Browsing by Subject "Educational psychology"
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Item Cognitive behavior and active engaged time: The impact of the CASE curriculum(2012-05) Witt, Phillip; Ulmer, Jonathan; Burris, Scott; Brashears, Michael T.; Burley, Hansel E.Teacher and student behavior in the classroom have both been linked to student achievement. The hands on, real world experiences which students are offered through career and technical education courses provide an opportunity for agricultural education to make contributions to student achievement. The purpose of this study was to investigate the impact the CASE curriculum has on the academic engagement of students enrolled in animal science courses and the cognitive behavior of agriculture teachers. The target population for this study consisted of secondary agriculture teachers who teach animal science courses and the students enrolled in those courses. The study employed a quasi-experimental, static-group comparison design. Nine CASE certified teachers represented the treatment group, which were matched with nine traditional agriculture teachers on selected criteria. Teachers’ cognitive behavior was measured using the Florida Taxonomy of Cognitive Behavior while student engagement was measured using the Behavioral Observation of Students in Schools. Matched-pairs t tests were used to compare the CASE group and the traditional group on cognitive behavior and student engagement. Students in the CASE group were found to spend significantly more time actively engaged that those in traditional agriculture courses. This difference represents a large practical difference as well. No significant differences were found between the two groups on the measures of teachers’ cognitive behavior. From the findings it was concluded that the CASE curriculum and professional development can impact the active engagement of students in the classroom and potentially affect student achievement.Item Examining the experience of performance anxiety and cognitive load by medical residents in a simulation(2016-12) Ellis, Robert Williams; Schallert, Diane L.; Svinicki, Marilla D., 1946-; Carlson, Cindy; Falbo, Toni L; Taxis, Jean CMedical education increasingly incorporates simulations as a method of instruction, but further research about simulation development, use, and efficacy remains necessary. This study, which took place in a teaching hospital, surveyed medical residents on an Internal Medicine rotation about the experience of performance anxiety and cognitive load during a simulation exercise. Statistical significance was discovered in the means of self-reported performance anxiety pre- to post-simulation, and the factor of cognitive load was found to have a moderate correlation with post-simulation performance anxiety, though caution should be exercised considering the statistics owing to small sample size. A physician-faculty member and a resident nurse reported observations about the simulation exercises and the residents, highlighting questions of standardization of simulation use, the role of simulations as a curriculum component in medical education, and the importance of communication during simulation. Future areas of research are recommended for factors such as refinement of cognitive load measures, multiple cognitive load measure types, and the presence of additional factors in simulation experience such as demographic variation. Suggestions for practice include customization of simulations for specific learning environments, populations, and goals, as well as increasing emphasis on simulation for training in both medical content knowledge and social and psychological interaction.Item Faculty members’ perception of e-learning in higher education in the Kingdom of Saudi Arabia (KSA) (2012-05) Alenezi, Ahmed; Crooks, Steven M.; Maushak, Nancy; Inan, Fethi A.The study employed quantitative research to answer the research questions. The purpose of this study was to investigate faculty members’ attitudes toward e-learning in higher education in the Kingdom of Saudi Arabia and the factors influencing their attitudes. This study examined differences in attitude between faculty members based on age, gender, education level, nationality, and teaching experiences. This research was limited to two universities from different locations in the KSA. A Survey questionnaire was used in this study to collect the data. The results showed that there is a difference between the levels of e-learning based on different components of identity. The gender perceptions were the first indication of differences, with perceptions by females being more positive than that of males. This was followed by age differences in which the ages under 44 had a stronger perception of e- learning than those over the ages of 45. The educational level was also noted as being affected by the perceptions of e-learning being stronger with those who had a Bachelor’s degree. The results showed that faculty members who had less teaching experience had a stronger perception than those who had been teaching for more than 10 years. Nationality was also influenced in terms of the positive outlook by non-Saudi. There was an overall positive outlook of e-learning by faculty members with the belief that it is a