High Ability Groups Research Articles

Impact of motor education levels and circuit training on enhancing wrestling techniques among adolescent athletes

Background Problems: Wrestling is a compulsory course that can improve physical strength, discipline, and strategic skills and student learning outcomes. However, the learning outcomes are still not optimal due to inconsistent training, limited technique understanding, and a lack of independent training opportunities. Research Objectives: The purpose of this study is to evaluate the effect of motor education level and circuit training on proficiency in learning wrestling martial arts techniques. Methods: This study used an experimental design with a pretest-posttest control group where there are two groups, the high motor ability group and the low motor ability group. The population consists of 40 students, and a sample of 20 students was selected using purposive sampling techniques based on certain criteria. Motor ability in this study is defined as an individual's ability to learn and develop motor skills, which is used to measure how quickly and efficiently a person can learn new motor movements. Data collection was done by measuring the level of motor ability and evaluating the techniques of wrestling after a period of practice. Data analysis was conducted using SPSS 23 statistical software to evaluate the learning outcomes of the basic techniques of wrestling. Findings/Results: The results of the data analysis showed that overall, there were no significant differences between the two groups. However, when looking closely at the level of motor skills, there are differences in the post-test scores between students with high and low motor skills. Conclusion: The conclusions of the study showed that although there were no significant differences between the two groups, the high motor skills group showed more consistent improvements. Future research could focus on the development of physical and mental skills such as endurance, strength, and discipline, which are important in improving wrestlers’ performance.

Development of hazard prediction test and interventions for two-wheeled electric vehicle riders in China

Objective This paper aimed to develop a hazard prediction test and enhance two-wheeled electric vehicle (TWEV) riders’ hazard perception and prediction capabilities via interventions by executing two distinct studies. Study 1 aimed to develop and validate a hazard prediction test. Study 2 evaluated the efficacy of two interventions, self-commentary and what happens next (WHN), integrating expert commentary. Method For Study 1, a video-based hazard prediction test was developed through video recording and clipping, with participants categorized into high and low prediction ability groups for experimentation. Data analysis employed the receiver operating characteristic (ROC) curve. Study 2 categorized participants into four groups: self-commentary with licenses (SCL), self-commentary without licenses (SCNL), WHN with licenses (WHNL), and WHN without licenses (WHNNL), for conducting a one-week intervention experiment. Data collected from participants’ pre-intervention, post-intervention, and aftereffect tests were subjected to repeated measures analysis of variance (ANOVA). Results Analysis of the ROC curve indicated the test can distinguish the riders with different hazard prediction levels. ANOVA results demonstrated that the measurement time had a significant positive effect on scores (p < 0.001). Both interventions significantly improved hazard prediction ability (p < 0.05), and the effect persisted one week after administration. The effect of the WHN intervention was significantly greater than the self-commentary method across all time points. Conclusion The hazard prediction test developed in this study could assess riders’ hazard prediction ability, with the identified interventions demonstrating effectiveness in enhancing this ability. These findings suggested potential application in future qualification tests for TWEV riders, contributing to enhanced traffic safety awareness among TWEV riders in China, thus advancing overall traffic safety.

Self-efficacy of mathematics education students in solving geometry problems

The problem and the aim of the study. Teachers as key holders of student success must have selfefficacy so that the learning process goes well and gets optimal results. In other words, teachers who have good self-efficacy will be able to foster students' self-efficacy in working on math problems. Researchers propose to analyze the influence of mathematics education students' self-efficiency in solving geometric problems. Participants and Research methods. This research uses a combination of quantitative and qualitative methods, which aims to analyze the self-efficacy of mathematics education students in solving geometry problems. This research was conducted on 43 students STKIP YPUP Makassar, which consisted of 7 boys students and 36 girl students. Two instruments were used in this study, namely the Self-Efficacy Questionnaire (SEQ) and The Geometry Problem Solving Test (GPST). Forty-three students in the research sample. were asked to complete SEQ and GPST-1 with a time duration of 30 minutes and 80 minutes respectively, the implementation of which was directly supervised by the researcher and assisted by lecturers who taught geometry courses. The results were grouped into low, medium and high mathematics ability groups. Then one student from each group was selected to be the research subject. Results. Data analysis for the influence test obtained: (i) F count 56,863 with a significance of 0.001 &lt; 0.05, meaning that students' self-efficacy and Geometry Values simultaneously have a significant influence on the geometry problem solving, and (ii) For SEQ, t count was 3,480. with a significance of 0.001 &lt; 0.05, meaning that the self-efficacy partially has a significant influence on the geometry problem solving, while for GV, the t count is 8.775 with a significance of 0.001 &lt; 0.05, meaning that Geometry Values partially has a significant influence on the geometry problem solving. LS can complete the understanding of aspects of the problem, MS is able to solve problems by understanding the problem and formulating a plan, and HS is able to solve problems on all indicators. Conclusion. Quantitatif: Self-efficacy and geometry values has a significant influence on students' geometry problem-solving. Qualitative: Each subject in each group has a different geometry problem solving process at each stage of problem solving.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL OLIMPIADE TINGKAT SMP

