High Ability Groups Research Articles

Cognitive Based Classroom Streaming and Self Esteem among Secondary School Students in Lira District

Purpose: The purpose of this study was to establish the relationship between cognitive based classroom streaming on students’ self-esteem among secondary school students in Lira district. It specifically analyzed the differences in the level of self-esteem between low and high ability group of students.
 Methodology: The study adopted quantitative research approach. A cross sectional comparative research survey design was used to compare the level of self esteem between low and high ability group of students. A valid and reliable self-administered questionnaire was used to collect data. A total of 278 students from three secondary schools were selected using systematic random and purposive sampling techniques respectively. Data was coded and analyzed using Statistical Package for Social Scientists (SPSS version 23). The hypothesis was tested using independent sample t-test.
 Findings: Findings revealed a significant difference in the level of self-esteem (t = 7.68, p<0.01) with high ability group of students scoring higher than low ability group. It was therefore concluded that ability grouping significantly influences students’ self-esteem.
 Recommendation: The study recommended that: heterogeneous grouping, school family initiative programmes, guidance and counselling services and other co curricular activities be introduced /reinforced in schools to enable students discover their talents, build their esteem and cope with the environment.

The Difference of The Enhancement of Students’ Mathematical Disposition as an Impact of ARCS-based Learning Model and Conventional Approach

This study aims to identify the enhancement of Students’ Mathematical Disposition as an impact of ARCS-Based Learning Model approach. The learning model based on Attention, Relevance, Confidence and Satisfaction (ARCS) theory. This study is a quasi experimental study. The study sample consisted of 76 students from 2 classes mathematics in the seventh semester in Universitas Negeri Medan. Instrument used in this study is mathematical disposition scale. Data were analyzed using Mann Withney, ttest, correlation analysis, one way and two way ANOVA followed by posthoc test. The result showed that the enhancement of students disposition of high initial ability group is significantly higher than middle and low initial ability group. This shows that ARCS-Based Learning Model provides the highest enhancement of students’mathematical disposition in the high initial ability group compared to the middle and low ones. Overall, based on students initial ability, ARCS-Based Learning Model approach is significantly able to enhance students’mathematical disposition.

Reading English as a foreign language: The interplay of abilities and strategies

This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

Assessment of the efficacy and safety of a Judo exercise program in improving the quality of life among elderly patients.

Objectives: Several reports have shown that Tai Chi Chuan can be an effective way to prevent falls among the elderly. However, an exercise program that can prevent injury during falls has not been reported previously. The judo technique called ukemi is used to prevent injuries. To evaluate whether a judo-based exercise program could prevent falls in the elderly, we had the participants practice ukemi as part of a therapeutic routine. The purpose of this study was to examine the clinical significance of the program and to predict its safety.Methods: From July 2016 to March 2017, we examined 53 individuals who participated in the exercise program. The individuals were divided into high (n=39) and low (n=14) movement ability groups (HMA and LMA groups, respectively), and their physical and psychological functions were evaluated using scores from the Short-Form Health Survey 36. We also collected and analyzed data from questionnaires obtained from 384 patients who participated in the program from July 2016 to July 2019.Results: The HMA group showed a significant increase in the mental component summary scores before and after the exercise program. In the LMA group, physical functioning, social functioning, and physical component summary scores were significantly improved. Of the participants surveyed, 94.8% had a high level of satisfaction, and 93.2% began accepting the exercise as a daily habit. No adverse events were observed during these exercises.Conclusion: This novel exercise program was performed safely, and positive effects were observed, especially in individuals with a low quality of life.

Concussion knowledge and attitudes amongst competitive cyclists

The purpose of this study was to examine the concussion knowledge and attitudes of UK competitive road cyclists to identify gaps in knowledge and assess attitudes. This was a cross-sectional study using 118 UK competitive cyclists, spanning a range of ages and abilities. An adapted Rosenbaum Concussion Knowledge and Attitudes Survey (RoCKAS) was administered to the participants. The RoCKAS contained separate knowledge and attitude sections (possible scores ranged from 0-33 and 15-75, respectively). A cohort analysis was conducted to examine for differences in attitudes amongst the participants. The mean score for concussion knowledge was 26.4 ± 4.12 and 63.1 ± 6.4 for concussion attitude. Statistically significant differences were found in attitudes between the 49-58 age group and the 19-28 age group (p=0.013). Significant differences were also found between competitive cyclists and recreational cyclists who trained but did not race. The results of this study suggest that UK competitive cyclists have moderate concussion knowledge and good concussion symptom recognition. A cohort analysis shows that youth are less concerned about concussion than older participants and higher ability groups were associated with more dangerous attitudes. These findings can help inform targeted educational interventions in cycling to improve concussion awareness, reporting behaviors, and concussion management behaviors.

