The problem of this investigation was concerned with the relationship between computer-assisted practice testing and the achievement of freshmen students in introductory sociology in a community college. The purpose of the study was to examine the potential effect of an interactive computer-practice testing program upon the achievement of introductory sociology students in a community college.

No description available.

The use of multimedia in instruction is becoming increasingly popular. A large wealth of multimedia products are now available to teachers. Products such as interactive books, multimedia encyclopedias, computer-based instructional programs, and CD-ROMs are being incorporated into classroom instruction. Most recently, improvements in hardware and software have made it possible for educators to design and develop instructional multimedia presentations for their own use. Despite the increased use of multimedia instructional materials, there is still relatively little research investigating the effects of multimedia attributes, such as animation and narration, upon the learning outcomes of recall and problem-solving. The purpose of this study was to examine the effects of three different formats of instructional multimedia presentations on the recall and problem-solving performance of novice-level learners. In this study, participants were randomly assigned to view computer-based presentations covering two topics. Participants receiving the words-before-pictures treatments viewed programs containing narration followed by animation; participants receiving the pictures-before-words treatments viewed programs containing animation followed by narration; participants receiving the words-with-pictures treatments viewed programs containing animation and narration, simultaneously. Recall and problem-solving tests were administered immediately following the treatments to measure recall and problem-solving performance. There were no significant differences among the three treatment groups. Further investigation also revealed that participants taking the recall test first scored higher in recall than participants taking the problem-solving test first. / Ph. D.

As computers become more prevalent (and required) in engineering classrooms, it becomes increasingly important to address the dichotomy in our current understanding of their impact on student attention and learning. While some researchers report increased student learning, others report computers as a distraction to learning. To address this conflict, the research community must gain a fundamental understanding of how students use their computers in-class and how student attention is connected to learning and pedagogical practice. By gaining such an understanding, instructors\' design of classroom interventions aimed at increasing positive computer usage will be better informed. The purpose of this quantitative research study is to answer the overarching question "How do students use computers in technology-infused classrooms?" through an investigation of student attention. Based on the premise that one\'s senses must be oriented towards a stimulus to receive the stimulus, it is hypothesized that attention in a technology-infused classroom can be measured by monitoring a students\' top-most, active window (the Active Window Method). This novel approach mitigates issues with prior data collection methods, and allows researchers the opportunity to capture real-time student computer usage. This research serves the dual purpose of validating the Active Window Method and investigating applications of the method. The Active Window Method is validated by comparing real-time active window data with in-class observations of attention in engineering courses with large enrollments. The bootstrap resampling technique is used to estimate mean error rate. Post-tests are used to establish convergent validity by relating learning to active window data. Polytomous logistic regression is used to examine the probability of post-test score (response) over the range of attention levels (factor). Subsequent to validation, two applications of the Active Window Method were pursued. First, student computer use is characterized in multiple large lecture sections. Second, in answering calls to link student computer usage to pedagogical practices, an investigation into the relationship between pedagogy and attention is conducted by aligning time stamps of the active window record with technology-infused pedagogical activities identified in video recordings of lectures. An intervention time series analysis is employed to quantify the change in average attention due to pedagogical activities. Results demonstrate strong construct validity when directly comparing active window and attention. Convergent validity was weak when relating active window to learning. Results from the two applications illustrate that instructors\' use of technology and their pedagogical practices impact student computer use. Specifically, collecting student-generated content and polling question activities encourage on-task behavior. However, activities that include a website link encourage off-task behavior. / Ph. D.

Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondents' academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender. / Master of Arts

