Standard Classroom Instruction Research Articles

Enhancing Diploma-Level Education: Assessing the Impact of BrainBazaar on Student Learning

BrainBazaar, a website that provides students with study materials like notes, model answers and question papers as well as projects for diploma courses, has an impact on students' learning, according to this research paper. Whether BrainBazaar helps students to succeed in their classes, keeps them motivated and leaves them with more energy to study. " Our approach involves using BrainBazaar to ask students and adults about their experiences, as well as completing surveys. According to our research, BrainBazaar facilitates independent learning, encourages critical thinking, and helps students retain their knowledge. ' It appears that BrainBazaar is a valuable addition to standard classroom instruction by offering well-designed and accessible study resources. Additionally, we discuss the potential benefits of online platforms like BrainBazaar for teachers and policymakers. This investigation contributes to the understanding of how digital study resources can enhance education for diploma students

Flipped classroom with collaborative learning approach in enhancing writing skills of Indonesian university students

The intention of this study was to examine how a flipped classroom with a collaborative learning approach improved the writing skills of Indonesian higher education students. To achieve the study’s aim of 48 Indonesian higher education participants, the Oxford Quick Placement Test (OQPT) was employed. They were divided into two groups: experiment and control. Following that, as a pre-test, both groups were given a written exam. The experimental class (EC) was then positioned in a flipped classroom. Students were permitted to bring smartphones to class and utilize them while learning, and the flipped classroom was equipped with an internet connection, a laptop, and a projector. The control class (CC) got standard classroom instruction. This strategy was employed until the very last session. The experimental group outperformed the control group on the post-test, according to the results of the independent samples t-test and one-way analysis of covariance (ANCOVA). Furthermore, the results revealed a significant difference in post-test performance between the EC and CC.

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

Specificity and article use

This study reports the findings of a classroom intervention experiment investigating the effectiveness of explicit instruction in teaching the English articles’ semantic properties (definiteness and specificity) to Hejazi Arabic-speaking learners. Additionally, the study explores whether learners fluctuate (use the instead of a/ an and vice versa) in contexts where the taught semantic properties do not match. Fifty-four Hejazi Arabic-speaking participants were divided into two groups (instructed and control/uninstructed). The instructed group received explicit instruction on specificity and definiteness, since specificity is currently not taught to learners of English whereas definiteness is. The control group received traditional English language lessons with no explicit instruction on article semantics. By comparing the participants’ performance with twenty-three native English speakers, the findings of the study show learners’ sensitivity to specificity in article choice. They further show evidence supporting explicit instruction. The instructed group outperformed the uninstructed group and this effect was sustained until the delayed post-test with respect to average effects. The paper concludes that generative linguistics can inform the language classroom by predicting areas of acquisition difficulty. It also stresses that explicit language instruction is more beneficial than standard classroom instruction in teaching articles. On the basis of the findings, theoretical and pedagogical implications are discussed.

Specificity and article use

This study reports the findings of a classroom intervention experiment investigating the effectiveness of explicit instruction in teaching the English articles’ semantic properties (definiteness and specificity) to Hejazi Arabic-speaking learners. Additionally, the study explores whether learners fluctuate (use the instead of a/ an and vice versa) in contexts where the taught semantic properties do not match. Fifty-four Hejazi Arabic-speaking participants were divided into two groups (instructed and control/uninstructed). The instructed group received explicit instruction on specificity and definiteness, since specificity is currently not taught to learners of English whereas definiteness is. The control group received traditional English language lessons with no explicit instruction on article semantics. By comparing the participants’ performance with twenty-three native English speakers, the findings of the study show learners’ sensitivity to specificity in article choice. They further show evidence supporting explicit instruction. The instructed group outperformed the uninstructed group and this effect was sustained until the delayed post-test with respect to average effects. The paper concludes that generative linguistics can inform the language classroom by predicting areas of acquisition difficulty. It also stresses that explicit language instruction is more beneficial than standard classroom instruction in teaching articles. On the basis of the findings, theoretical and pedagogical implications are discussed.

Health Insurance Portability and Accountability Act Violations by Physician Assistant Students: Applying Laws to Clinical Vignettes.

Students enrolled in medical schools, nursing schools, and physician assistant (PA) programs are required to have instruction on patient privacy and protection of health-related information. The medical literature has several examples of breaches of patient privacy by clinicians, which likely represents only a fraction of the violations that occur. Patient privacy and the protection of health-related information constitute both an ethical issue and a legal issue and are associated with significant consequences. Medical, PA, and allied health students are required to comply with the same federal laws related to patient privacy and confidentiality as licensed professionals. Universities must work diligently to create a culture in which students are taught about the legal requirements of the federal Health Insurance Portability and Accountability Act (HIPAA) and are held accountable for compliance with such requirements. The Health Insurance Portability and Accountability Act must be considered part of standard classroom instruction and be embedded and upheld at all clinical training sites. We present a series of 7 HIPAA violations by PA students, along with a brief description of the HIPAA provisions associated with each case. These real-life examples provide a comprehensive overview of important HIPAA components and illustrate how easily violations can occur in clinical settings.

