Student Aptitude Research Articles

The Development and Application of the Jigsaw Model Utilizing the Multiple Intelligence Theory

The purpose of this study is to explore the concepts and types of multiple intelligence (MI) theory and the Jigsaw Model. After examining the relationship, we used MI theory to develop the Jigsaw Model. This study proposes that using the MI theory, the Jigsaw Model has the characteristics in the following sentences. First, the Jigsaw Model was designed by a group of experts, who utilized the MI theory to create a standard. Second, while the current collaborative learning models are formal and abstract, the current models do not easily garner the interest of students. The collaborativelearningmodel, designed by experts using the MI theory, can more easily interest students. Third, the Jigsaw Model, by utilizing the MI theory, helps in procedures, such as problem solving, expertise, quizzes (STAD evaluation), and multiple intelligence. Fourth, the task division multiple intelligence theory was applied to cooperative learning (Jigsaw) model, because the purpose is to study the in-depth knowledge of a student's appropriate effectiveness for elementary school or of high school students in order to apply their knowledge in subjects, such as language, math, social studies, and science. As of now, one example of using the MI theory of cooperative learning is sharing tasks. The teacher should describe the reconfigured abilities like the aptitude of students, levels, characteristics of each subject, and the classroom environment and conditions while taking into account the reconfigured abilities.

Relación entre formación del docente y desarrollo de aptitud clínica en alumnos de Medicina Familiar

IntroductionAs a measure of impact on the course of specialization in family medicine for general practitioners, are considered the progress of students in its decisions to care for patients. Objective: To estimate differences in the development of clinical aptitude of students according to the teacher training (TT). Material and methodCohort study in seven academic venues, with 53 students who responded baseline assessments and end with an instrument of 10 clinical cases and 277statements, validated by rounds of experts, with an internal consistency by alpha of Cronbach = 0.89 and KR20 = 0.94. The venues were grouped according to the training of teachers in null, low, medium and advanced. ResultsThere was no development of clinical aptitude for TT null, low, and medium groups; the students of advanced TT group had significant changes in five cases and the highest overall score (p < 0.0001). The weighted increase is similar in TT null, low, and medium groups, below the TT advanced group (p < 0.0001); 72% of the students of the group advanced positioned themselves in the high level of clinical competence. Correlation between the average of the University examination and clinical aptitude score (Spearman’s Rho = 0.432, p = 0.0019). ConclusionsStudents of the venues TT null, low and medium groups did not develop clinical aptitude, which reveals limitations of academic type and need to modify educational strategies with the aim of overcoming the deficiencies detected. The students of the advanced teacher training group developed a high level of clinical aptitude, this change seems to be associated with the formation of the teacher, quite possibly this strength is the way to improve the educational process in the graduate.

Note Taking in Multi-Media Settings

We provide a preliminary exploration into the use of note taking when combined with video examples. Student volunteers were divided into three groups and asked to perform two problems. The first problem was explored in a classroom setting and the other problem was a novel problem. The students were asked to complete the two questions. Furthermore, the students were randomly assigned to three groups and given a set of handouts. One group did not watch the video. One group watched the video but did not take notes. The final group watched the video and took notes. We then used a coarse scoring system to provide a rough estimate of the students’ performance on the two questions. We made use of the students’ test scores prior to the exercise as a way to provide a covariate to compensate for student aptitude in this subject. We found that the group of students solving the first, familiar problem demonstrated no statistical difference in their performance. There was a statistical difference between the groups who watched the video and did not watch the video for the novel problem, but there was not a statistical difference between students who did not take notes while watching the video.

