Types Of Questions Research Articles

Cheating in online assessment: a qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions

A challenging aspect of online education is assessment since academic integrity could be violated due to students’ cheating behaviors. The current qualitative research investigated English teachers’ perceptions of why students cheat in online assessments. Besides, it attempted to find strategies to reduce cheating in online assessments. Twelve teachers (seven males and five females) with at least 5 years of teaching experience in different high schools in Tabriz, Iran, participated in the study. Data were collected through semi-structured interviews and were analyzed using MAXQDA version 2022. Freedom in the absence of an invigilator, unpreparedness for assessment, getting better grades/outcomes, low self-esteem/self-confidence, shortage of time/poor time management, peer influence or competition, not taking assessment seriously, fear of failure/bad assessment outcomes, and lack of respect for academic rules/the teacher were some reasons of cheating in online assessment revealed by the analysis of the data. The teachers suggested strategies to curb cheating in online assessment, such as randomizing questions, using open-ended and essay-format questions, designing different test methods and question types, restricting exam time, designing learner-specific questions, showing one question at a time, and providing clear exam instructions. The study has some pedagogical implications for faculty members and administrators.

Interviewing Asylum-Seeking Children: A Scoping Review of Research to Inform Best Practices.

Immigration interviews with asylum-seeking youth have been largely understudied. In domestic legal settings, children interviewed about abuse and maltreatment provide more detailed, relevant responses when asked open-ended questions and when interviewed in a neutral environment, among other supportive practices. In asylum settings, guidance for interviews with youth derives from the United Nations Convention on the Rights of the Child. It is not clear to what extent best practices are employed during asylum interviews with youth. This scoping review was performed to (a) provide an overview of empirical literature on interviews with children in immigration settings, including border screenings, interviews with representatives, and asylum hearings, (b) explore whether best practices derived from forensic psychology and children's rights are observed in asylum interviews, (c) identify unique interview needs of asylum-seeking youth, and (d) derive implications for research and practice. A scoping review of three databases conducted in October 2023 yielded titles, of which 29 articles met inclusion criteria. These comprised quantitative and qualitative studies in English from 2003 to 2023. Three articles identified were quantitative, and 26 were qualitative. While several articles touched on interview practices and youth's experiences of interviews, only a few examined how asylum-seeking youth responded to different interview factors such as question type and interview setting. Key findings highlight inconsistent application of best practice principles, and several areas where best practices to support asylum-seeking children require clarification through further research.

Societies with fission-fusion dynamics as complex adaptive systems: the importance of scale.

In this article, we argue that social systems with fission-fusion (FF) dynamics are best characterized within a complex adaptive systems (CAS) framework. We discuss how different endogenous and exogenous factors drive scale-dependent network properties across temporal, spatial and social domains. Importantly, this view treats the dynamics themselves as objects of study, rather than variously defined notions of static 'social groups' that have hitherto dominated thinking in behavioural ecology. CAS approaches allow us to interrogate FF dynamics in taxa that do not conform to more traditional conceptualizations of sociality and encourage us to pose new types of questions regarding the sources of stability and change in social systems, distinguishing regular variations from those that would lead to system-level reorganization. This article is part of the theme issue 'Connected interactions: enriching food web research by spatial and social interactions'.

Burnout, Exhaustion, Experiences of Discrimination, and Stress Among Underrepresented and First-Generation College Students in Graduate Health Profession Education.

Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students. Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants' responses to open-ended questions. There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty. Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study's findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs. Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.

Difficult Aspects of Reading Comprehension Faced by Non-English Department of Vocational Students

Understanding and interpreting text is a fundamental skill for students across disciplines, not limited to those in the English Department. Proficiency in reading comprehension not only enhances vocabulary and writing abilities but also fosters overall academic growth. This research endeavors to pinpoint the primary challenges encountered by first-semester students at Politeknik Negeri Banjarmasin in comprehending written material. Employing a descriptive quantitative approach, the study aims to identify the most daunting aspects of reading comprehension. A reading comprehension assessment comprising 40 multiple-choice questions, administered via Google Form, was utilized to gather data. Analysis revealed that students encounter significant hurdles in this domain. Across all question types, spanning the five facets of reading comprehension, difficulty levels were consistently high. Particularly, questions assessing the determination of the main idea posed the greatest challenge, with 60% of students struggling in this area, followed by making inferences (44%), locating references (41%), understanding vocabulary (36%), and grasping detailed information (34%). Notably, identifying the main idea emerged as the most formidable task, whereas discerning detailed information proved relatively less challenging. These findings serve to highlight areas for improvement in understanding main ideas and inform strategies aimed at enhancing comprehension skills.