Ear Disease Knowledge and Otoscopy Skills Transfer to Real Patients: A Randomized Controlled Trial

To determine which teaching method-otoscopy simulation (OS), web-based module (WM), or standard classroom instruction (SI)-produced greater translation of knowledge and otoscopy examination skills to real patients. In a prospective randomized controlled nonclinical trial, medical students were randomized to 1 of 3 interventional arms: (1) OS, (2) WM, or (3) SI. Students were assessed at baseline for diagnostic accuracy and otoscopy skills on 5 volunteer patients (total of 10 ears), followed by the intervention. Testing was repeated immediately after intervention on the same patients. Student reported confidence in diagnostic accuracy and otoscopy examination were also captured. Assessors were blinded to the intervention group, and whether students were pre- or post-intervention. Clinical Teaching Centre, Queen's University. Twenty-nine participants were initially randomized. Two students were unable to attend their specific intervention sessions and withdrew. Final group sizes were: OS-10, WM-9, SI-8. Five patients with external/middle ear pathologies were voluntarily recruited to participate as testing subjects. Baseline diagnostic accuracy and otoscopy clinical skills did not differ across the groups. Post-intervention, there were improvements in diagnostic accuracy from all groups: OS (127.78%, 2.30 ± 1.42, p = 0.0006), WM (76.40%, 1.44 ± 1.88, p = 0.0499), and SI (100.00%, 1.50 ± 1.20, p = 0.0093). For otoscopy skills, post-intervention improvements were noted from OS (77.00%, 3.85 ± 2.55, p < 0.0001) and SI (22.20%, 1.25 ± 1.20, p = 0.0011), with no significant improvement from WM (13.46%, 0.78 ± 1.92, p = 0.1050). Students across all groups reported significantly improved confidence in diagnostic accuracy (p < 0.0001) and otoscopy skill (p < 0.0001) after the intervention. All 3 teaching modalities showed an improvement in diagnostic accuracy immediately post-intervention. Otoscopy clinical skills were found to have increased only in OS and SI, with the OS group demonstrating the largest improvement. Simulation-based medical education in Otolaryngology may provide the greatest transfer of medical knowledge and technical skills when evaluated with real patients.

Evaluation of a Web-Based Module and an Otoscopy Simulator in Teaching Ear Disease.

Objective To determine which teaching method-otoscopy simulation (OS), web-based module (WM), or standard classroom instruction (SI)-produced the best improvement in the diagnosis of middle/external ear pathologies and the development of otoscopy clinical skills. Study Design Prospective randomized controlled nonclinical trial. Setting Preclerkship undergraduate medical education. Subjects and Methods Fifty-four medical students (first year, 26; second year, 28) were randomized to receive 1 of the 3 interventions: OS, WM, or SI. All students underwent baseline testing of diagnostic accuracy (25 ear pathologies) and otoscopy skills. Immediately following each intervention and 3 months later, testing was repeated. Results Baseline scores for diagnostic accuracy and otoscopy skills did not differ across intervention groups. Immediately postintervention, all groups showed an improvement in diagnostic accuracy ( P < .001). OS scored significantly higher than SI ( P < .001), as did WM ( P = .003). At 3-month follow-up, all groups continued to demonstrate improved diagnostic accuracy as compared with baseline. Again, OS showed improvement over SI ( P = .031). For otoscopy clinical skills, only OS improved immediately postintervention ( P < .001). OS had significantly higher scores than WM and SI ( P < .001). At 3-month follow-up, OS again showed improvement over WM ( P < .001) and SI ( P = .009). Conclusion All groups showed an improvement in diagnostic accuracy immediately postintervention, with the largest increases coming from OS and WM. Otoscopy clinical skills increased and were retained only in OS. Preclerkship medical student acquisition and retention of otolaryngology diagnostic skills can be greatly improved through web-based teaching modules and otoscopy simulation.

Effect of Community-based Service Learning on Professionalism in Student Physical Therapists

Background and Purpose. Communitybased service learning (CBSL) has been identified in the literature as an educational strategy that may be helpful in the development of student physical therapist (SPT) behaviors consistent with the core values of professionalism in physical therapy. However, little is known of the effect of CBSL on SPTs’ professional behaviors. The purpose of this paper is to describe the change in perceived frequency of demonstrated professional behaviors, using the American Physical Therapy Association’s Professionalism in Physical Therapy: Core Values Self-Assessment (SA), among a group of third-year SPTs following participation in CBSL versus participation in standard classroom learning. Methods. The SA was administered on 3 occasions at 5-week intervals over a 10-week time period to 54 third-year SPTs. During the first 5 weeks, the students received standard didactic classroom instruction. From weeks 6-10, the students prepared and participated in a community-based health education presentation. Forty-two SPTs completed the SA on all 3 occasions. Paired t tests were used to compare the respective difference in perceived frequency of demonstrating these professional behaviors following participation in CBSL and participation in standard classroom learning, and to compare the changes in the scores between the baseline and after the classroom instruction. Statistical significance was set at P < .05. Cronbach alpha (α) was used to estimate the internal consistency of the SA and each of the 7 core values. Results. After the CBSL, there were positive changes in the scores for all 7 core values, with a significant difference in the change scores between the standard classroom instruction and CBSL in 3 core values: altruism (P = .009), compassion/caring (P = .022), and integrity (P = .029). Cronbach α was .96 for the SA and ranged from .70-.94 for the 7 core values representing professionalism in physical therapy. Discussion and Conclusion. Self-assessment is a key component of professionalism and can be used to monitor student perceptions regarding change in frequency of behaviors with CBSL. The SA demonstrates acceptable reliability when measuring perceived changes in each of the core values associated with professionalism. Additional psychometric properties of the SA need to be established so that interpretation of scores and amount of score changes will have practical educational meaning.

