Half Of Semester Research Articles

Relationship between sleep-wake circadian chronotype and anxiety and depression of medical students in a university in Wuhu City in 2020

To explore the circadian rhythm of sleep-wake and its relationship with anxiety and depression among medical students. A stratified cluster random sampling method was adopted in this study, 2231 medical students in grades 1 to 3 from a medical college in Wuhu City(1004 boys and 1227 girls, aged(19.09±1.13) years) were selected in November 2020. The sleep wake circadian chronotype and mental health of medical students were evaluated by the Morningness-Eveningness Questionnaire 19(MEQ-19), the Patient Health Questionnaire 2(PHQ-2), and the Generalized Anxiety Disorder scale(GAD-2), respectively. The detection rates of evening chronotype, intermediate circadian chronotype, and morning chronotype were 59.84%(n=1335), 37.92%(n=846), and 2.24%(n=50), respectively. The detection rates of anxiety, depression, and anxiety combined with depression were 12.86%(n=287), 14.12%(n=315), and 9.59%(n=214), respectively. After adjusting for gender, age, grade, class performance in the last half semester, and learning burden, the result of multivariate logistic regression analysis showed that compared with medical students with intermediate circadian chronotype, medical students with evening chronotype were more likely to have anxiety(OR_(adj. )=1.403, 95% CI 1.066-1.846, P=0.016) and depression(OR_(adj. )=1.639, 95% CI 1.251-2.146, P < 0.001). The detection rate of anxiety and depression in medical students is high. The circadian chronotype of medical students is mainly evening chronotype, which is a risk factor affecting anxiety and depression among medical students.

Java Programming Language Learning Application Based on Octalysis Gamification Framework

Java programming language is rated as the second most active language in the world based on GitHub active repository statistic. Meanwhile, many university students are found lack interest to learn Java. Many researches have shown the positive impact of gamification in many areas of life, include education and learning. The purpose of this study is to design and build an application to learn java programming language with gamification in mind. We use Octalysis Gamification Framework to design the usage of game mechanics in the application. The application was tested on second year students to learn Java for the first half semester and evaluated using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and get the result of 74.27% agree that the application is well accepted by the students.
 
 Index Terms—gamification; java programming language; octalysis gamification framework

The Bean Beetle Microbiome Project: A Course-Based Undergraduate Research Experience in Microbiology

Course-based undergraduate research experiences (CUREs) are an effective means of transforming the learning and teaching of science by involving students in the scientific process. The potential importance of the microbiome in shaping both environmental health and disease makes investigations of microbiomes an excellent teaching tool for undergraduate microbiology. Here, we present a CURE based on the microbiome of the bean beetle (Callosobruchus maculatus), a model system for undergraduate laboratory education. Despite the extensive research literature on bean beetles, little is known about their microbiome, making them an ideal system for a discovery-based CURE. In the CURE, students acquire microbiological technical skills by characterizing both culturable and unculturable members of the beetle gut-microbial community. Students plate beetle gut homogenates on different media, describe the colonies that are formed to estimate taxonomic diversity, extract DNA from colonies of interest, PCR amplify the16S rRNA gene for Sanger sequencing, and use the NCBI-nBLAST database to taxonomically classify sequences. Additionally, students extract total DNA from beetle gut homogenates for high-throughput paired-end sequencing and perform bioinformatic and statistical analyses of bacterial communities using a combination of open-access data processing software. Each activity allows students to engage with studies of microbiomes in a real-world context, to apply concepts and laboratory techniques to investigate either student or faculty-driven research questions, and to gain valuable experiences working with large high-throughput datasets. The CURE is designed such that it can be implemented over either 6-weeks (half semester) or 12-weeks (full semester), allowing for flexibility within the curriculum. Furthermore, student-generated data from the CURE (including bacterial colony phenotypic data, full-length 16S rRNA gene sequences from cultured isolates, and bacterial community sequences from gut homogenates) has been compiled in a continuously curated open-access database on the Bean Beetle Microbiome Project website, facilitating the generation of broader research questions across laboratory classrooms.

Using Spatial Storytelling as an Approach to Teaching GIS and Spatial Literacy Skills

Libraries have been supporting instruction on GIS and spatial literacy for some time, but the proliferation of digital and spatial technologies and the increasing number of disciplines interested in using them is changing the demands on libraries. One of these tools is digital storytelling - when combined with maps it can be a powerful way to share research and advocate for change. To tell a good story is human, but to build a story with evidence that is convincing takes practice. This paper discusses our efforts to use storytelling as a base for building spatial literacy and GIS understanding in an academic library context. We present two cases, an event series including informal one-shot workshops, and a half semester course taught at a university, and offer a few suggestions to implement this on your own campus.

