Reading Textbooks Research Articles

On how students read mathematics textbook and their view on mathematics

The aimed of this paper is to investigate the correlation between reading stages on mathematics textbook and students’ view of mathematics through reading textbook. A questionnaire survey and interview were administered to secondary 3 students at SIS Palembang. The data shows that there are three different type of stages on reading mathematics textbook such as Type 1; defined by (1) Read the definition and/or rules; (2) Get into worked example; (3) Do the exercise; Type 2; defined by (2) Get into worked example;(1) Read the definition and/or rules; (3) Do the exercise; Type 3; defined by (3) Do the exercise (1) Read the definition and/or rules; (2) Get into worked example. The finding result shows that there are correlation between types of reading stages and the student’s view on mathematics. The correlation is influenced by reading objectives, student’s prior knowledge and student’s perspective.

English

This study aimed to identify readability level of computer science textbooks among the Jordanian eleventh grade students. A cross-sectional, descriptive study was conducted. The study population consisted of all eleventh graders of Al-Mafraq education directorate. The study sample comprised 122 male and female eleventh graders, chosen by intended sampling method from two public schools. However, to answer the research questions, the researchers prepared a close test as an instrument to measure the readability levels using three randomly selected texts, which have never been used, from eleventh grade computer science textbook. After validating the instrument, it was administered to the study participants. The following results were reported: Eleventh grade computer science textbook readability levels were classified based on the scores students attained during the test as follows: the independent level of readability (48.9%), followed by depressed level (35.1%) and finally the educational level with (16.1%); the existence of positive statistically significant relationship at (α≤ 0.05) level between student achievement in computer subject and its readability level; there were statistically significant differences at (α≤ 0.05) level; the eleventh computer sciences textbook readability levels attributable to student's gender, is in favor of females. Based on these results, some recommendations were suggested. Key words: Readability, computer sciences textbook, eleventh grade.

Does the Removal of Textbook Reading from Emergency Medicine Resident Education Negatively Affect In-Service Scores?

IntroductionIn-service exam scores are used by residency programs as a marker for progress and success on board exams. Conference curriculum helps residents prepare for these exams. At our institution, due to resident feedback a change in curriculum was initiated. Our objective was to determine whether assigned Evidence-Based Medicine (EBM) articles and Rosh Review questions were non-inferior to Tintinalli textbook readings. We further hypothesized that the non-textbook assigned curriculum would lead to higher resident satisfaction, greater utilization, and a preference over the old curriculum.MethodsWe collected scores from both the allopathic In-training Examination (ITE) and osteopathic Emergency Medicine Residency In-service Exam (RISE) scores taken by our program’s residents from both the 2015–2016 and 2016–2017 residency years. We compared scores pre-curriculum change (pre-CC) to scores post-curriculum change (post-CC). A five-question survey was sent to the residents regarding their satisfaction, preference, and utilization of the two curricula.ResultsResident scores post-CC were shown to be non-inferior to their scores pre-CC for both exams. There was also no significant difference when we compared scores from each class post-CC to their respective class year pre-CC for both exams. Our survey showed significantly more satisfaction, utilization, and preference for this new curriculum among residents.ConclusionWe found question-based learning and Evidence-Based Medicine articles non-inferior to textbook readings. This study provides evidence to support a move away from textbook readings without sacrificing scores on examinations.

Significant reading participation across multiple cohorts before and after the due date when using an interactive textbook

AbstractFor about a century, textbooks have provided a consistent framework for faculty to teach fundamental, common courses across colleges and universities. However, little quantification of students’ textbook reading is documented in higher education. An interactive textbook from zyBooks documents students reading through clicks. With large data sets, including three cohorts with over 280 students and 280,000 reading interactions, measurable differences between students were found using effort‐based reading analytics. Median textbook reading participation at the due date above 90%, which is significantly higher than reports and surveys in the literature. Reading participation increased with every higher final course grade, and a statistically significant difference in reading participation between B and C students was measured. Also, female students read statistically significantly more than male students. Additional reading data taken at the conclusion of the semester found that many students completed reading without the incentive of earning a course grade. Median reading participation increased after the due date, which encompassed 30 to 50 clicks by median and over 400 interactions for some students. Overall, interactive textbooks generate large data sets that monitor reading participation and reinforce proven study practices, such as spaced practice.

How large a vocabulary do Chinese computer science undergraduates need to read English-medium specialist textbooks?