Mother tongue instruction in Lubuagan: A case study from the Philippines

In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino, neither of which is spoken by children when they begin school. Year-end standardised testing was done in all subjects throughout grades one to three as a means of comparing the two programme methodologies.

Evaluation of a Particle Repositioning Maneuver Web‐Based Teaching Module

To compare the pass rate of residents performing the Particle Repositioning Maneuver (PRM) after one of three interventions: 1) small group PRM instruction (SG); 2) standard classroom instruction (CI); and 3) Web-based learning module (WM). We hypothesize that our Web-based learning module is more effective than CI and as effective as SG. Prospective randomized control trial. The study population includes all family medicine residents at the University of Western Ontario. On day 0, all subjects were tested. Residents were then randomized to one of three intervention groups: 1) SG, 2) CI, or 3) WM. On day 7, the residents were again tested. Observers were blinded to the intervention type. Testing (day 0 and day 7) was performed using the DizzyFIX (Clearwater Clinical Ltd., London, Ontario, Canada), a pass/fail test, and evaluation by a trained observer (correct or incorrect). There were no statistically significant differences in pass rates between the three groups before the interventions (DizzyFIX: P = .2096, observer: P = .3710). After the interventions, DizzyFIX testing pass rates were 50.0% SG, 60.0% CI and 100.0% WM (P = .3564). Observer testing pass rates were 85.7% SG, 28.6% CI, and 83.3% WM (P = .0431). This study demonstrated that our Web-based learning module for the PRM is comparable to small-group clinical instruction, and superior to standard classroom instruction for teaching the PRM when evaluated by a trained observer.

A Randomized, Prospective, Multisite Comparison of Pediatric Prehospital Training Methods

Results of prehospital pediatric continuing education using train-the-trainer and CD-ROM training methods were compared to each other and to a control group. The null hypothesis was that no differences would be found in pretraining and posttraining measurements of knowledge and performance by either training method. This was a prospective trial involving 12 sites. Random selections were made from ambulance service lists provided by 3-state emergency medical services (EMS) agencies. Preintervention and postintervention (12-month) measurements included a written examination and 2 performance scenarios videotaped for independent panel evaluation. Training was either an interactive CD-ROM or standard classroom instruction using a train-the-trainer model. Mean differences in written, performance, and combined scores were analyzed. Differences were noted in the combined and performance scores for the CD-ROM intervention group. No differences were noted in written measurements between or among the groups. In this small sample, interactive CD-ROM training shows promise for improving performance. The research design, with additional guards against sample size attrition, may provide a model for multisite EMS education research.

Innovations in Standard Classroom Instruction

SUMMARY Describes the characteristics of contemporary students in library schools, their experiences and expectations, and how they shape the goal of cataloging courses. Reviews historical innovations in cataloging instruction. Defines the nature of “cataloging” courses in the curriculum. Presents samples of innovations used in standard classrooms for teaching and learning a core-course and one of the elective “cataloging” courses. Focuses on how and why online mentor catalogers are incorporated in the teaching and learning of one particular course (Metadata for Internet Resources, at Dominican University Graduate School of Library and Information Science). Discusses how and in what ways collaborative teaching with expert practitioners in cataloging online at remote sites contributes to the education of future librarians.

Teaching time-series analysis. II. Wave height and water surface elevation probability distributions

This paper describes the second of a two-part series of pedagogical exercises to introduce students to methods of time-series analysis. While these exercises are focused on the analysis of wind generated surface gravity waves, they are cross-disciplinary in nature and can be applied to other fields dealing with random signal analysis. Two computer laboratory exercises are presented which enable students to understand many of the facets of random signal analysis with less difficulty and more understanding than standard classroom instruction alone. The first pedagogical exercise, described in the previous article, uses mathematical software on which the students execute the manual arithmetic operations of a finite Fourier analysis on a complex wave record. The results are then compared to those obtained by a fast Fourier transform. This article, the second of this two-part pedagogical series, addresses analysis of a complex sea using observed and theoretical wave height and water surface elevation probability distributions and wave spectra. These results are compared to a fast Fourier transform analysis, thus providing a link back to the first exercise.

An approach to modern mathematics through Pascal's triangle

Pascal's triangle offers an avenue of approach to modern mathematical content. This is true whether the content is to be used as enrichment material or for standard classroom instruction. The following account as to how Pascal's triangle can be utilized is not meant to be exhaustive. It does, however, represent some approaches which have been found to be workable in a normal classroom.