A Design Case for Implementing a Collaborative Strategy for Online Teams

This paper describes a half semester long curricular and instructional design project focusing on the design and implementation of a collaborative strategy into a fully online graduate class in adult education. The purposeful group assignment and team building strategy, collectively called the collaborative strategy, represents an instructional approach designed to increase the effectiveness of online collaborative learning. In this context, students are strategically assigned to teams based on their study habits, and they participate in several team-building activities designed to maintain the collaborative learning. This paper presents critical design decisions made during the course development, the reasons for those decisions, failures in which the design did not work as planned, and a reflection on the design.

PENGARUH MODEL PEMBELAJARAN BERDASARKAN MASALAH BERBANTUAN MIND MAPPING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KARAKTERISTIK ZAT DI KELAS VII SMP NEGERI 3 PERCUT SEI TUAN T. P 2016/2017

This study aims to determine the effect of problem based learning models for the outcomes of student learning in Characteristics of Substance subject in the first half semester of class VII SMP Negeri 3 Percut Sei Tuan year 2016/2017. This study is a quasi- experimental design by using two group pretest - posttest desain and using odd semester students of class VII SMP Negeri 3 Percut Sei Tuan Deli Derdang as population, which consists of nine parallel classes. The study take two classes as samples by using Cluster Random Sampling technique. The selected sample is class VI1-6 as experiment class dan class VII-1 as the control class with total 35 students in each class. Result data in the study is collected using essay test with total ten questions. The questions which will be used as research instrument is used after content validation process, observation sheet, and hypothesis test using t test. The results showed the average pretest score of experiment class was 33.77 with a standard deviation 5.87 and the average pretest score of control class was 32.83 with a standard deviation 5,52. Outcomes data after the treatment (post-test) in experiment class is 78.34 as average score and a standard deviation 8.69 which classified as high category; and outcomes data in control class is 64.60 as average score and a standard deviation 11.42. From the statistical test, the study obtained tcoum = 5,56 > ttabie = 1,99, a = 0.05. Ha is accepted and H0 is rejected, so it can be concluded that the hypothesis "there is no effect of problem based learning model to the learning outcomes of students in the characteristics of the substance subject in class VII SMP Negeri 3 Percut Sei Tuan" is accepted.

Penggunaan Cooperative Learning Model Jigsaw dalam Peningkatan Aktifitas Siswa pada Pembelajaran PKn di SMPN 1 Kota Pariaman

This study aimed to increase the student learning activity in Citizenship Education at classroom VIII.5 SMP Negeri 1 of Pariaman City in the 1st half semester of 2015/2016. This study was conducted through Classroom Action Research with the application of the Jigsaw model in cooperative learning. This study was conducted in two cycles. The finding of this study showed that the use of Jigsaw model in Citizenship Education classroom could increase the activity of the learners, the average value of their learning outcomes, and learning completeness of the learners. The conclusion of this study was that there were increased activities in the student learning in Citizenship Education by using the Cooperative Learning of Jigsaw model so as to improve learning outcomes of the students in grade VIII.5 SMP Negeri 1 of Pariaman City.

Influence of physical activity on students’ life quality

Purpose: influence of students’ targeted and regular physical activity on their life quality. Material: in the research students (n=325, age 18-21 years) participated. Students’ life quality was studied with the help of questionnaire MOS SF-36» (J.E.Ware). We determined students’ physical workability and physical fitness. Results: formation of students’ physical activity was based on the worked out technology: 1) motor functioning for general endurance; 2) accent on speed-power training was made in second half of semester; 3) training of dexterity and flexibility was realized considering certain kind of academic material and future professional activity; 4) the structure of trainings in academic year included 3 stages. At first stage (September, October) 70% of time was spent for endurance, 15% - for quickness and 15% for strength. At second stage (November, March) 50% was assigned for endurance, 30% - for quickness and 20% - for strength. At third stage (April, May) 40% of time was assigned for quickness, 40% - for strength and 30% - for endurance. As a result of realization of the worked out technology for students’ physical activity their individual health improved and became the factor of students’ life quality perfection. Conclusions: targeted and regular physical activity of students confidently influences on their individual health by all indicators: organism’s functional reserves; physical workability and fitness, way of life and organism’s resistance. Targeted and regular physical activity of students facilitates improvement of students’ life quality.

PENGALAMAN E-LEARNING SECARA PENUH: PENGGUNAAN EDMODO DALAM KELAS VIRTUAL

E-learning in full design is believed to be a solution in a digital society. The reality is not entirely correct for granted. This study examines the experience of e-learning in full design at the graduate program the Department of Library and Information Science, University of Indonesia that works for half semester on a single subject. The research method used qualitative research. Data collected by online interviews and online observation. The results showed that virtual classroom using Edmodo proven to increase student participation. However, in practice the advantages of e-learning can backfire for students. The extreme point of the participation in a virtual classroom is done minimally and only to abort obligations.