This study specifically addresses the needs for English-medium textbook reading comprehension of Chinese computer science undergraduates who have already mastered about 3,300 general English word families prescribed by the Ministry of Education before entering university. Thirty textbooks on various subjects of computer science were chosen to build a Computer Science Textbook Corpus (CSTC) containing 7.51 million running words. Based on criteria of range, frequency, and dispersion, 356 word families outside the 3,300 items within students’ knowledge were extracted to form the Computer Science Vocabulary List (CSVL). The CSVL accounted for 4.79% of the tokens in the CSTC but only 0.39% in a fiction corpus. The CSVL, combined with students’ lexical repertoire acquired from secondary education, provided 95.16% coverage of the corpus, reaching the minimum requirement for reading comprehension suggested by Laufer (1989). By analyzing the overlapping proportion of related word lists pairwise, this study further established that the development of specialized word lists achieved the best efficiency if targeting at a homogenous audience.

카자흐스탄 중도 입국 중학교 학습자를 위한 학습 목적 한국어 교수 학습 실행 양상에 대한 질적 분석

The purpose of this study is to find measures to improve Korean literacy for foreign-born middle-school immigrant students. Participatory Action Research (PAR) was conducted for about five months on a ninth-grade Kazakhstan-born immigrant student at an all girls middle school. Data were collected using participant observation, interviews, a performance log, and field notes and analyzed with a focus on the dimensions of reading, writing, listening, and speaking. The results of this study are as follows. In terms of reading, no problem was found in communication, but it needs reading-aloud practices and reading strategies focused on context-based comprehension. As for writing, there was a strong tendency to avoid it. As to listening and speaking, the process of listening and understanding was slow; the participant often avoided speaking. The improvement of pronunciation accuracy through reading textbooks and learning background knowledge helped the student be confident and participate in class. Positive changes were found in academic literacy through emotional support, individual/customized education, and continuous guidance on language function of the research subjects.

Using Precourse Formative Written Testing in a Pharmacology Class Greatly Increases Medical Students’ Performance in Final Written Summative Tests

We wanted to test the progress of medical students at our university in a pharmacology course. The formal teaching was given as lectures to the full class of students. We gave the very same written test of multiple-choice (MC) questions (single best choice) to third-year medical students before and after a one semester course of basic pharmacology. The initial voluntary test (containing 30 MC questions) was taken by 79% of the eligible students (n = 147), a week before pharmacology lectures had started. Defining a passing grade of 60% of right answers, only 2% of the students passed the test. The range was between 5 and 21 points. The final, now obligatory, written test at the end of the course (one week after the last lecture in pharmacology) was taken by all students in the semester (n = 179) and was passed by 95%, of students, again defined by the same passing score. Here, the points obtained ranged from 12 to 29. Over the time of the semester, the attendance in the lectures dropped dramatically to less than 10% of the students. Hence, progress tests are useful, but they hardly measure the gain in knowledge through attendance in the pharmacology lecture (the intervention); they also measure other sources of knowledge, such as textbook reading or memorizing only the initial questions and looking up the answers.

Реалізація завдань змістових ліній початкового курсу мовно-літературної освіти у підручнику з читання

Реалізація завдань змістових ліній початкового курсу мовно-літературної освіти у підручнику з читання

Principal components analysis of educational resources usage among undergraduate medical students during the COVID-19 pandemic in Southern Haryana, India

Background: The year 2019–2020 has seen worldwide pandemic resulting from COVID-19 which posed the closure of teaching institutions including medical colleges and have put the students in dilemma. Aim: The present study was conducted with the aim to evaluate the accessible and preferable educational resources among medical students during this pandemic phase. Materials and Methods: This web-based cross-sectional study was conducted among 392 undergraduate medical students after obtaining informed consent during April 2020 using a 24-item structured questionnaire with close-ended responses. Existence of clustering within the student's preferred educational resources was investigated using principal components analysis (PCA). Results: The mean age of the study participants was 20.71 ± 1.65 with 51.3% males and 48.7% females. The major response regarding educational resources were online lectures, online teaching videos reading textbook, and written notes. Wilcoxon signed-rank test revealed that preference for online lectures, online teaching videos, interactive online materials, and medical apps were found to be statistically significant for learning when compared to revision (P < 0.05). The clustering was observed along the online and offline differentiation of resources.Conclusion: This novel study has made an attempt to find out the common educational resources used during COVID-19 pandemic and also analysis using PCA was done to find the clustering of educational resources for new learning or revision of skills and knowledge. Given the increasing number of individuals for online educational resources, it is important to develop a body of evidence supporting teaching excellence and providing information about effective teaching tools in online education.