Introducing DigiCAT: A digital tool to promote the principled use of counterfactual analysis for identifying potential active ingredients in mental health

Background Given the challenges and resources involved in mental health intervention development and evaluation, it is valuable to obtain early evidence on which intervention targets represent the most promising investments. Observational datasets provide a rich resource for exploring these types of questions; however, the lack of randomisation to treatments in these data means they are vulnerable to confounding issues. Counterfactual analysis refers to a family of techniques within the potential outcomes framework that can help address confounding. In doing so, they can help differentiate potential intervention targets that may reflect genuine active ingredients in mental health from those that are only associated with mental health outcomes due to their common dependence on ‘third variables’. However, counterfactual analysis is rarely used for this purpose and where it is used in health research it is often implemented in a suboptimal fashion. One key reason may be a lack of accessible tutorials and software that embeds best practices. Methods To help promote the principled use of counterfactual analysis we developed DigiCAT. DigiCAT is an open digital tool built in R and Shiny that implements a range of counterfactual analysis methods. It is accompanied by accessible tutorials. The tool has been designed to handle real data, with capabilities for missing data, non-binary treatment effects, and complex survey designs. Results The current article describes the development of DigiCAT, drawing on user and lived experience expert input and provides an overview of its features and examples of its uses. Conclusions Counterfactual analysis could help prioritise intervention targets by establishing which ones remain associated with mental health outcomes after accounting for potential confounding. Accessible digital tools supported by clear guidance may help promote the uptake and principled use of these techniques.

Did high frequency phone surveys during the COVID-19 pandemic include disability questions? An assessment of COVID-19 surveys from March 2020 to December 2022

ObjectivesIn the midst of the pandemic, face-to-face data collection for national censuses and surveys was suspended due to limitations on mobility and social distancing, limiting the collection of already scarce...

О некоторых вопросах квалификации и доказывания кражи с банковского счета, совершенной несовершеннолетним путем оплаты покупки чужой банковской картой

In practice, law enforcement agencies often find it difficult to resolve some of the issues covered in this work. Of particular difficulty are certain aspects of the qualification and proof of theft from a bank account committed by minors. The relevance of the article is due to the current lack of comprehensive practice-oriented scientific research of an interdisciplinary nature on the issues under consideration. In order to eliminate the existing gaps, the authors have highlighted some aspects of the qualification of theft of the type in question. Using a specific example, one of the most common currently methods of countering the bodies of preliminary investigation is illustrated and ways and means of overcoming it are proposed, in particular, when proving the intent of a minor subject of a crime.

The resister, the talker and the confessor: A closer look at suspect responses in investigative interviews

AbstractResearch on investigative interviewing tends to focus on a limited number of interview methods employed during an interview in pursuit of a singular outcome. The present study took an expansive view of the techniques used, questions asked and interviewer disposition, and related them to three interview goals—overcoming resistance, gathering information and eliciting confessions. Drawing upon theory and prior research, we hypothesised that certain methods would be more relevant to certain outcomes than others, such as question types would have a greater effect on information gain than techniques or interviewer disposition. Using a sample of 43 suspect interviews provided by the Las Vegas Metropolitan Police Department (LVMPD), we found partial support for our hypotheses. Rapport‐based approaches and a respectful disposition reduced resistance, open‐ended questions elicited more information than closed‐ended ones and in the final model, only open‐ended questions increased confessions. Implications for research and practice are discussed.

Caregiver and child question types during a museum interaction.

Children museums provide an engaging learning environment for families with exhibits designed to stimulate caregiver-child interactions. Specific types of questions have been shown to support child language learning by scaffolding more elaborative responses. This study analyzed the use of question form types during caregiver-child interactions in a children's museum, aiming to discern their correlation with child language proficiency. We examined and transcribed two exhibit explorations by 43 caregiver-child dyads (3- to 6-year-old children). Our analysis encompasses various syntactic question types (e.g., yes-no, wh-) and measures of child language proficiency, including lexical diversity, morphosyntactic complexity, and overall language ability. Findings reveal disparities in question form usage among caregivers and children, with caregivers predominantly employing closed questions and children balancing closed and open-ended types. Children of caregivers who predominantly posed closed questions exhibited shorter utterances and lower overall language scores. Details on other question forms are presented (sub-types of polar, wh-, alternative, and echo). These findings contribute to our understanding of how question form influences language development and caregiver-child interactions.