Virtual Dissection: An Interactive Anatomy Learning Tool.

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P=0.001, d=1.515) and over the long-term (P=0.003, d=1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P=0.067) and over the long-term (P=0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P=0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.

Profile of Student's Mathematical Representation Translation on the Verbal Problem

Translation among forms of representation defines as changing process one form of representation to other representations. Translation activities from one representation (source) to another (target) are very important in expressing mathematical ideas. In translating among representations, students are not only interact with the basic concepts contained in the information, but also they must be able to connect parts of these basic concepts with different things related to the intended representation. The purpose of this qualitative research is: 1) to analyze the tendency of mathematical representations to be used in solving mathematical problems given in verbal representations, and 2) to analyze the translational structure of the target representations made. The research subjects were 3rd year students of Mathematics Education at Universitas PGRI Semarang. The research data were taken by means of tests and interviews immediately after solving the math problems given in the form of verbal representations. The results showed that the group students who were solving the verbal questions indicated that they tended to translate from the verbal representations to symbolic representations in presenting definitions and in proof. However, this symbolic representation still contained verbal representations such as in the source problems. The stages of representation in this research followed the translation stages: unpacking the source, preliminary coordination, constructing the target, but left for determinant of equivalence. High-ability group of students in solving the questions tend to translate from verbal representation to symbolic representation. Further, some of them translate verbal to visual representation to increase understanding. The translation stages are unpacking the source, preliminary coordination, constructing symbol representation, constructing visual representation, determining the equivalence of the visual representation to verbal representation, and determining the equivalence of the symbol representation form to verbal representation.

Effects of cognitive ability and age on giving in dictator game experiments

We investigate how cognitive ability and age affect giving behavior in single-blind dictator game experiments with a sample comprising 514 non-student participants in Japan. First, we found a negative correlation between cognitive ability and giving behavior. Focusing on dictators with medium or low cognitive ability, the higher the cognitive ability, the lower are both giving probability and amount. Such a negative correlation was also found for dictators with high cognitive ability, but there was a jump increase in giving probability between the medium and high cognitive ability groups. Regarding the age effect, giving probability and amount of older dictators (≥40 years) were higher than those of younger dictators (20–29 years).

Effect of Academic Ability and Group Instruction Technique on Secondary School Students’ Achievement in Civic Education in Anambra State, Nigeria

Students’ learning outcomes and performance are dependent on many factors from student-factors to teacher-factors, method of instruction, environmental and management factors. Given the falling standard in education in Nigeria, managing students’ factors are becoming more crucial success factor in academic performance and achievement in subjects. Against this backdrop, this study investigated the effect of academic ability and group instruction technique on secondary school students’ achievement in Civic education in Anambra State, Nigeria. In the method section, non-randomized control group, pre-test, post-test quasi experimental design was adopted as the design for the study. Six co-education schools in Anambra State were sampled using multi-stage sampling technique. From the area of study, 193 Senior Secondary 2 students as participants were drawn from one co-education school in each of the six education zones that make up 258 public secondary schools in the State. Analysis of Covariance (ANCOVA) was used as statistical tool for analyzing experimental data obtained from the field. Findings indicated that there were significant differences in Civic achievement test across high and low academic ability groups and experimental and control groups. The experimental group (taught with Group Instruction Technique) achieved better than the control group (taught with Lecture Method), while high ability students outperformed low ability students. The observed significant differences across groups indicate that student factors and teacher-factors have learning and achievement outcomes on Civic education in Nigeria. It is recommended that, stakeholders especially, secondary school principals and teachers evaluate students’ academic challenges and proffer ways to improve achievement.