Blooming Autonomy: Reflections on the Use of Bloom’s Taxonomy in a TESOL Graduate Course

Bloom’s Taxonomy is a highly influential framework for classifying cognitive processes and developing course objectives. It has been used by curriculum planners and teachers of subject-matter courses such as history and mathematics to ensure that courses address a variety of cognitive abilities. With the growing emphasis on subject-matter instruction in English language education, as evidenced in approaches such as Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), Bloom’s Taxonomy has also become increasingly relevant to language teachers. In this paper, participants in a TESOL graduate course for in-service teachers share their experiences using Bloom’s Taxonomy as a reflective tool for examining educational practices in their contexts. Summaries of reflective diaries are presented and analyzed by course participants for themes among them. Key themes are 1) increased awareness of the over/under emphasis of some cognitive processes in courses, 2) the challenges of incorporating higher-order thinking skills into classes, and 3) the importance of scaffolding higher-order thinking skills. Each of the Taxonomy’s cognitive processes and subprocesses are illustrated in the paper using pedagogical materials developed for a Japanese junior high school EFL textbook reading passage. The authors conclude that Bloom’s Taxonomy can be a valuable resource not just for raising awareness of the extent to which higher or lower-order thinking skills are addressed in courses but for empowering teachers to make informed choices about their course content, thus contributing to greater teacher autonomy.

Non-compliant reading at one South African university: views of students and lecturers

Reading is crucial in the undergraduate context. Yet, it seems that students do not comply with prescribed reading of their academic textbooks. The purpose of this mixed method study was to investigate students’ and lecturers’ views on students’ non-compliance with prescribed textbook reading. This study was conducted at one South African university and involved students and lecturers from seven faculties. The qualitative data collection methods included semi-structured interviews, focus group interviews and document analyses, and the quantitative data collection method involved students’ reading rates determined by a software programme. The results point to a misalignment between the learning outcomes, textbooks, notes or slides and the assessment activities within modules in the different faculties. Recommendations include moving away from a student deficit perspective, and lecturers receiving professional development to improve the instructional design of their modules so that they can better align the aspects addressed in the study.Keywords: first year students; prescribed academic reading; reading comprehension; non-compliance; textbook.

Assessing the readability of social studies textbooks for the Junior High schools in Ghana

This study was designed to assess the readability level of Ghana Education Service (GES) approved Social Studies textbooks that are currently in use in Junior High Schools (JHS) in Ghana. The sample of the study consisted of the GES approved Social Studies textbooks for JHS 1-3 currently in use. Thirty different texts (ten from each textbook) were randomly selected for the readability test. The instrument used for data collection was textbook readability test. The data were analysed using free online readability test. The results of the findings showed that the GES approved Social Studies textbooks were difficult, compared to their grade level. The study recommended that Social Studies textbooks should be assessed to see their readability level before they are given to students. This is necessary because readable textbooks motivate students to read and learn better.

한국어(KSL) 읽기 교재개발 방안 연구 - 이주 배경 예비중학생 중급 -

한국어(KSL) 읽기 교재개발 방안 연구 - 이주 배경 예비중학생 중급 -

Mendorong Semangat Inklusifisme dan Toleransi: Studi atas Buku Daras Pendidikan Agama Islam (PAI) dan Model Pembelajarannya di Universitas Brawijaya Malang

This article explores the insights of inclusivism and tolerance in Islamic religious education (PAI) textbooks in Brawijaya University (UB) Malang. This article is the result of research by reading textbooks, interviewing six PAI lecturers and focus group discussions (FGD) at UB Malang in December 2018. In general, there are many material aspects in the textbooks that encourage students to be open, respect for diversity and behave tolerant of different Islamic schools of thought. This is emphasized by the PAI lecturers since UB is a public university belong to the public and because in Islam itself there are many different understandings and schools of thought. The spirit of inclusivism, cosmopolitan and tolerance is seen explicitly in PAI UB’s textbooks and becomes the vision of PAI lecturers. If there is a deviation from the book tends to be a closed ideology, intolerant, and against the Republic of Indonesia, then it can be ascertained because of the “lecturer initiative” personally, and do not represent Lembaga Pusat Pembinaan Agama (the Central Institution of Religious Development).