Education

The Education section of this issue features two very different articles. The first is a statistical analysis of a venerable problem in academia: Can one determine the aptitude of a student and the difficulty of a course from the grades that are assigned? The topic and mathematics will be familiar to most readers. The second article is an exposition on Zeon algebra and its connection to the calculus of real functions. For many readers, this will be a first introduction to Zeon algebra and its connections to combinatorial identities. Readers may recall Robert Vanderbei's Education article on global warming two years ago. In “A Regression Approach to Fairer Grading,” author Robert Vanderbei returns to the Education section with co-authors Gordon Scharf and Daniel Marlow to tackle issues surrounding grade inflation. Their article explores two different models of grading that combine student aptitude and course difficulty, least squares and least absolute deviation. The authors deeply explore each issue on a small, illustrative data set, and then apply both methodologies to two semesters' worth of real encoded data from a small university. Both techniques separate student aptitude and course-level variations in grading. This self-contained article is appropriate for advanced undergraduates, graduate students, and instructors interested in statistics. However, the application itself is relevant to most institutions tackling issues of grade inflation and grade compression. The second article, “Zeon Algebra and Combinatorial Identities,” is an introduction to Zeon algebra, an associative algebra with the property that the squares of its generators are zero. The key idea is that since there are a finite number of generators, infinite combinations of products of elements become finite. Then one can define a real vector space over the Zeon algebra and move on to define a Grassman--Berezin integral or the Z-integral. The authors survey recent results recovering Stirling numbers, Euler, Fibonacci and Genocchi numbers, and a host of other identities all using Z-integral representations. Similar to the extension of the calculus of a single real variable to functions of a complex variable, the authors present this material as an extension of calculus to a Zeon algebra to obtain new generalizations and new representations of combinatorial identities. This module is accessible to graduate students and instructors interested in algebra, analysis, or combinatorics.

الاستعداد التقنی لدى طلاب الملابس والنسیج لتعلم مهارات التشکیل ثلاثی الأبعاد کمدخل للتصمیم على المانیکان

هدف البحث إلى قياس الاستعداد التقني لدى الطلاب لتعلم مهارات التشکيل ثلاثي الأبعاد مع توظيف تقنية الديکوبوکو في تصميم مبتکر للکورساج، وتوظيف تقنية الأوتوشيانا في تصميم مبتکر للجونلة،بالإضافة إلىقياس آراء الطلاب واستجاباتهم نحو تعلم التشکيل ثلاثي الأبعاد.ويعتمد البحث على المنهج شبه التجريبي والوصفي. تکونت عينة البحث من 33 طالب وطالبة من طلاب الفرقة الرابعة بقسم الملابس والنسيج- الفصل الدراسي الثاني للعام الجامعي 2011/ 2012، وکانت أدوات البحث عبارة عن اختبار تحصيلي قبلي بعدي لتقويم المعارف، ومقياسي تقدير لتقويم المهارات، وکذلک استبانه لقياس آراء الطلاب حول التشکيل ثلاثي الأبعاد کعامل مساعد في التصميم على المانيکان، وکذلک آرائهم في التقنيات ومدى تقبل الفکرة،ومن أهم النتائج التي توصل إليها البحث أن الطلاب قد استفادوا من المعلومات والمعارف التي تضمنها تدريس مهارات التشکيل ثلاثي الأبعاد، بالاضافة إلى اکتساب الطلاب لتقانتي الديکوبوکو والأوتوشيانا مما يدل على الاستعداد التقني لدراسة مهارات التشکيل ثلاثي الأبعاد، کما أوضحت النتائج أن آراء الطلاب إيجابية نحو تعلم مهارات التشکيل ثلاثي الأبعاد، ومن أهم توصيات البحث تضمين مقرر التشکيل على المانيکان (2) لمهارات التشکيل ثلاثي الابعاد. الکلمات المفتاحية التشکيل، التصميم على المانيکان، ثلاثي الأبعاد، الاستعداد، تقانات. Abstract Technical aptitude of clothes and textile students to learn the skills of a three dimensional configuration as an input to the design on the mannequin The aim of this research was to measure the students' technical aptitude for learning 3D draping skills and employment technique dekoboko in designing innovative bodice, and the employment of otoshiana technique in designing innovative skirt. Moreover, the purpose of the research is to find out the opinions of students and their response to the learning skill of 3D draping. The research adopted semi-empirical and descriptive methodologies.Its sample comprised of 33 male and female students, enrolled in the fourth year, in the second semester of the academic year 2011/2012. All students in the sample were studying at the clothing and textile department, Helwan University. The research instruments included pre and post achievement tests for cognitive evaluation, scales for skills evaluation, and the scales of the student's opinions about the skill of learning 3D draping as an aid to the design of mannequin. The research also investigated students' opinions on the techniques used and how much they were willing to embrace the idea of the 3D learning skill. The most important results revealed that students have benefited from the cognition that comprised the teaching of 3D draping skill. In addition, students benefitted from the skill of acquisition of dekoboko and otoshiana techniques. The result also revealed that students' opinions were positive regarding the skill of learning 3D draping. This research's most important recommendations are to include the skills of 3D draping on the modeling on the dress stand Celebs.