고교야구선수의 동적균형능력에 따른 하체 관절별 등속성 근력 및 Long- toss의 상관관계 분석

Purpose: The purpose of this study is to analyze the relationship between each Isokinetic muscle strength, pitching velocity and long-toss according to the dynamic balance ability level of high school baseball players.<BR> Method: The subjects of this study were 54 high school baseball players in Seoul and Gyeonggi-do Province, chosen as high dynamic balance ability group (27 people) and low dynamic balance ability group (27 people) using Independent t-tests and The Pearson Rank Correlation Coefficient to identify them. The Level of significance was set to α = 0.05.<BR> Results: The results of this study are as follows. All of the left and right muscle strengths except for the lumbar joint strength were similarly higher in the HB group than in the LB group. Pitching velocity and long-toss were also similarly faster and farther in the HB group. Also, the correlation between left and right dynamic balance ability and Isokinetic muscle strength for each lower body joint was significant in all joints except right extensor muscle & left flexor muscle. Long-toss also showed significant correlations in all variables except right pitching velocity.<BR> Conclusion: In summary, Dynamic balance ability is an essential element for effective energy transfer, and high muscle strength strengthening of lower body is considered to increase dynamic balance ability. Thus, if the Proprioception and balance training are applied to increase the muscle strength of the lower body, the pitching velocity will be improved.

Higher the Cognitive Ability of, and/or the Younger the Dictator, the More Selfish: Experimental Evidence

We investigate how cognitive ability and age affect giving behavior in single-blind dictator game experiments with a sample comprising 514 non-student participants in Japan. First, we found a negative correlation between cognitive ability and giving behavior. Focusing on dictators with medium or low cognitive ability, the higher the cognitive ability, the lower are both giving probability and amount. Such a negative correlation was also found for dictators with high cognitive ability, but there was a jump increase in giving probability between the medium and high cognitive ability groups. Regarding the age effect, giving probability and amount of older dictators (>=40 years) were higher than those of younger dictators (20--29 years).

The Profile of Horizontal and Vertical Mathematization Process of Junior High School Student with High Mathematical Ability in Solving Contextual Problem of Fraction

Knowing the mathematization process was important for teacher. In solving problem, students were using their mathematization process. This research aimed to describe the horizontal and vertical mathematization process of junior high school students with high mathematical ability in solving contextual problem of fraction. This research was descriptive qualitative research. The research subjects was determined by mathematical ability test (TKM). Thirty four students of chosen class were given mathematical ability test (TKM). Then, they were divided into three groups based on the ability which were high ability, medium ability, and low ability group. Researcher took one subject from high ability group to be research subject. Then, researcher gave the profile mathematization process test (TPPM). The semi-structured interview was utilized to invstigate the answered of TPPM. The result of this research were: the high mathematical ability subject passed through all of activity in horizontal mathematization such as; identified the mathematical concept that is relevant to the problema; represented the problem in different ways; found the relations between problem language and the formal mathematic symbol; found the regularities, relations, pattern in problem; transfered the problem into mathematical model. The high mathematical ability subject also passed through all of activity in vertical mathematization such as; used the variety of different representation; used symbols, language, and formal mathematical process; made adjustments and development of mathematical models, combined, and united various models; created a mathematical argument; and generalized.

Metacommunity Structure of Stream Insects across Three Hierarchical Spatial scales.

A major challenge in community ecology is to understand the underlying factors driving metacommunity (i.e., a set of local communities connected through species dispersal) dynamics. However, little is known about the effects of varying spatial scale on the relative importance of environmental and spatial (i.e., dispersal related) factors in shaping metacommunities and on the relevance of different dispersal pathways. Using a hierarchy of insect metacommunities at three spatial scales (a small, within‐stream scale, intermediate, among‐stream scale, and large, among‐sub‐basin scale), we assessed whether the relative importance of environmental and spatial factors shaping metacommunity structure varies predictably across spatial scales, and tested how the importance of different dispersal routes vary across spatial scales. We also studied if different dispersal ability groups differ in the balance between environmental and spatial control. Variation partitioning showed that environmental factors relative to spatial factors were more important for community composition at the within‐stream scale. In contrast, spatial factors (i.e., eigenvectors from Moran's eigenvector maps) relative to environmental factors were more important at the among‐sub‐basin scale. These results indicate that environmental filtering is likely to be more important at the smallest scale with highest connectivity, while dispersal limitation seems to be more important at the largest scale with lowest connectivity. Community variation at the among‐stream and among‐sub‐basin scales were strongly explained by geographical and topographical distances, indicating that overland pathways might be the main dispersal route at the larger scales among more isolated sites. The relative effect of environmental and spatial factors on insect communities varied between low and high dispersal ability groups; this variation was inconsistent among three hierarchical scales. In sum, our study indicates that spatial scale, connectivity, and dispersal ability jointly shape stream metacommunities.

