThe USA Medical Licensing Examination Step 1 is a computerised multiple-choice examination that tests the basic biomedical sciences. It is administered after the second year in a traditional four-year MD...

Role of expectations and explanations in learning by teaching

The present study examined the role of preparing to teach (i.e., teaching expectancy) and actually teaching (i.e., explaining to others) on immediate and long-term learning. In Experiment 1, participants studied a base version or an enhanced version of a paper-based lesson on how the Doppler Effect works with the expectation of taking a test on the material or with the expectation of teaching the material by providing a video-recorded lecture. Results indicated that those who prepared to teach (without actually teaching) outperformed those who prepared for a test on an immediate comprehension test (i.e., a teaching expectancy effect; d=.55), regardless of the format of the lesson. In Experiment 2, participants studied while expecting to be tested or expecting to teach the material; some then actually did teach the material by providing a video-recorded lecture, whereas others received additional study time. Results indicated that those who actually taught the material outperformed those who did not teach on a delayed comprehension test (i.e., a teaching effect; d=.56), though this effect was strongest for those who also prepared to teach. Overall, these findings are consistent with the idea that preparing to teach results in short-term learning gains, whereas the act of teaching (i.e., by explaining the material to others) coupled with preparing to teach is important for long-term learning.

Male Practice: Gender Inequality in Orthopaedic Surgery

Male Practice: Gender Inequality in Orthopaedic Surgery

THE RELIABILITY OF ABFM EXAMINATIONS: IMPLICATIONS FOR TEST-TAKERS

A common theme among family physicians that have repeatedly performed poorly on the ABFM Maintenance of Certification (MC-FP) Examination is the complaint that they received a score that was identical, or almost identical to their score on a previous administration of the exam. From their perspective, it is a mystery as to why they received the exact same score (or a very similar score), despite additional study time and preparation. Often, physicians assume a mixup has occurred and ask if it is possible that results have erroneously been provided from their previous attempt. After a psychometric review, it is clear that there is no mistake at all. In fact, we anticipate many test-takers will receive a comparable score on future attempts at successfully taking the exam. We base this anticipation on the psychometric concept of reliability.

Living AnatoME: Teaching and learning musculoskeletal anatomy through yoga and Pilates

Living AnatoME, a program designed in 2004 by two medical students in conjunction with the Director of Anatomy, teaches musculoskeletal anatomy through yoga and Pilates. Previously offered as an adjunct to the Gross Anatomy course in 2007, Living AnatoME became an official part of the curriculum. Previous research conducted on the program demonstrated its efficacy in providing relaxation and well-being to students who attended. In 2007, with all 144 gross anatomy students required to participate in a 1.5 hour Living AnatoME session on the upper and lower limbs, the impact of the program on students' comprehension of musculoskeletal anatomy was analyzed through the administration of 25-question pre- and post-tests, gauging knowledge in the following domains: upper limb, lower limb, muscle function, palpation, attachment/location, clinical correlate, and control (i.e., material not emphasized during the intervention). Analysis of postintervention tests revealed significant improvement in total Living AnatoME scores as well as in the domains of upper limb, muscle function, and palpation, indicating the possible efficacy of Living AnatoME in teaching anatomy. Performance on control questions also improved, although not significantly, which may indicate the role of other variables (e.g., additional study time) in increased performance.

The Effects of Study Time and Presentation Modality on Learning

The modality principle suggests that presenting words via audio-narration rather than visual-text can improve learning (Mayer, 2001). However, the use of narrations when verbal materials are lengthy can have cognitive costs, and learning from text can be improved when materials are self-paced or provide ample study time. Therefore, there might be circumstances under which using text would actually be better than using narration. In this experiment we compare learning from diagrams that accompany text or narration; we manipulated available study time while also providing learners control over the pace of presentation. The results show that under these conditions, using narration instead of text does not improve learning. Some additional study time improves learning from both narration and text. However, even greater amounts of study time improve learning from narrations but not text. Implications about when to apply the modality principle to multimedia instructional design are discussed.