Mathematical representation abilities can be in the form of expressions, ideas or mathematical ideas, which originate from students' thoughts that emerge during learning in an effort to find mathematical solutions. There are three indicators of mathematical representation ability, namely verbal, pictorial and symbolic. The process of developing students' potential and thinking can be done by holding mathematics competitions or olympiads. The approach used in this research is qualitative with descriptive methods. Purposive sampling technique was used in this research to select samples with certain considerations. The aim of this research is to describe students' mathematical representation abilities in solving Olympiad questions. This research used a sample of 3 students each representing each high, medium and low representation ability group. Based on the results of research on visual representation abilities, some students already have high abilities, although there are some who are still medium or low. Meanwhile, in symbolic ability, there are many students whose abilities are high and only a few whose abilities are medium or low. For verbal representation, most students already have high abilities and only a few students have medium or low abilities

The relationship between comprehensive geriatric assessment on the pneumonia prognosis of older adults: a cross-sectional study

BackgroundThe mortality of pneumonia in older adults surpasses that of other populations, especially with the prevalence of coronavirus disease 2019 (COVID-19). Under the influence of multiple factors, a series of geriatric syndromes brought on by age is one of the main reasons for the poor prognosis of pneumonia. This study attempts to analyze the impact of geriatric syndrome on the prognosis of pneumonia.MethodsThis is a prospective cross-sectional study. Patients over 65 years old with COVID-19 and severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)-negative community-acquired pneumonia (SN-CAP) were included in the research. General characteristics, laboratory tests, length of stay (LOS), and comprehensive geriatric assessment (CGA) were collected. Multivariate regression analysis to determine the independent predictors of the severity, mortality, and LOS of COVID-19. At the same time, the enrolled subjects were divided into three categories by clustering analysis of 10 CGA indicators, and their clinical characteristics and prognoses were analyzed.ResultsA total of 792 subjects were included in the study, including 204 subjects of SN-CAP (25.8%) and 588 subjects (74.2%) of COVID-19. There was no significant difference between non-severe COVID-19 and SN-CAP regarding mortality, LOS, and CGA (P > 0.05), while severe COVID-19 is significantly higher than both (P < 0.05). The Barthel Index used to assess the activities of daily living was an independent risk factor for the severity and mortality of COVID-19 and linearly correlated with the LOS (P < 0.05). The cluster analysis based on the CGA indicators divided the geriatric pneumonia patients into three groups: Cluster 1 (n = 276), named low ability group, with the worst CGA, laboratory tests, severity, mortality, and LOS; Cluster 3 (n = 228), called high ability group with the best above indicators; Cluster 2 (n = 288), named medium ability group, falls between the two.ConclusionThe Barthel Index indicates that decreased activities of daily living are an independent risk factor for the severity, mortality, and LOS of geriatric COVID-19. Geriatric syndrome can help judge the prognosis of pneumonia in older adults.

The influence of driver’s risk perception ability on driving decision-making: an ERP study

Driver’s risk perception ability is of great significance to traffic safety. Driver’s risk perception ability is reflected in the risk handling in traffic situation and has a great impact on driving decisions, especially speed decisions. However, the mechanism of the influence of risk perception on driving decisions under risk situations is still unclear. According to standardized risk perception test, we divided drivers into high risk perception ability (H-RPA) group and low risk perception ability (L-RPA) group. Participants were shown traffic pictures with different levels of risk and asked to make decisions about whether to slow down, while their electrical brain responses were recorded. All participants were interviewed after the experiment. The results showed that in the low-risk traffic situation, compared to the drivers with H-RPA, the drivers with L-RPA made less deceleration decisions and evoked larger N1 and smaller P1 amplitude. 93.75% of the drivers with L-RPA stated in interviews that they did not notice the traffic risks on the road. The results show that risk perception affects the allocation of attention to risks in traffic situations, leading to a decrease in the safety of driving decisions. Our research results provide a reference for the training of safe driving skills for drivers.