Effects of Ability Grouping on the Performance of Basic School Pupils in Ghana

This study examined the effects of ability grouping in two Ghanaian private basic schools. Through a qualitative research design, data were gathered using non-participant observation techniques and semi-structured interviews with 22 teachers from the two case study schools. The major findings that emerged were: 1) ability grouping makes it easier for teachers to target and meet the learning needs and interests of diverse groups of pupils with similar abilities; 2) the practice has a positive impact on teaching and learning for both low and high ability groups, as it eliminates boredom among the former and increases competition among the latter; and 3) the main challenges teachers face in optimizing the use of the practice in the classroom include unavaila

Can Working Memory Task-Related EEG Biomarkers Measure Fluid Intelligence and Predict Academic Achievement in Healthy Children?

BackgroundEducational psychology research has linked fluid intelligence (Gf) with working memory (WM), but it is still dubious whether electroencephalography (EEG) markers robustly indicate Gf. This study addresses this issue and notes the relationship between WM task-related EEG markers with Gf and academic performance.MethodA sample of 62 healthy children between the ages of 9 and 12 years was selected to perform three tasks: (1) Raven’s Standard Progressive Matrices (RSPM) test to assess Gf; (2) 2-back task to assess central executive system (CES); and (3) delayed match-to-sample task to assess short-term storage. These subjects were divided into high ability (HA) and low ability (LA) groups based on their RSPM scores. Support vector machine and logistic regression were used to train the EEG candidate indicators. A multiple regression was used to predict children’s academic performance using P3 amplitude, P2 latency, and θ-ERS.ResultsBehavioral results demonstrated that the correct rate of the HA group is higher than that of the LA group. The event-related potential results of the 2-back task showed that the P3 amplitude of the HA group was relatively larger and that the P2 latency was shorter than that observed in the LA group. For the delayed matching to sample task, the θ-ERS of the LA group was higher than that of the HA group. However, the area under the curve of these three indicators for Gf was < 0.75 for each and < 0.85 for the combined indicators. In predicting academic performance, only P3 amplitude showed a significant effect.ConclusionThese results challenge previous findings, which reported that P3, P2, or theta power might be used in standard psychometric tests to assess an individual’s intelligence.

A STUDY OF STUDENTS' GROUP DIALOGUES ON THE USE OF HIGH-LEVEL COMPREHENSION FEATURES IN AN EFL READING CLASS

This study aimed to examine junior college students' group dialogues on the use of high-level comprehension features in an EFL reading class. The participants were one high-ability group and one low-ability group in terms of discussion proficiency. Eight representative discussions conducted in the students' first language served as the major data source, which were analyzed for discourse features linked to high-level thinking and comprehension, based on the criteria identified by Soter et al. (2008). Interviews and students' reading logs were collected to provide supporting evidence of how the EFL learners undertook their group reading tasks. The results revealed that both focus groups, to some extent, were able to incorporate all discourse features that indicate high-level learning and comprehension of texts without regard to discussion proficiency. The major differences were that the high-ability group had more uptake questions, whereas the low-ability group engaged in longer and more numerous episodes of elaborated explanations and of exploratory talk. That the low-ability group exhibited more talk and indicators of quality discussion than the high-ability group could be possibly explained with the genre of reading materials, personal belief about reading stories, and the use of nonverbal information and of personal connections. Despite the differences, the two groups demonstrated the language of high-level comprehension to ＂interthink＂ deeply about the text. The study concludes that through incorporating discourse features linked to high-level comprehension, students could guide one another toward deeper engagement with the text in group reading.