Board 385 - Research Abstract Exposure to a High-Fidelity Simulation of Cardiovascular Physiology Improves First-Year Medical Students

Introduction/Background The Human Patient Simulator is being increasingly utilized in medical education. It is generally acknowledged that simulation is an effective tool for teaching clinical scenarios to medical students,1 but research on its effectiveness for teaching the basic sciences is scarce.2 We hypothesize that supplementation of standard physiology curriculum with high-fidelity simulation (HFS) improves medical student performance on written tests of physiology knowledge. Methods A pilot cardiac physiology HFS lab experience was offered to the Ohio State University first year medical student class. Twelve one hour labs were proctored by one of four anesthesiology faculty trained in simulation instruction and the specific course objectives. The HFS provided real-time illustration of hemodynamics to facilitate understanding of basic diagnostic and pathophysiologic principles of cardiovascular physiology utilizing the CAE® HPS manikin-based simulator. Students start with a basic cardiovascular physical examination and progress to interpretation of external and invasive hemodynamic monitoring to integrate basic science concepts with clinical applications.3 Afterwards, students completed a survey assessing their perception of the utility of the HFS using a standard Likert scale. Results of the student’s cardiovascular physiology examination (held one week following the HFS) were analyzed in order to compare those who participated to those who did not. Comparisons were made between both a subset of exam questions identified as directly emphasized in the HFS and examination scores as a whole. MCAT scores of the two groups were then compared to provide a measure of baseline student aptitude prior to participation. Results Of 183 first year medical students, 93 (50.8%) participated in the HFS. Group size ranged from 5-12 students over the 12 sessions. Mean Likert scale scores ranged from 4.26 to 4.74 out of 5 in response to survey questions assessing the quality, relevance and utility of the HFS. Mean MCAT scores between participants (34.37) and non-participants (33.43) were not significantly different (p = .082). For the subset of examination questions dealing with concepts directly addressed in the HFS, participants scored higher (78.14%) than non-participants (72.41%; p = 0.05). For the examination as a whole, participants scored higher (83.91%) than non-participants (81.08%; p = 0.018). Conclusion We have shown an improvement in medical student performance on their cardiovascular physiology final written examination following exposure to a HFS supplement to their standard curriculum compared to their peers. We believe the lack of any difference in MCAT scores demonstrates a potential absence of a selection bias despite the voluntary nature of participation as opposed to randomization. However, the superior performance on the test as a whole could be interpreted as evidence that a selection bias does exist in the motivation between the two groups. We would point out that while the participants mean total score was roughly three points higher than non-participants, for means on the subset of questions dealing with concepts directly addressed participants scored roughly six points higher. Examination questions dealing with concepts not directly addressed in the HFS would still peripherally involve issues of basic cardiovascular physiology such as those our simulator faculty reviewed. Some may interpret superior performance on the test as a whole as a difference in motivation between the two groups at baseline. We would argue that exposure to simulation in itself can prove to be a motivating “shot in the arm” when provided during the non-clinical years of medical education. Therefore, HFS as teaching tool can be an important adjunct for medical students even during the basic science curriculum.

The Impact of Pre- and Post-Lecture Quizzes on Performance in Intermediate Accounting II

ABSTRACT: The purpose of this paper is to report the results of an investigation of the impact of online quizzing on accounting majors' examination performance in the second intermediate accounting course. Specifically, course sections with no quizzes, post-lecture quizzes, and a combination of pre- and post-lecture quizzes are compared. The data are based on 666 students completing Intermediate Accounting II at a large public university in the United States. Results suggest that using both pre- and post-lecture quizzes can lead to improved student preparation, increased student participation during class discussions, more effective use of lecture time, and significant improvement in students' performance on subsequent examinations. Significant interactions between GPA and the presence of pre- and post-lecture quizzes indicate that the effectiveness of specific quiz formats is contingent upon student aptitude level. Students with low GPAs benefit more from the addition of post-lecture quizzes, while students with higher GPAs benefit more from the addition of pre-lecture quizzes.