Enhancing Critical Thinking Skills of Prospective Elementary School Teachers: A Study on Problem-Based Learning Approach

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.

Prediction of image interpretation cognitive ability under different mental workloads: a task-state fMRI study.

Visual imaging experts play an important role in multiple fields, and studies have shown that the combination of functional magnetic resonance imaging and machine learning techniques can predict cognitive abilities, which provides a possible method for selecting individuals with excellent image interpretation skills. We recorded behavioral data and neural activity of 64 participants during image interpretation tasks under different workloads. Based on the comprehensive image interpretation ability, participants were divided into two groups. general linear model analysis showed that during image interpretation tasks, the high-ability group exhibited higher activation in middle frontal gyrus (MFG), fusiform gyrus, inferior occipital gyrus, superior parietal gyrus, inferior parietal gyrus, and insula compared to the low-ability group. The radial basis function Support Vector Machine (SVM) algorithm shows the most excellent performance in predicting participants' image interpretation abilities (Pearson correlation coefficient = 0.54, R2 = 0.31, MSE = 0.039, RMSE = 0.002). Variable importance analysis indicated that the activation features of the fusiform gyrus and MFG played an important role in predicting this ability. Our study revealed the neural basis related to image interpretation ability when exposed to different mental workloads. Additionally, our results demonstrated the efficacy of machine learning algorithms in extracting neural activation features to predict such ability.

Description of Understanding Student Mathematical Concepts Based on APOS Theory in Online Lectures Derivative Material

Lectures conducted online still require students to be able to understand concepts with all existing limitations. The description of students' conceptual understanding carried out in this research uses Apos theory, namely action, process, object and scheme. The results of this research are expected to provide an overview or description of students' understanding of concepts based on APOS theory in derivative material. This research is descriptive research with a qualitative approach. The main instrument in this research is the researcher himself and the supporting instruments are test questions on derivative material and interview guidelines. The research subjects were students taking Mathematics courses from the Hospital Administration Study Program at STIKES Intan Martapura. The results of this research are that students who fulfill all APOS stages are in the high ability group of three people. None of the process and object stages were fulfilled by the low ability group. None of the scheme stages were fulfilled by the medium and low ability groups.

Assessing the Influence of Virtual Reality on Industrial Design Student’s Performance with Varying Levels of Spatial Ability

The rapid advancement of technology has introduced virtual reality (VR) as a transformative educational tool, particularly in fields like industrial design that demand high levels of spatial cognition and visualization. However, disparities in spatial ability among students present significant challenges to achieving equitable learning outcomes. This study aims to assess the influence of VR on industrial design students’ performance, with a specific focus on how varying levels of spatial ability moderate this relationship. By investigating whether VR enhances the spatial reasoning skills of students with low spatial ability and comparing the performance of students with high and low spatial ability in VR environments, the study seeks to explore VR’s potential as an equalizing tool in design education. A quasi-experimental design was employed, with 100 industrial design students in Malaysia participating in pre- and post-tests to assess their spatial reasoning and design performance. Students were divided into high and low spatial ability groups based on standardized test results. Following an immersive VR design task intervention, both quantitative data (paired t-tests and ANOVA) and qualitative feedback from surveys and interviews were analyzed to assess performance changes and students’ perceptions of VR. The findings indicate that VR significantly enhances design performance for all students, with particular benefits for those with lower spatial ability. VR serves as a compensatory tool, helping to bridge the performance gap between students with different spatial abilities. The study’s implications suggest that incorporating VR into design education can promote more inclusive learning environments, allowing students of varying spatial abilities to improve their skills. However, further research is needed to explore the long-term effects of VR on spatial ability and its applicability across different educational contexts and disciplines.