Virtual laboratories of electromagnetism for education in engineering: A perception

The influence of virtual tools as didactic means towards the study of electromagnetism phenomena takes greater relevance every day at the Universidad del Magdalena due to the inclusion of a visual and dynamic element beyond the reading of physical text books and even the development of laboratories real electromagnetism. This article shows a very positive perception on the part of the engineering students regarding the advanced virtual laboratories of electromagnetism, influencing the learning of physical concepts and the development of cognitive competences. Studentś understanding of the concepts of physics in the domain of electromagnetic physics was evaluated in a pre- and post-test design involving 60 participants assigned to four experimental groups and 30 participants assigned to the control group. There were two experimental conditions, namely, experimentation with manipulation of real material, experimentation with virtual manipulation, as well as a condition of control (ie, traditional instruction with no virtual experimentation). Conceptual tests were administered to assess student’s comprehension before, during and after the application of the virtual laboratories. The analyzes revealed that even though the two experimental conditions promote the conceptualization and correct interpretations of the student’s physical concepts in the domain of electromagnetism better than in the control group as expected; we see that, the use of the virtual tool obtains a greater acceptance as this study shows.

An analysis on the study habits among undergraduate medical students

Introduction: Study habits is one important factor which influences the academic performance of students. The learning strategies of high achievers are likely to be more effective. The study was aimed to analyse the study habits among undergraduate medical students and compare the study habits of high, average and low achieving undergraduate medical students. Application of effective learning strategies may be helpful in achieving better academic outcomes. Materials and Methods: The study was conducted as a cross sectional, observational study with 118 Final year MBBS students as study participants using Dennis Congos Study Skills Inventory Questionnaire consisting of 51 study habits questions classified according to domains of Text Book reading, Notes taking, Memory, Test Preparation, Concentration, Time management. Results: The percentage of students scoring above the cut off levels in each domain were: Memory: 61/118 (51.69%), Concentration: 67/118 (56.77%), Notes taking: 7/118 (5.93%), Time management: 17/118 (14.40%), Test preparation: 31/118 (26.27%), Text book reading: 35/118 (29.66%). The only Study habit that showed significant difference across the high, medium and low achievers was: Ability to pay attention in the class (p: 0.006). Conclusion: Though the students are talented and fare better in Memory and Concentration skills, there is glaring lack of attitudinal skills like Notes taking, Time management, Test preparation and Textbook reading skills. Paying attention in the class seems to be one most important distinguishing learning strategy determining the academic performance. Teaching– Learning methodologies need to be made more interesting so as to actively engage the attention of low achievers also.

Justifying Alexander Pope’s Unjustifiable Rhymes

Abstract Drawing upon recent research into historical phonology, this article re-examines the prosodic structure of Alexander Pope’s verse. The underlying purpose is to demonstrate that the widespread tendency to hear Pope’s poetry with a modern ear can lead to literary-critical interpretations that are alarmingly brittle. By contrast, a willingness to undertake some kind of pronunciation-related auditory archaeology can reveal phonological patterns that would otherwise remain hidden—and an awareness of these patterns can transform our appreciation of his intricate couplet art. A task of this kind necessarily involves a careful reading of prominent contemporaneous dictionaries, grammar textbooks, and orthoepic works, as well as recent revisionist studies of eighteenth-century English phonology. As an initial case study, the central discussion in this article will focus predominantly on two words: &amp;lt;war&amp;gt; and &amp;lt;gods&amp;gt;. Jonathan Swift accused Pope of deploying too many ‘unjustifiable rhymes’ for these words in his Iliad, and seeking to understand this critique leads to an exploration of how Pope structured his poetry using subtle phonological correspondences which frequently occur at locations other than the tenth syllable in his couplets.

Online, Anytime.

When Pediatrics in Review was first published 40 years ago, I was in diapers, and Visual Diagnosis was still 2 decades from conception. At its 20-year mark, I was unaware that Pediatrics in Review was beginning to publish content online. I was keenly aware of the shifting tides from traditional media to online information; after all, I was starting a career in multimedia production. However, I was still several years from discovering my second calling in pediatric medicine, so I was not yet a Pediatrics in Review reader.When I finally discovered Pediatrics in Review, it was the online version that worked best for my learning style. It has always been difficult for me to focus on reading textbooks, and the Pediatrics in Review search box solved that problem. I found that I could quickly access content relevant to my practice on demand, which made the topics come alive and allowed me to apply the knowledge to real patients.For Pediatrics in Review, the birth of online publishing opened opportunities to create additional material, and Visual Diagnosis was born in March of 2000. It was initially printed, but the format of a presenting image followed by the diagnosis and discussion allowed for a smooth transition to online-only publication. Dr Joe Zenel was the inaugural editor of this section and wrote the first article, titled “An Infant Who Has Fever and Rash.” Dr Zenel built the foundations of Visual Diagnosis and eventually became editor-in-chief. It is an honor for me to learn from him and to continue his legacy with the Visual Diagnosis feature.Dr Zenel concluded the first Visual Diagnosis article with this question: “…will the clinician-in-training recognize measles in the patient presenting with fever, cough, coryza, conjunctivitis, and a red maculopapular rash?” Given the fact that measles was eradicated from the United States in that same year, it was a valid question.Today, pocket-sized computers and excessive media hype can induce irrational fears in anxious parents. I suspect that many of you have received photographs via text message from parents asking if something looks like measles, a spider bite, or fungus. Luckily, for today’s clinicians and clinicians-in-training, there is a vast library of Visual Diagnosis cases available to access when you find yourself confronted with an unusual fever and rash. Pediatrics in Review will continue to move forward, adding to this library and offering expert content to pediatricians for many generations to come.