The Challenges of Inclusivity in Baccalaureate Nursing Programs

Nurse educators must meet the challenge of preparing a new generation of nurse leaders who can address the health care needs of an increasingly multicultural society. Institutional culture change that promotes inclusivity develops in response to an intentional embracement of diversity and is key to the success of any program initiatives. Providing resources for students can backfire if they experience the negative consequences of labeling, if incentives are distributed without thoughtful consideration of the related expectations, and if the advising system focuses on prescriptive, rather than developmental, principles. A deficit-thinking perspective that brands a student as at risk can undermine the goal of providing support. Faculty must engage in open discussions about labels, underlying assumptions about student aptitudes, and strategies for ensuring student success. Most importantly, faculty must actively solicit and seriously consider the students' accounts of their experiences and perspectives on changes that would make the climate more welcoming.

Differential Gender Performance on the Major Field Test–Business

The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. Many previous studies analyzing scores on the MFT-B report gender differences on the exam even after controlling for student's aptitude, general intellectual ability, and motivation. The authors’ results point to two reasons behind this phenomenon. First, it is important to control for critical thinking abilities while explaining variation in MFT-B scores. Second, motivation to perform well on the test varies between genders and high- and low-performing students.

Utilizing technology effectively to improve Millennials' educational performance

PurposeThe purpose of this paper is to discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance.Design/methodology/approachAn exploratory survey of Millennial business students was conducted to measure their self‐reported use and perceived effectiveness of a variety of hardware, traditional, and Web 2.0 tools.FindingsAn exploratory study of business students finds that course websites and online assessments are the technological tools they report using most often. The technology tools that business students perceive as most effective include personal computers, laptop computers, course websites, discussion groups, message boards, and online assessments.Research limitations/implicationsThis exploratory study looked only at business students' self‐report use and perceived effectiveness of technology tools. Future research is needed to examine other college students beyond business, to measure actual use and effectiveness, and to incorporate input from faculty on the use and effectiveness of technology tools.Practical implicationsIn this paper, the authors discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. These tools can meet Millennials' need for affiliation, low ambiguity, immediate feedback and a personalized learning experience.Social implicationsThe Millennial generation is very different from the Generation X or Baby Boomer professor who is trying to effectively teach them. With a better understanding of students' perceptions, business faculties can better utilize technology to improve their Millennial students' performance while providing them with an active, engaging educational experience.Originality/valueThe focus of this paper addresses how to better utilize the technological aptitude of Millennial business students to enhance the students' educational performance and improve business faculty effectiveness.

Optimal learning in a virtual patient simulation of cranial nerve palsies: The interaction between social learning context and student aptitude

Background: Simulation in medical education provides students with opportunities to practice interviews, examinations, and diagnosis formulation related to complex conditions without risks to patients.Aim: To examine differences between individual and team participation on learning outcomes and student perspectives through use of virtual patients (VPs) for teaching cranial nerve (CN) evaluation.Methods: Fifty-seven medical students were randomly assigned to complete simulation exercises either as individuals or as members of three-person teams. Students interviewed, examined, and diagnosed VPs with possible CN damage in the Neurological Exam Rehearsal Virtual Environment (NERVE). Knowledge of CN abnormalities was assessed pre- and post-simulation. Student perspectives of system usability were evaluated post-simulation.Results: An aptitude-treatment interaction (ATI) effect was detected; at pre-test scores ≤ 50%, students in teams scored higher (83%) at post-test than did students as individuals (62%, p = 0.02). Post-simulation, students in teams reported greater confidence in their ability to diagnose CN abnormalities than did students as individuals (p = 0.02; mean rating = 4.0/5.0 and 3.4/5.0, respectively).Conclusion: The ATI effect allows us to begin defining best practices for the integration of VP simulators into the medical curriculum. We are persuaded to implement future NERVE exercises with small teams of medical students.