Determining an Appropriate Sample Size for Qualitative Interviews to Achieve True and Near Code Saturation: Secondary Analysis of Data.

In-depth interviews are a common method of qualitative data collection, providing rich data on individuals' perceptions and behaviors that would be challenging to collect with quantitative methods. Researchers typically need to decide on sample size a priori. Although studies have assessed when saturation has been achieved, there is no agreement on the minimum number of interviews needed to achieve saturation. To date, most research on saturation has been based on in-person data collection. During the COVID-19 pandemic, web-based data collection became increasingly common, as traditional in-person data collection was possible. Researchers continue to use web-based data collection methods post the COVID-19 emergency, making it important to assess whether findings around saturation differ for in-person versus web-based interviews. We aimed to identify the number of web-based interviews needed to achieve true code saturation or near code saturation. The analyses for this study were based on data from 5 Food and Drug Administration-funded studies conducted through web-based platforms with patients with underlying medical conditions or with health care providers who provide primary or specialty care to patients. We extracted code- and interview-specific data and examined the data summaries to determine when true saturation or near saturation was reached. The sample size used in the 5 studies ranged from 30 to 70 interviews. True saturation was reached after 91% to 100% (n=30-67) of planned interviews, whereas near saturation was reached after 33% to 60% (n=15-23) of planned interviews. Studies that relied heavily on deductive coding and studies that had a more structured interview guide reached both true saturation and near saturation sooner. We also examined the types of codes applied after near saturation had been reached. In 4 of the 5 studies, most of these codes represented previously established core concepts or themes. Codes representing newly identified concepts, other or miscellaneous responses (eg, "in general"), uncertainty or confusion (eg, "don't know"), or categorization for analysis (eg, correct as compared with incorrect) were less commonly applied after near saturation had been reached. This study provides support that near saturation may be a sufficient measure to target and that conducting additional interviews after that point may result in diminishing returns. Factors to consider in determining how many interviews to conduct include the structure and type of questions included in the interview guide, the coding structure, and the population under study. Studies with less structured interview guides, studies that rely heavily on inductive coding and analytic techniques, and studies that include populations that may be less knowledgeable about the topics discussed may require a larger sample size to reach an acceptable level of saturation. Our findings also build on previous studies looking at saturation for in-person data collection conducted at a small number of sites.

A taxonomy of demand-driven questions for use by evidence producers, intermediaries and decision-makers: results from a cross-sectional survey

BackgroundGlobally, a growing number of calls to formalize and strengthen evidence-support systems have been released, all of which emphasize the importance of evidence-informed decision making. To achieve this, it is critical that evidence producers and decision-makers interact, and that decision-makers’ evidence needs can be efficiently translated into questions to which evidence producers can respond. This paper aims to create a taxonomy of demand-driven questions for use by evidence producers, intermediaries (i.e., people working in between researchers and decision-makers) and decision-makers.MethodsWe conducted a global cross-sectional survey of units providing some type of evidence support at the explicit request of decision-makers. Unit representatives were invited to answer an online questionnaire where they were asked to provide a list of the questions that they have addressed through their evidence-support mechanism. Descriptive analyses were used to analyze the survey responses, while the questions collected from each unit were iteratively analyzed to create a mutually exclusive and collectively exhaustive list of types of questions that can be answered with some form of evidence.ResultsTwenty-nine individuals completed the questionnaire, and more than 250 submitted questions were analysed to create a taxonomy of 41 different types of demand-driven questions. These 41 questions were organized by the goal to be achieved, and the goals were grouped in the four decision-making stages (i) clarifying a societal problem, its causes and potential impacts; (ii) finding and selecting options to address a problem; (iii) implementing or scaling-up an option; and (iv) monitoring implementation and evaluating impacts.ConclusionThe mutually exclusive and collectively exhaustive list of demand-driven questions will help decision-makers (to ask and prioritize questions), evidence producers (to organize and present their work), and evidence-intermediaries (to connect evidence needs with evidence supply).