Adaptive behavior of school-aged children with Autism Spectrum Disorder

Children with Autism Spectrum Disorder (ASD) face challenges related to their functioning, also known as adaptive behavior. Studies in recent literature explore the association between adaptive behavior and cognitive ability in children with ASD. Aim: The present study investigates adaptive behavior and adaptive skills in children with ASD in relation to their cognitive ability. Methods: In the present study, the sample consisted of 54 children with ASD, with a minimum Intelligence Quotient-IQ of “70”, who were admitted to a Child Psychiatric Hospital Clinic. Screening of functional and cognitive difficulties was performed by administering the Vineland Adaptive Behavior Scales (VABS) and Wechsler's Intelligence Scale for children-III (WISC-III), respectively. Results: Children with ASD exhibited deviations in adaptive behavior, with a pattern of deficits in adaptive skills (p&lt;0.001). The group with high general cognitive score showed higher performance in the areas of Communication and Socialization, compared to the group with low general cognitive score. Both groups showed significant deficits in Daily Living Skills. The relationship between adaptive behavior/adaptive skills was investigated in relation to general, verbal and performance IQ (VIQ-PIQ). The general cognitive score was found to predict the performance of adaptive behavior. In the high cognitive ability group, the verbal and performance cognitive score predicted performance in Communication and Activities of Daily Living, respectively. Conclusions: The functioning of children with ASD is reflected in adaptive behavior, where a pattern of deficits is presented in relation to the cognitive ability.

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

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

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

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

Co-development among reading, math, science, and verbal working memory in the elementary stage.

With a focus on within-person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010-2016, N = 859-9040, age 6.27-13.13 years, 49% female, ethnically diverse). Mutualism was found between reading and science in all high-ability groups, and between reading/math and verbal working memory only in high-math students. These results remained the same when controlled for socioeconomic status and gender, and with sensitivity analyses. High-skill students (especially high-math students) may improve academic performance through accumulation of academic knowledge and mutualism between academic and cognition. Such mutualism may be driven by high-quality, intensive academic practice.

The impact of heritage language proficiency on English as an additional language: disentangling language and cognition

ABSTRACT Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stronger language interdependence effects than low cognitive ability. We consider this problem in the context of heritage bilingualism in Germany comparing a linguistically mixed cohort of bilingual students (n = 557; i.e. Russian-German, n = 237; Turkish-German, n = 320) with a monolingual German control (n = 852) regarding their proficiencies in the foreign language English. We ask whether the bilingual students manifest an English development that is different from their monolingually socialised peers. We place the students in three different groups depending on their performance in a visual-spatial cognitive ability test. We fit structural equation models to test whether heritage language and German proficiency impact English proficiency differently across these groups while additionally controlling for language background and socio-economic status. Results reveal differences between the high cognitive ability groups, here interpreted as a conditioned bilingualism effect.

PERBANDINGAN KEBERFUNGSIAN DISTRAKTOR DALAM TES: PENDEKATAN TEORI TES KLASIK DAN MODERN DALAM KONTEKS PENDIDIKAN SEKOLAH DASAR

This study aims to examine the characteristics of formative test items in elementary schools by comparing the functionality of distractors based on classical and modern test theories. This research is a quantitative descriptive study. The data collection technique used in this study was documentation. The results of the analysis indicate that out of 25 test items, 16% were easy, 72% were moderate, and 12% were difficult, with 3 items not fitting. The measurement results using modern test theory showed that 60% of the distractors were not functioning effectively, and 24% of the items needed to have their answer keys checked, while the measurement using classical test theory showed that 56% of the distractors were not functioning effectively, and 12% of the items needed to have their answer keys checked. Less effective distractors indicate that they are selected more frequently by high-ability groups than low-ability groups. In this context, compared to classical test theory, modern Rasch model is capable of providing more complex results and detecting a greater number of ineffectively functioning distractors. However, in its implementation, the modern Rasch model is more challenging than classical test theory.