tool which enhances learning. The responding to the challenges and obstructions of e-learning, participants revealed that a lack of tools and knowledge created impediments to teaching e-learning courses.Item New media communication in education(2012-06) Livingston, Kat; Bichard, Shannon; Baake, Ken; Stoker, KevinResearch and teaching are the crossroads at which higher education exists. Great scholar-researchers in the field understand that new media communication in education is a very fluid area of study, rich with opportunities to glean context and insight in every interaction. This project evaluates the learning processes and experiences that took place in my pursuit of a Master of Science in the interdisciplinary studies of new media communication in education. The research included in this portfolio is a reflection of my growth and development as a professional scholar. The content provides an assessment of the academic work I completed, and a means for self-examination and exploration. The papers within this portfolio draw attention to research and literature related to different elements within the realm of Mass Communications, Educational Instructional Technology, Technical Communication and Rhetoric, and Educational Psychology. The content, research, and subject matter seek to explore various concepts and challenges within these four areas of study. Additionally, this research provides a bridge of understanding in regards to the role of new media communication in education, and analyzes the relationship and connectedness of new media and instructional learning. In the study and exploration of these areas of interest, I was able to gain great focus on a research agenda that concentrates on generating research pertaining to the psychological effects of new media on teachers and students, and how these areas work together to better pedagogy and instruction in education. In analyzing the various issues surrounding Mass Communications, Educational Instructional Technology, Technical Communication and Rhetoric, and Educational Psychology, I was able to develop a greater understanding of the world and a foundation upon which my interest in higher education is built.Item Portfolio: Master of Arts: Interdisciplinary studies applied English(2012-08) Culbertson, Ryan; Aguirre-Muñoz, Zenaida; Stevens, Tara; McFadden, Brian J.The project paper is a comprehensive review of the work done for the INDS program. Papers include works in English and the teaching of Beowulf, works in Educational Psychology and Bilingual Education, with focus on the emotional and psychological implications of second language acquisition.Item Toward a definition of creativity: construct validation of the cognitive components of creativity(Texas Tech University, 2002-12) Sand, Beverly VailThe common way of defining creativity from a cognitive perspective involves divergent thinking production only (Guilford, 1957, Rose & Lin, 1984, Torrance, 1990). However, there is a growing body of evidence that the combination of convergent thinking production, divergent thinking production, and domain knowledge expertise are critical to creativity. Gardner's (1993) qualitative study of eminently creative individuals reveals domain knowledge, convergent thinking production, and divergent thinking production in the lives of these individuals. Three creativity process models (Amabile, 1996; Baer, 1988; Kirschenbaum, 1986) all require the use of domain knowledge, convergent and divergent production. Empirical evidence is needed to examine the opposing definitions in the same context. Using multiple-regression, this study compared the relationship of divergent production alone with a criterion for creativity, versus the relationship between a combination of divergent production, convergent production, and domain knowledge with the same criterion. The criterion was a creative product rating (CPR) made by qualified observers. Two multiple regression analyses (a) compared the contributions to variance of divergent production, alone, to CPR and (b) convergent production, and domain knowledge with CPR for additional contribution to variance. Instruments that were used include predictors: (1) The Torrance Tests of Creative Thinking, Verbal Form (Torrance, 1990), for divergent production; (2) Structure-of-Intellect Test (NST) for convergent production; (3) Texas Assessment of Academic Skills, writing, for domain knowledge; (4) Harter's Intrinsic-Extrinsic Scale (Harter, 1981) a covariate for intrinsic motivation, and (5) the criterion, CPR, an interjudge rating for creative writing production (Amabile, 1996). Frequency graphs of the predictors and CPR show linear relationships. Effect size for divergent production was R^ = .029 (n.s.). Effect size for the combined block was R2 = .056. Effect size changes for convergent production and domain knowledge were R^ = .025 (n.s.) and R^ = .002 (n.s.), respectively. The effect size of all predictor variables is much smaller than we expect, if the combined model were valid. On the other hand, the relationship of the effect size for divergent production to the effect size for convergent production is about what we expect if the combined model were valid. The study served as a preliminary study. Problems and suggestions are discussed.