Appropriate Resource Utilization in Portable Noninvasive Vascular Studies: The Role of Disruptive Technology

Purpose Common reasons for avoiding portable noninvasive vascular laboratory (VL) studies include degraded study quality, repetitive stress injuries, the wear and tear of equipment, and inefficiency. We examined the efficiency of portable VL studies in the context of productivity and potential loss of revenue. Methods From January 2005 to March 2005, sonographers in the VL recorded the time required to conduct “in-lab” and portable studies with conventional full-size scanners. A blended average based on frequency of portable studies within different areas of the hospital was used to determine the additional time required to conduct a portable study. The sonographer also made a qualitative assessment on the necessity of the portable study in each case. Results The VL performed an average of 31 portable studies (18% of total studies) per week. On average, portable testing increased overall study time by 17.7 min per test and 1.8 h per day, resulting in 9.1 h of additional study time lost per week. The potential increase in study volume could result in incremental annual gross revenue of $41,204 to $77,258 for the VL. The sonographers estimated that 24% to 45% of portable procedures could have been conducted in the lab. Conclusions In addition to suboptimal imaging and sonographer/equipment wear and tear, the current practice of unrestricted portable tests performed with existing bulky equipment is economically inefficient. New “disruptive” technology, leading to high-quality bedside scanning and limiting portable studies to patients who genuinely need it, will allow for greater productivity, decrease wait time for elective outpatients, and generate incremental revenue for the VL.

Removing Incentives for "Dumbing Down" Through Curriculum Re-structure and Additional Study Time

Offering differentiated courses to cater for a wide range of ability can lead to "dumbing down" when brighter students choose easier courses, which they can handle well without undue effort. This occurred when differentiated English courses were introduced in the senior secondary certificate in the state of New South Wales (NSW) in Australia. To avoid this trend continuing, new differentiated courses reported on a common scale were developed. At the same time a new preparatory course was provided to support weaker students to achieve the minimal standard in English. The resulting reform has led to stronger outcomes in English and increasing numbers of students taking more demanding courses. Defining clear standards on a common scale has led to better achievement for all students without having an adverse effect on participation in the senior secondary certificate.

The effect of overlearning on long‐term retention

AbstractOnce material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long‐term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions (Experiment 2). The degree of learning was manipulated and measured via multiple test‐with‐feedback trials, and participants returned for a final cued recall test between 1 and 9 weeks later. The overlearners recalled far more than the low learners at the 1‐week test, but this difference decreased dramatically thereafter. These data suggest that overlearning (and its concomitant demand for additional study time) is an inefficient strategy for learning material for meaningfully long periods of time. Copyright © 2004 John Wiley & Sons, Ltd.

Individual Differences in Learning Arbitrary Sentences Presented at Different Rates

This study investigated individual differences in students′ learning of arbitrary sentences when the sentences were presented at different rates. Undergraduate students were shown arbitrary sentences on a computer monitor at various presentation rates. The students were then asked to answer questions about the content of the sentences. The results indicated that (a) both successful and less successful learners profited from additional study time in cued-recall performance; and (b) the cued-recall performance of less successful learners was comparable with that of the successful learners after a longer presentation rate was given to the less successful learners.

The effects of age, study time, and importance of text units on strategy use and memory for texts

This study investigated study behavior and recall of a narrative text as a function of the reader’s age, study time, and importance level of text units. Fifth graders, seventh graders, young- and older adults were asked to read a fairy tale, and do anything they liked to prepare for verbatim recall. Half of the subjects in each age group were assigned to an immediate recall condition; half were given additional study time. Examination of recall data showed that all subjects showed higher recall of important units in the text than unimportant units. This effect was independent of age and study time condition. Study behaviors varied significantly across age groups and study conditions: while adults underlined or took notes with equal frequency, children preferred note-taking as a study strategy. With additional study time, fifth graders, seventh graders, and older adults increased their strategic behavior; young adults did not.