Assessing ChatGPT Ability to Answer Frequently Asked Questions About Essential Tremor.

Large-language models (LLMs) driven by artificial intelligence allow people to engage in direct conversations about their health. The accuracy and readability of the answers provided by ChatGPT, the most famous LLM, about Essential Tremor (ET), one of the commonest movement disorders, have not yet been evaluated. Answers given by ChatGPT to 10 questions about ET were evaluated by 5 professionals and 15 laypeople with a score ranging from 1 (poor) to 5 (excellent) in terms of clarity, relevance, accuracy (only for professionals), comprehensiveness, and overall value of the response. We further calculated the readability of the answers. ChatGPT answers received relatively positive evaluations, with median scores ranging between 4 and 5, by both groups and independently from the type of question. However, there was only moderate agreement between raters, especially in the group of professionals. Moreover, readability levels were poor for all examined answers. ChatGPT provided relatively accurate and relevant answers, with some variability as judged by the group of professionals suggesting that the degree of literacy about ET has influenced the ratings and, indirectly, that the quality of information provided in clinical practice is also variable. Moreover, the readability of the answer provided by ChatGPT was found to be poor. LLMs will likely play a significant role in the future; therefore, health-related content generated by these tools should be monitored.

Preschool teachers’ perceptions on the use of questioning strategy during storytelling to develop children’s critical thinking in Central China

ABSTRACT Preschool teachers’ questioning is an important part of the teaching and learning process as questions can drive children’s thinking (Nappi 2017). As one of the most common pedagogical tasks in preschool, storytelling has the potential to bring the world to the classroom using imagined or real stories. However, to date, there is limited knowledge about teachers’ use of questioning in storytelling classes to develop children’s thinking skills. Based on sociocultural theory (Vygotsky 1978) and revised Bloom’s taxonomy, this study aims to explore how preschool teachers use questioning during storytelling classes to develop children’s critical thinking. By employing a case study design, the study involved 13 preschool teachers in China who were teaching children aged 5 and 6. Data were gathered for 6 months using semi-structured interviews, classroom observations and document analysis. The findings expanded the understanding of using the revised Bloom’s taxonomy as a reference in generating questions. The study suggested strengthening teachers’ practices in generating different types of questions for each of the revised Bloom’s taxonomy.

A STUDY OF FIGURATIVE LANGUAGE IN WOMEN’S FASHION ADVERTISING ON INSTAGRAM

The language of the advertisement is distinctive and unique to attract the reader’s attention and motivate them. Thus, figurative language in advertisement is one of the strategies needed to persuade the readers. However, the use of figurative language in advertisements in an insensitive way without knowing the types and functions of figurative language will make the advertisements less attractive and persuasive. This qualitative approach study attempts to analyse the type and functions of the figurative language used in women’s clothing advertisements on Instagram using content analysis. The theory of figurative language by McQuarrie and Mick (1996) is used to identify the types of figurative language used in this study. An analysis of a series of collections of women’s clothing advertisements from five online shops shows that there are eleven types of figurative language, namely rhyme, chime, assonance, alliteration, anaphora, epistrophe, antithesis, hyperbole, rhetorical question, metaphor, and homonym. The findings show that using figurative language in women’s clothing advertisements on Instagram would attract the readers, give a strong impression, memorable, and satisfy the customers’ needs. Overall, this study suggests that figurative language as a language of advertisement is essential to attract and persuade the readers and influence their purchasing decision. This study is also beneficial for the advertisers to create their advertisements using figurative language.

Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.

Teaching IELTS Reading Skills

This research describes the teaching of IELTS Reading for students. This research is library research. The analysis shows that the IELTS reading test evaluates participants' understanding of information and language, requiring them to synthesize, interpret, and respond to information. The test consists of 14 types of questions, including Choosing a Title, True False Not Given / Yes No Not Given, Matching Features, Matching Headings, Matching Paragraph Information, Matching Sentence Endings, Sentence Completion, List Selection, Multiple Choice, Short Answer, Summary Completion, Flow Chart Completion, Diagram Completion, and Table Completion. The resulting test is graded on a band scale from range from 0 (did not take the test) to 9 (proficient in English) which indicates students' understanding and ability to read in English. Understanding the types of questions on the IELTS is crucial for students to prepare for the test. However, the test requires precise abilities for success. Teachers can create lesson plans for teaching Reading IELTS to help students prepare for the test and prepare them for the test. To answer IELTS Reading questions, students need fast and accurate reading skills and the right strategy. Teaching reading skills for the IELTS test can be challenging, but several strategies can help teachers structure effective teaching. These include understanding the test format, analyzing previous questions, building academic vocabulary, teaching active reading, practicing explaining the main idea, teaching skimming and scanning techniques, managing class discussion and analysis, practicing with varied reading material, using an integrated approach, giving constructive feedback, simulating reading tests, giving homework, training students to compose an outline, and promoting flexibility in learning.