Analysis of noise pollution level in a University campus in South India

Noise comprises those sounds occurring around us that are not part of the environment under consideration. Noise is also a type of pollution and impacts on our health and wellness. The prevalence of noise is increasing in magnitude and severity because of growing population and urbanization. Noise pollution leads to many chronic and socially significant impacts. This study analyzes the level of noise at different points in SRM University. As the University encompasses a hospital also, it is more important to identify the sources of high noise levels and control them. As per Indian standards the desirable noise pollution for educational institutions and hospitals in daytime is 50 dbA. Noise levels were measured with a sound level meter at 19 points within the campus at three different timings (8–10 am, 12–2 pm, and 3–5 pm) over two cycles of measurements. The preliminary results show higher noise levels during morning and evening. Noise during Cycle 2 (latter half of semester) was 20% more compared to that of Cycle 1 (beginning of semester).

A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: 'Diverger', 'Assimilator', 'Converger', and 'Accommodator'. Social Learning Theory was also used to define four participation types. These types in turn were used to describe the learning associated with the use of online forums: 'Replier', 'Asker', 'Watcher', and 'No activity'. A total of 144 students participated in this experiment as part of a half semester ASP.NET programming language learning courses. The course contained an online forum for supporting the students' social activities and participation. In this study, 'learning score' and 'satisfaction' were used to measure learning performance. The results of this study were the following: (1) different learning styles were associated with significantly different learning scores and that the 'Accommodator' style was associated with superior learning scores; (2) participation types were also associated with significantly different learning scores and that the 'Replier' type is associated with superior learning scores; (3) learning satisfaction is not significantly different among the different learning styles or different participation types, but the average is significantly higher than average values (3.5) of 7-point Likert scale; (4) there is no significant association between learning styles and participation types. Explanations and discussions of these results are offered. Based on the results of this study, we propose that programming language learning, supported with online forums and students' active participation, increases learning performance as measured by student learning scores.

“Tools for master’s thesis”: making the most of a diverse learning environment

The paper presents a practical approach to use a diverse learning environment to train students in the final stage of their studies. The students are extremely motivated when they are preparing their master’s thesis and their information literacy skills are really tested. The aim has been to achieve master’s theses of good quality. Therefore a course for handling the master’s thesis process was required. The planning of the course started from knowing that professors and supervisors should not use their valuable time for teaching such basic skills as writing, citing and information searching to their students. There was a demand for a course to work on a master’s thesis because there have not been any master’s thesis seminars so far. The students writing their master’s thesis do not have so many opportunities to meet with others in the same phase. The students are often quite alone with their final project. The course “Tools for master’s thesis” has been in the study programme since spring 2008. The course has been planned in co-operation with the Teaching and Learning Development Unit which has created an excellent chance to share pedagogical ideas. The methods that have been used at the course in addition to the lectures given by respective experts are group work, reflection, learning diary, fellow support, concept mapping and individual guiding in information searching. The course is organised every half semester, four times a year because there are students all year long and there have been more students coming than could have been taken into the course. This course is a continuation to the bachelor’s seminars and it is developed continuously according to the needs of the students and the supervisors. The course will be widened into a master’s thesis seminar during spring 2010. In the discussion new ideas to develop the information literacy part of the course “Tools for master’s thesis” would be greatly appreciated. The authors describe the work conducted at Helsinki University of Technology during 2008-2009. On 1st January the university was merged into the new Aalto University.

University of Michigan Medical School.

University of Michigan Medical School.

A content analysis of student/instructor communication via computer conferencing

The focus of this study centers upon an analysis of instructor and student postings on the Electronic Forum (EF) during a one-semester undergraduate phonetics course. Sixty-one students were invited to participate in a class computer conferencing project to discuss questions about the course content and assignments, share ideas with others, and respond to comments made by their peers and the instructor. The content of each student's and instructor's posting was analyzed to determine the number and type of topics discussed. Students wrote about 340 topics in 143 postings; the instructor wrote 124 topics in 23 postings. These topics were placed in categories and analyzed with respect to the postings made during the first and second half semester. Four interactive communicative Category Clusters were identified. These Clusters show interaction trends between students and instructor and resulting accommodations made by both students and the instructor. The advantages of using an electronic forum to enhance student learning, to improve classroom activities, and to empower students to take more active roles in their learning, are discussed.

Discrete mathematics II

This is a report on the second of a two course sequence in discrete mathematics taught at Ithaca College. The course covers three topics, combinatorics, finite state automata and regular languages and verification theory, and is a prerequisite for a theoretical course in computer science. The emphasis in this paper is the half semester spent teaching verification theory.

AN EXPERIMENTAL COMPARISON OF A CONTINGENCY MANAGED COURSE WITH LARGE LECTURE METHOD1

Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within‐subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test‐score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10‐item multiple‐choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50‐min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45‐item multiple‐choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90‐item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three‐item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course.