Wikis as Individual Student Learning Tools

This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students.

‘Niggaz dyin’ don’t make no news’: exploring the intellectual work of an African American urban adolescent boy in an after-school program

In this article, and from the standpoint of an African American woman teacher/researcher, the author explores what happened when one African American adolescent boy known inside of school as a ‘severely disengaged’ student cultivated literacy practices and events of his own volition in an after-school program. The author asks, how does race and gender consciousness intersect one African American urban adolescent boy’s engagements with a favored popular culture narrative after school? Race and gender consciousness, in the context of this study, refers to the ways individuals and/or groups publicize, illustrate, critically articulate and/or question race and gender constructs stated or suggested in various texts. The author argues that students’ race and gender consciousness speak to and intermingle with intellectual work and literate abilities; further, the author argues that attention to such work and consciousness provides valuable information about the aptitude, sensitivities and motivations of students who are labeled ‘disengaged’ and/or socially ‘challenged’ in multiple contexts. As a result, this research speaks to an international audience because it conveys the processes by which engagements with texts can spur intellectual work by a student placed at risk of academic and social failure.

Teacher pay and teacher aptitude

Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these studies have been unable to separate labor supply effects from labor demand effects. To address this, I model the relationship between current salaries and the academic aptitude of future teachers (those entering teacher education courses). Using a unique dataset of test scores for every individual admitted into an Australian university between 1989 and 2003, I explore how interstate variation in average pay or pay dispersion affects the decision to enter teacher education courses. A 1 percent rise in the salary of a starting teacher boosts the average aptitude of students entering teacher education courses by 0.6 percentile ranks, with the effect being strongest for those at the median. This result is robust to instrumenting for teacher pay using uniform salary schedules for public schools. I also find some evidence that more pay dispersion in the non-teaching sector lowers the aptitude of potential teachers.

A Multi-Agent approach To the Design of An Programming ICAI System

Abstract Programming ICAI covers the whole range of teaching and learning of programming, multi-agent approach is suitable for the development of ICAI program. In this paper,Firstly the design goal and ideas are described for the Programming ICAI.Secondly multi-Agent approach is introduced for developing Programming ICAI and the design of agent and the design of multi-agent structure are presented for Programming ICAI System. Finally interaction of multi-agent is presented, enabling the system to teaching and testing according to the student's aptitude.

Extra-curricular supervised training at an academic hospital: is 200 hours the threshold for medical students to perform well in an emergency room?

IntroductionDue to high number of jobs in Emergency Medicine (EM) and the lack of specialist to work in this field, recent graduates work in the emergency room straight after medical school. Additional courses on EM are available through Academic Leagues. This organizations offer lectures and supervised extra-curricular practical activities in their teaching university-affiliated hospital. The objectives of the present study are to assess the influence of hours undertaken in the extra-curricular practical activities on the performance and confidence of students in carrying out the different procedures in the emergency department, and on their own perception of how well they did. Also, to assess the influence the practical activities have on student´s future choice of specialty.MethodsA Cross-sectional study conducted by collecting data through a questionnaire. 102 eligible individuals were included and divided into two groups according to the number of extra-curricular hours performed (Group 1- up to 200 hours and Group 2- over 200 hours).ResultsStudents in Group 2 (over 200 hours) had a greater number of procedures performed on all variables evaluated, in particular, initial patient care (mean 363.8 vs.136.905 in Group 1 - p = 0.001), Simple Sutures (mean of 96.2 vs 33.980 respectively) ( p = 0.00003). To determine patient follow-up by the student, the number of initial patient care was correlated with number of discharge procedures performed (in Group 1, 49.6% of patients were not followed up and discharged by the same students who first talked to them in the hospital. While in Group 2, this value becomes 29.4 % - values for Group 1 - p = 0.011 and Group 2 - p = 0.117). Regarding the influence of the practical extra-curricular activities, 76.5% of the total reported that it had influenced their choice of future specialty.ConclusionsThe aptitude, confidence and skill of students are closely linked to the practice time (number of training hours served). Two hundred hours appeared to be a relatively significant time for the student to demonstrate good conduct and ability. Practical extra-curricular activities had the ability to influence the future choice of specialty, either positively or negatively.