852 Changing Preclinical Medical Student Perspective on IBD Through a Novel Patient-Centered Education Panel

INTRODUCTION: Background &amp; Purpose: Leaders in medical education strive to develop more interactive and efficacious teaching methods as preclinical teaching typically occurs in passive didactic lectures. The pathophysiology, diagnosis and treatment of diseases are explored in textbooks. However, the effect of disease on patients’ lives and the difficulty of managing chronic conditions are often not conveyed. Preclinical students would benefit from more patient interaction as patient care is the essence of being a physician. In this patient-centered educational panel, we focus on Inflammatory Bowel Disease (IBD). LEARNING OBJECTIVES: 1. Understand how IBD impacts patients’ lives 2. Expose students to the challenges of living with IBD from patient and caregiver perspective 3. Recognize how the Crohn’s &amp; Colitis Foundation supports IBD patients 4. Review the role of a multidisciplinary approach in treating IBD patients and the potential role of complementary medicine METHODS: In 2017 and 2018, Albany Medical College incorporated an IBD patient panel into the preclinical gastrointestinal curriculum. Students (n = 140), having already been lectured on IBD, attended an interactive 2-hour panel in which patients, caregivers, physicians and the Crohn's &amp; Colitis Foundation shared their experiences. Students then completed a Qualtrics survey. RESULTS: Student responses indicated that 96% strongly agreed/agreed that learning from patients helped to understand the complexity of managing a chronic disease, 89% strongly agreed/agreed that the patient panel supported traditional IBD lectures well and 94% strongly agreed/agreed that future students would benefit from a similar panel (Figure 1). Additionally, 73% strongly agreed/agreed that there is a role for complementary medicine (Figure 2). Student narratives suggested that the panel enriched their medical education (Figure 3). CONCLUSION: This panel showcased the challenges of diagnosing, managing and living with IBD. Learning about chronic disease from a patient encouraged future physicians to consider how the disease affects many aspects of one’s life. The panel challenged students to consider a role for complementary medicine in IBD. Survey responses found that the panel enhanced students’ understanding of IBD beyond what could be learned from traditional lectures and textbook readings. The success of this panel illustrates that patient-centered learning enriches preclinical education and should be incorporated in medical curriculum moving forward.

Developing of Calculus Teaching Materials Based on Audiovisual

Komunitas milenium saat ini lebih memilih media video sebagai sumber belajar daripada membaca buku teks. Untuk memahami isi buku, kita perlu memiliki kemampuan baca tulis yang cukup tinggi. Berbeda halnya dengan video pembelajaran, penjelasan yang disertai dengan gambar dalam video dapat membantu seseorang untuk memahami materi di media itu. Tujuan pertama dari penelitian ini adalah membuat bahan ajar audiovisual yang bisa berfungsi sebagai bahan ajar buku pelajaran tambahan. Tujuan kedua adalah menguji keefektifan bahan ajar yang telah dibuat. Metode yang digunakan adalah metode pengembangan dengan menggunakan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi). Proses pengembangan bahan ajar dimulai dengan menciptakan pembelajaran multimedia, tahap perekaman, tahap penyuntingan, dan tahap penyelesaian. Pakar materi dan ahli media kemudian memvalidasi bahan ajar yang telah diproduksi dan dicoba pada siswa. Hasil dokumen uji coba kepada siswa menunjukkan bahwa ada perubahan yang signifikan baik dari segi motivasi, antusiasme untuk belajar, interaksi di kelas, dan dari hasil belajar siswa. Hasil ini membuat respon siswa terhadap penggunaan bahan ajar sangat baik. Bahan ajar audiovisual ini layak digunakan sebagai media pembelajaran, baik sebagai sumber tambahan atau sumber utama.