Student Knowledge Gain Research Articles

Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups; key nutrients provided by each food group, The Australian Guide to Healthy Eating; food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%); “sharing information about food labels with your family” (52.4%); “reading food labels when you go shopping” (50.0%); “changing what is on your dinner plate each night” (44.2%); “vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for understanding the process of students’ content knowledge and motivation to learn. Pre to post assessments were administered for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning.

The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment

Many state FFA associations conduct summer camps focusing on leadership and personal development for FFA members. Interestingly, little research has been conducted on the impact or outcomes of these common activities. The purpose of this split-plot factorial repeated-measures experiment was to assess the level of campers’ learning of the curriculum taught during small group breakout sessions and to study the effects of the learning style of camp Small Group Leaders on student knowledge gain of camp curriculum measured by pre-test and post-test scores. Analysis of variance was utilized to test null hypotheses using an F-ratio to determine the significance (α = .05). Although there was a significant difference between pre-test and post-test scores, the interaction of test scores and SGL learning style failed to produce a statistically significant interaction; therefore, there was no significant treatment effect by SGL learning style. Recommendations for camp leaders in response to study results include regular summative assessments of the camp experience, annual evaluations of Small Group Leaders and campers, and the formation of instructional standards and learning goals. Further research was recommended in the impact of teacher learning styles on student academic performance in informal educational settings.

Association between presence in lectures and student knowledge gain in problem based learning: experience in Neuropsychiatry module, FMUI, International Program

Aim This study was conducted to determine the association between presence in lecture and examination scores. Methods This was a cross sectional study, conducted in the Faculty of Medicine University of Indonesia, International Class Program, from November 2007 to May 2008. The subject’s inclusion criterion was FMUI International class students enrolled in the Neuropsychiatry module in 2007/2008. we excluded students who did not attend the examinations i.e. multiple choice questions (MCQ)-1, -2, or essay. The data collected were presence in lecture and examination scores. Data analysis was done using SPSS linear regression to see the association between presence in lectures and exam scores. Results The results showed that the R and P of the association between presence in lectures and exam scores were (R= 0.121, P= 0.413), (R= 0.212, P= 0.148), (R= 0.260, P= 0.075), and (R= 0.280, P= 0.054) for MCQ1, MCQ2, essay, and mean exam scores respectively. Conclusion We failed to show the association between presence in lectures and student knowledge gain. This result might be due to the many factors discussed that were not analyzed in this study. (Med J Indones 2008; 18: 131-4) Key words: exam, MCQ, essay

A Sushi Science Module in Food Production Systems and Aquatic Resource Education

No other food industry depends so heavily on a wild caught resource than those associated with aquatic food products. Domestication of fish, shellfish, and other aquatic resources production has lagged behind other terrestrial livestock products; however, demand for these aquatic natural resources has continued to increase dramatically. Teaching students about aquatic natural resources and the human impact on those resources in terms of use was the major goal of this study, through analysis of a food production system teaching module on Sushi (a traditional Japanese dish of cooked rice formed into a roll and dressed with raw or cooked fish). Our objective was to develop a "Sushi Science" learning education module and test its effectiveness for student knowledge gain in the areas of aquatic life species diversity, their life cycle, consumption rates of fisheries products, nutritional importance of seafood, and the history behind sushi as part of an ancient food preservation method. The sushi module was implemented in three combined 9th and 10the grade courses: environmental science, biology, and aquaculture. Data from student pre- and post-tests were analyzed to determine student knowledge gain and the effectiveness of the sushi module approach at delivering conceptual content specific knowledge on the subject area of aquatic natural resources use. Overall, the module was successful in raising the content knowledge of the students in aquatic natural resource use.

Ethical Considerations in the Use of Sexually Explicit Visuals as an Instructional Methodology in College Sexuality Courses

ABSTRACT This article examines ethical considerations in the use of sexually explicit materials (SEM) as an educational methodology in undergraduate human sexuality courses. While current research is lacking on the effects of this methodology on students, previous studies indicate that SEM use benefits student knowledge gain, attitude awareness, and communication skills. Some studies have identified potential harm in regard to uncomfortable emotional reactions, with special concern for students who have experienced non-consensual sex. The paper advocates that instructors be mindful of ethical principles and adhere to the American Psychological Association's Ethics Code when using SEM in their courses.

A Comparison of Computer‐Assisted Instruction and Field‐Based Learning for Youth Rangeland Education

Field-based learning experiences are often used to increase the effectiveness of science curricula. However, time and financial limitations in public schools often hinder a teacher's ability to bring their students into the field for learning, despite increased demands to incorporate more science content into their curricula. In addition, federal mandates are placing more pressure on teachers to integrate educational technologies in their classrooms. Our objective was to compare a computer-based rangeland education module to a field-based version of the module. Data from pre- and post-tests were analyzed to determine whether student knowledge gain differed among treatment groups. In addition, grade level (5th and 6th), gender, prior levels of computer use, and familiarity with nature were examined for their impact on knowledge gain. Findings indicated that both the field- and computer-based experiences effectively improved student knowledge gain regarding rangelands and rangeland plants and that each modality was most effective for 5th grade students. No gender differences were observed between treatments. Prior levels of computer use were inversely related to knowledge gain for students in the computer treatment group. Familiarity with nature had no detectable influence on knowledge gain for students in the field treatment group. Results suggest that both modalities of rangeland education were effective in promoting knowledge of rangelands and that computer-assisted instruction can be used as an effective alternative to traditional field-based rangeland education.

Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course

Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Test reliability was 0.6 (Cronbach's alpha). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary.

The Effectiveness of Three Experiential Teaching Approaches on Student Science Learning in Fifth-Grade Public School Classrooms

The purpose of this study was to compare the effects of 3 experiential science lessons in meeting the objectives of the Colorado model content science standards. Kolb's (1984) experiential learning model was used as a framework for understanding the process by which students engage in learning when participating in experiential learning activities. The authors used classroom exams and written reflections to assess the effects of the activities. The model revealed no significant differences among the 3 lessons in meeting state standards. However, the lessons showed significant effects on student knowledge gain.

A multimedia approach to teaching nutrition

A multimedia course, including videotapes and an accompanying student manual, provided the instructional content for an introductory college nutrition course for majors and nonmajors. Students were randomly assigned either to the multimedia presentation or to the traditional lecture-discussion instruction. The same faculty member served as the televised instructor and the lecturer. The achievement of the two groups on nutrition knowledge pre- and posttests was compared as well as their pre- and postscores on two attitude scales, one dealing with concern about nutrition and one with televised instruction. Knowledge gain of students receiving multimedia instruction was at least as good as that of students receiving the same information in conventional lecture format. The two instructional approaches did not affect differentially the scores of the students on attitude scales. The course was rated good or excellent by 88% of multimedia students and 82% of conventional lecture students.