The influence of faculty specialization on deductive reasoning in young Romanian students

This study examined the influence of faculty specialization on deductive reasoning aptitude for undergraduate students. The participants were 85 undergraduate students from the Faculty of Psychology and Polytechnic Institute aged between 19 and 26 years old (m=23.46; S.D.=2.51). The instruments: 1) Adaptativ Matrix Test (Schuhfried, 2007); 2) The Scale of Difficulty Perception in Deductive Reasoning task solving. The group from the Faculty of Psychology obtained the mean of correct answers statistically significant lower than the group from the Faculty of Electronics. The findings reveal that faculty specialization has a strong influence on deductive reasoning aptitude and on developing cognitive skills.

Školní úspěšnost a její (re)produkce na základní škole

This article presents the preliminary results of an ethnographic study focusing on eighth- and ninth-year students at two basic schools in Prague. The study conceives academic success and failure as categories that need to be explained; it is necessary to demonstrate how they are produced and ascribed with meaning in the everyday practice of student evaluation, especially by school authorities. Student evaluations are generally based on a complex assessment of a student's aptitude and diligence, and they also reflect a student's conduct at school conduct and attitude towards school discipline, education, and authority, i.e. towards accepted values, the school code, and other (written and unwritten) rules of interaction. Academic failure signalling some kind of shortcoming on the part of the recipient of an evaluation - be it a lack of interest, motivation, cooperation, effort, ability, or intelligence - has a moral connotation and stigmatising effect. This is legitimised by the presumption that it is the student's own deliberate actions, his or her degree of interest and effort, that determine success or failure at school, and that this essentially has nothing to do with the student's (natural) intelligence or (given) family background. Yet a student's family background and available cultural resources play an important role in academic performance. Academically inclined parents, high academic ambitions on the part of a student and his or her parents, communication style, and respect for school authority are key elements of success at basic school and have a hand in the intergenerational reproduction of educational inequalities.

The Impact of Pre- and Post-Lecture Quizzes on Performance in Intermediate Accounting II

The purpose of this paper is to report the results of an investigation of the impact of online quizzing on accounting majors’ examination performance in the second intermediate accounting course. Specifically, course sections with no quizzes, post-lecture quizzes, and a combination of pre- and post-lecture quizzes are compared. The data is based on 666 students completing Intermediate Accounting II at a large public university in the United States. Results suggest that using both pre- and post-lecture quizzes can lead to improved student preparation, increased student participation during class discussions, more effective use of lecture time, and significant improvement on students’ performance on subsequent examinations. Significant interactions between GPA and the presence of pre- and post-lecture quizzes indicate that the effectiveness of specific quiz formats is contingent upon student aptitude level. Students with low GPAs benefit more from the addition of post-lecture quizzes while students with higher GPAs benefit more from the addition of pre-lecture quizzes.

Perceived Emotional Aptitude of Clinical Laboratory Sciences Students Compared to Students in Other Healthcare Profession Majors

Emotional aptitude can be defined as the ability to recognize and manage one's own emotions and interpret the emotions of others. It has been speculated that Clinical Laboratory Sciences students may lack the emotional skills to most effectively interact with patients and other healthcare professionals, therefore a logical hypothesis would be that they would evaluate their own emotional intelligence lower than students from other healthcare majors. While this has been a topic of discussion in healthcare, a lack of research has been conducted to validate this assumption. This study assesses the perceived emotional aptitude of Clinical Laboratory Sciences students compared to students of other healthcare majors in the Dumke College of Health Professions at Weber State University. The perceived emotional aptitude of the healthcare students was determined by completion of a self-evaluation questionnaire that included questions about one's emotions, their understanding of others' emotions, and how they manage conflict. A total of 401 questionnaires were completed, compiled, and analyzed. Although minor differences were seen in the responses, statistical analysis found these differences to be insignificant. The perceived emotional aptitude of Clinical Laboratory Sciences students was insignificantly different than that of students of other healthcare majors at the Dumke College of Health Professions.