A Comparative Analysis on the Listening Test of HSK and IELTS

To promote the improvement of the HSK, this study compares the listening tests of HSK Levels 4 to 6 with the IELTS Academic in terms of question setting, speech input, and discourse. The findings revealed that the listening test of HSK has unbalanced question structure, limited question types and lacks authenticity in speech. Significant improvements are needed in the reliability, validity and authenticity of the test. To solve these problems, this study refers to the mature experience of IELTS and proposes that HSK should balance the ratio of monologue to conversation questions, increase the question types, adjust the speed of speech, standardize the listening lexicon, and broaden the topic genres.

Subject and Object of Forensic Electrical Engineering in Proceedings Electricity Theft

The purpose of this article is to summarize the results of electrical engineering expert research (in particular, performed at National Scientific Center «Hon. Prof. M. S. Bokarius Forensic Science Institute» of the Ministry of Justice of Ukraine) and a complex of general scientific and special methods (in particular, formal-logical, comparison, analysis and synthesis) to determine the place of examination on the facts of theft of electricity in the forensic electrical examination, to formulate the concept of the subject and object of such examination, to compile a list of its types .Prospects for the development of forensic electrotechnical expertise are outlined. The results of forensic electrotechnical researches in proceedings on the theft of electricity are summarized. Continuity of the general tasks of the forensic electrotechnical examination has been proven by these studies. On the basis of the considered separate trends of species genesis in forensic examination, an opinion is expressed about the further development of forensic electrical engineering. The structure of areas of forensic research on unaccounted electricity use was considered and their place in the system of forensic electrical technical examinations was determined. The principles of formation of typical lists of questions in forensic electrotechnical examination on the facts of electricity in accordance with the method of committing a criminal offense are laid down. According to provisions of the general theory of forensic examinations, the subject and object of the forensic electrical engineering on the facts of electricity theft are defined. Typical questions to forensic expert in proceedings about electricity theft due to the influence of electromagnetic radiation on the metering device are formulated. On the example of this list, the principles of forming typical lists of questions for other areas of re-search into the facts of electricity theft, depending on the method of committing the criminal offense, are considered.

Developing and Validating an Instrument for Assessing Learning Sciences Competence of Doctoral Students in Education in China

Learning science competence refers to a necessary professional competence for educators, which is manifested in their deep understanding of learning science knowledge, positive attitudes, and scientific thinking and skills in conducting teaching practice and research. It is of paramount importance for doctoral students in education to develop their competence in the field of learning sciences. This will enhance their abilities to teach and conduct research, and guide their educational research and practice toward greater sustainability. In order to address the shortcomings of current assessment instruments, we constructed a theoretical model for assessing learning sciences competence based on the PISA 2025 framework and Piaget’s theory of knowledge. A three-dimensional assessment framework was designed, along with an initial instrument. Furthermore, the “Delphi method based on large language models (LLM)” was employed to conduct two rounds of expert consultations with the objective of testing and refining the instrument. Throughout this process, we developed a set of guidelines for engaging AI experts to improve interactions with LLM, including an invitation letter to AI experts, the main body of the questionnaire, and the general inquiry about AI experts’ perspectives. In analyzing the results of the Delphi method, we used the “threshold method” to identify and refine the questionnaire items that performed sub-optimally. This resulted in the final assessment instrument for evaluating learning sciences competence among doctoral students in education. The assessment instrument encompasses three dimensions: the knowledge of learning sciences, application of learning sciences, and attitude towards learning sciences, with a total of 40 items. These items integrate Likert scales and scenario-based questions. Furthermore, the study examined potential limitations in the item design, question type selection, and method application of the assessment instrument. The design and development of the assessment instrument provide valuable references for the standardized monitoring and sustainability development of the learning sciences competence of doctoral students in education.