Creative Map Instruction: An Experimental Effect on Biology Students’ Mental Ability

The study investigated the effect of creative map on senior secondary biology students’ mental ability. Three research questions were raised and answered. The research design was a quasi-experimental pretest, posttest control group design. Two randomly selected schools involving a total of 71 biology students participated in the study. Biology Achievement Test (BAT) and Attitude towards Biology Questionnaire (ABQ) served data collection process. The sample were grouped into three ability levels (High, Medium and Low) using BAT before and after treatment administration. The experimental group was taught using creative map package while the control group was exposed to lecture method. Data collected was analyzed using frequency count, mean and Analysis of Variance. The result (F(1,61) =38.44; p&lt;0.05, partial η2 = 0.39) revealed a positive influence of creative map on students’ mental ability with an upward movement from low and medium ability to high ability group. The study recommends the usage of creative map which offers to student the avenue to self-manage and actively participate in learning while enjoying equal platform to proceed with learning. DOI: https://doi.org/10.5281/zenodo.3376490

Differential Item Functioning in Grade 8 Math Using Logistic Regression, Mantel-Haenszel and Logical Data Analysis

This study identified biased test items through DIF analysis using Logistic Regression and Mantel-Haenszel Statistic. Biases were confirmed using LDA based on FGD’s and interviews with teachers and students. The study made use of test scores from 99 male and 101 female grade 8 students to which 108 students were classified as low ability and 92 as high ability students based on their current English grades. A researcher-constructed and validated Statistics Achievement Test was used as research instrument based on Grades 7 and 8 Philippine K-12 competencies. The results from the two methods were compared, and it was found that sex and English ability bias exist. LDA reveals that bias favors females and high ability group in English which is associated with their capability of memorization and retention of topics taught procedurally. Recommendations include (1) incorporation of DIF analysis in test development; (2) the use of at least two methods in item bias detection; (3) the conduct of LDA or the qualitative component of DIF analysis is vital in understanding DIF to account for context specificity; and (4) for future research, the need to incorporate classroom observation as basis for LDA in DIF justification. Keywords: item bias, item bias methods, logical data analysis, confirming bias, DIF DOI : 10.7176/JEP/10-12-17 Publication date : April 30 th 2019

Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States

Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We examine the degree to which exposure to within-class grouping for reading instruction from kindergarten to third grade is predictive of students’ reading test scores and English coursework in the middle grades. Research Design We use multilevel achievement growth models predicting average reading achievement from kindergarten to eighth grade as a function of years of exposure in low, average, or high ability groups in kindergarten through third grade and control variables relevant to each grade. We evaluate the achievement differences between students who are grouped in these ability groups for one or more years and those who were never ability grouped. We use multinomial logistic regression models to estimate the degree to which number of years in each ability group in K–3 grades predicts placements in eighth-grade English classes (below grade or honors, as opposed to regular English classes). Data We use data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), a national panel study of the 1998 U.S. kindergarten cohort sponsored by National Center for Education Statistics, U.S. Department of Education. Our sample consists of 7,800 students with data for fall of kindergarten, and spring of kindergarten and first, third, fifth, and eighth grades. Findings Compared with similar students who were ungrouped in the early grades, those in high-ability reading groups have higher test scores, whereas those in low-ability groups have lower test scores in every grade from kindergarten to the eighth grade. In addition, compared with their ungrouped counterparts, students in low-ability groups in the early grades are more likely to enroll in eighth grade English classes that are below grade level, whereas those in high-ability groups in these grades are more likely to enroll in honors eighth-grade English classes. Achievement gaps between previously grouped and ungrouped students increase with every additional year of exposure to ability grouping. Conclusions Students’ ability group placements in the early grades evolve into divergent educational paths that grow further apart with multiple years of grouping. These findings provide the first longitudinal evidence linking ability grouping to the reproduction of educational inequalities.

Relationship Between Trunk Control and Respiratory Function in Stroke Patients

Purpose: This study aimed to investigate the relationship between trunk control and pulmonary function and respiratory muscle strength in stroke patients. Methods: This study included 30 patients who had been clinically diagnosed with strokes, and trunk control abilities were measured using the trunk impairment scale (TIS). The subjects were classified into a group with high trunk control ability (TIS score ≥ 20) and a group with low trunk control ability (TIS score < 20). The patients’ forced vital capacity (FVC), forced expiratory volume in one second (FEV1), peak expiratory flow (PEF), maximal inspiratory pressure (MIP), and maximal expiratory pressure (MEP) were measured. To compare the pulmonary function and respiratory muscle strength between the two groups, the measurement data were analyzed using an independent T-test, and the relationship between TIS and respiratory function was analyzed using a Pearson correlation. Results: The high trunk control ability group had significantly higher pulmonary function and respiratory muscle strength than the low trunk control ability group. Significant positive correlations were found between trunk control and FVC, FEV1, PEF, MIP, and MEP. Conclusions: This study demonstrated that trunk control affects pulmonary function and respiratory muscle strength in stroke patients.