Influence of Small-Sided Games and Motor Ability in Performance Games Development

The purpose of this study is to be able to determine whether there is an influence of small sided games and motor ability on athlete performance in volleyball games. The method in this study is an experimental method where the design of this study uses factorial design. The results of this study show that small-sided games training methods, block system programs and random system programs have a significant effect on games performance, small-sided games training has interactions with motor ability that have different effects on games. While the small-sided games training method block system and random system programs have a significant effect on games performance in the high motor ability group, small-sided games training methods, block system programs and random system programs, do not have a significant effect on games performance in the low motor ability group. So that in providing volleyball training programs, especially the random system program, it should be given to athletes who have high motor ability. But for low motor ability can be used both programs, both block system programs and random system programs. Keywords: Performance Games, Small-Sided Games, Motor Ability, Volleyball Information System

ANALISIS KEMAMPUAN METAKOGNISI MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DI PRODI PENDIDIKAN MATEMATIKA UNIVERSITAS TIMOR

Qualitative descriptive research that aims to analyze students' metacognition ability in solving mathematical problems. The three components of metacognition ability to be measured are developing a strategy or action plan, monitoring actions and evaluating actions. The data in this study was obtained from problem-solving test sheets, metacognition questionnaires and guidelines for interviews. The subjects in this study were students in semester 1 of the mathematics education study program for the 2022/2023 academic year by taking 3 students representing high, medium, and low ability groups. Based on the results of the study, it was obtained that students with high abilities can solve mathematical problem solving test questions because they already involve 3 components of metacognition ability very well, namely compiling action plans, monitoring actions and evaluating actions, students with moderate abilities have not been able to solve mathematical problem solving test questions because they have not evaluated actions so that there are still wrong final answers even though students Having the ability to strategize actions and monitor good actions, students with low abilities cannot complete mathematical problem solving tests because they have not been able to carry out action plans, monitor actions, and evaluate actions properly.

Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging

Anti-academic norms have proven to affect the educational strategies of adolescents. The determinants related to the experience of anti-academic norms and especially its link to ethnic inequality within the educational system have not received sufficient attention in European educational research. Hence, this study examines which students perceive anti-academic norms by investigating the role of students’ ethnic group categorization, their experiences with (non-) ethnic discrimination, and the role of ethnic belonging. A quantitative analysis of 2,728 students from 45 secondary schools in Flanders showed that majority students perceive more anti-academic norms than students who are descendants from labor migrants. Both ethnic and non-ethnically discriminated students experience more anti-academic norms compared to non-discriminated students. Overall, students’ ethnic identity belonging is a promotive factor and thus associated with lower anti-academic norms. Furthermore, the results also indicate that students from both high and low status ability groups (tracks) are more at risk of perceiving anti-academic norms.

Pilots' Spatial Visualization Ability Assessment Based on Virtual Reality.

BACKGROUND: The aim of this study was to investigate the effectiveness of the mental rotation test (MRT) based on virtual reality (VR) in predicting pilots' spatial visualization ability (SVA).METHODS: Based on VR, 118 healthy pilots' SVA were evaluated by MRT. The pilot flight ability evaluation scale was used as the criterion of test validity. According to the scale score, pilots were divided into high, middle, or low spatial ability groups pursuant to the 27% allocation principle. Differences in reaction time (RT), correct rate (CR), and correct number per second (CNPS) of MRT between groups were compared. Correlations between scale scores and MRT scores were analyzed. RT, CR, and CNPS of MRT among different age groups and between genders were also compared.RESULTS: The RT of the high spatial ability group was remarkably slower than that of the low spatial ability group (363.4 ± 140.2 s, 458.1 ± 151.7 s). The CNPS of the high spatial ability group was dramatically higher than that of the low spatial ability group (0.111 ± 0.045 s, 0.086 ± 0.001 s). There were no significant differences in RT, CR, and CNPS between different genders. Pilots in the 29-35 yr old age group had considerably slower RT than those in the 22-28 yr old age group (330.8 ± 140.3 s, 417.2 ± 132.7 s). Pilots in the 29-35 yr old age group had conspicuously higher CNPS than pilots in the 22-28 yr old age group (0.119 ± 0.040 s, 0.096 ± 0.036 s). All pilots' scale scores were positively correlated with CNPS (r = 0.254) and negatively correlated with RT (r = -0.234).DISCUSSION: MRT based on VR has a good discrimination efficacy for SVA of pilots and is a good indicator for the SVA component measurement.Zhang M, Wang M, Feng H, Liu X, Zhai L, Xu X, Jin Z. Pilots' spatial visualization ability assessment based on virtual reality. Aerosp Med Hum Perform. 2023; 94(6):422-428.