Darbo tikslas. Nustatyti Švenčionių miesto 5-12 klasių mokinių naudojimosi kompiuteriu ir internetu ypatumus. Darbo uždaviniai. 1) Nustatyti mokinių naudojimosi kompiuteriu ypatumus; 2) Nustatyti mokinių naudojimosi internetu ypatumus; 3) Įvertinti mokinių nuomonę apie kompiuterio ir interneto įtaką sveikatai; 4) Įvertinti tėvų elgesį kontroliuojant vaikų naudojimąsi kompiuteriu ir internetu. Metodai. Atliktas momentinis paplitimo tyrimas naudojant anonimines apklausos anketas. Anketos sudarytos iš kelių dalių: bendrosios, „aš ir kompiuteris“, „aš ir internetas“. Tyrime dalyvavo Švenčionių miesto mokyklų, kuriose vykdomas pagrindinis vaikų ugdymas, mokiniai. Apklaustas 291 mokinys. Tyrimo anketos į duomenų bazę vestos naudojant programą Epi_Data, gauti duomenys analizuoti statistiniu paketu SPSS 16.0, grafikams vaizduoti naudota Microsoft Exel 2003 programa. Rezultatai. Dauguma mokinių savo sveikatą vertina labai gerai arba gerai (90,3%). Kompiuteriu naudojasi 96,6% mokinių. Mergaičių, kurios naudojasi kompiuteriu, ir berniukų skaičius panašus (atitinkamai 98,1% ir 94,6%), (χ²=3,170; df=2; p=0,205). Internetu taip pat naudojasi didžioji dalis, t.y., 97,6% mokinių. Dauguma mokinių naudojasi kompiuteriu kasdien (71,13%) Berniukai darbo dienomis kompiuteriu naudojasi ilgiau nei mergaitės (t=3,019, df=245,068, p=0,003, PI=[0,119-0,566]), taip pat ir savaitgaliais (t=2,402, df=260,957, p=0,017, PI [0,059-0,600]). 60,81% mokinių niekada arba tik retai atlieka pratimus akims... [toliau žr. visą tekstą] / The Aim: To determine peculiarities of computer and internet usage among 5th-12th grade students in the city of Švenčionys. Tasks: 1) To determine features of computer usage by students; 2) To determine features of internet usage by students; 3) To evaluate student opinion about the impact on health by computers and internet; 4) To evaluate the behavior of parents control to computer and internet usage by their children. Methods: The momentary prevalence study was conducted using anonymous questionnaires. The questionnaires comprised of several parts: general part, “me and computer”, and “me and internet”. 291 students of the schools in Švenčionys participated in the survey. The questionnaires were collected to a database using the program Epi_Data; its results were analyzed using statistical package SPSS 16.0. Microsoft Excel 2003 was used for graphic representation. Results: The majority of students (90,3%) assess their health as very good or good. 96,6% of students use computers. The number of girls and boys, who use the computer, is similar (98,1% and 94,6% respectively), (χ²=3,170; df=2; p=0,205). The majority of students use internet (97,6%). The majority indicate daily usage of computer (71,13%). Male students tend to use computers for longer periods on weekdays (t=3,019, df=245,068, p=0,003, CI= [0,119-0,566]), as well as weekends (t=2,402, df=260,957, p=0,017, CI [0,059-0,600]) in comparison to female students. 60,81% of participants state to very rarely or... [to full text]

ABSTRACT ASSOCIATION BETWEEN SEDENTARY BEHAVIORS AND BMI IN US ADOLESCENTS: ANALYSIS OF THE 2015 YOUTH RISK BEHAVIOR SURVEY By SARAH SADRUDDIN KABANI April 27, 2017 INTRODUCTION: Research has shown a strong link between sedentary behaviors and obesity among adolescents. AIM: This study aims: 1) To determine sedentary behaviors in US high school adolescent nationally 2) To determine the association between sedentary behaviors and BMI after controlling for demographics, recreational behaviors, diet, and physical activity 3) To examine the association between engaging in more than one sedentary behavior and BMI after controlling for demographics, recreational behaviors, diet, and physical activity METHODS: The Youth Risk Behavioral Survey (YRBS) 2015 data was utilized in this study by using weighted percentages to determine the association between sedentary behaviors and BMI while controlling for demographics such as age, sex, race, and grade, recreational behaviors such as smoking and alcohol consumption, diet such as fruit, vegetable, and soda consumption, and physical activity. Univariate logistic regressions and multivariate logistic regressions were conducted to determine the association between sedentary behaviors and BMI. Adjusted and unadjusted odds ratio, 95% confidence intervals, and p-values were calculated. RESULTS: 81.6% of adolescents watched TV during a school day, while 18.4% did not watch TV during a school day. For video games/computer usage/social media (PG) usage, 82.6% engaged in PG usage during a school day, while 17.4% did not engage in PG usage during a school day. When stratifying by BMI, overweight adolescents and obese adolescents have significantly different sex distribution (p=<0.0001), race/ethnicity distribution (p=0.047), TV usage during a school day (p=0.04), PG usage during a school day (p=0.047), and TV & PG usage during a school day (p=<0.02). For TV & PG usage during the school days, adolescents who watch TV and PG, were at higher odds of being obese [AOR =1.3 (1.04, 1.6), p = 0.02] when comparing to adolescents who did not watch TV and PG. DISCUSSION: This study concludes that there is an association between obesity and adolescents who watch TV and use video games/computer/social media during a school day. Sociodemographic factors such as some races, age, and gender are also responsible for obesity among adolescents.

The purpose of this study was to determine whether sex differences could be observed in computer use among preschool disadvantaged children. Each of the twenty-two three- and four-year-old children were administered the Bardwell- Sietsema Sex Stereotype Scale to obtain a measure of sex role identification. Subject's choice of a pre-programming or academic-oriented software program as well as actual time at the computer were also carefully recorded over a five week period. Data supports the following: there does not appear to be a relationship between sex role stereotyping and computer use among three and four year old disadvantaged children, stereotypical sex role identification exists between three and four year old disadvantaged children, the amount of time spent at the computer during free choice periods does not differ between boys and girls, and there is no difference between boys and girls in terms of choice of academic or pre-programming software.

This thesis explores the construction of technological expertise amongst a heterogenous group of New Zealand teenagers, specifically in regard to their home computer use, which for many of them is their primary site of leisure. This thesis explores the field in which these teenagers are positioned, and explains the practice constituting that field. In this field, the trajectories towards expertise are explained including the time, experimentation, and pleasure evident in their praxis. The qualitative study involved observations and interviews with eight teenagers aged 13 – 17. Five boys and three girls participated and each attended one of various secondary schools located within a provincial city in New Zealand. All of the participants considered themselves to be technological experts, and their peers and/or their family supported this comprehension. Drawing on Pierre Bourdieu’s socio-cultural theories, the capital (cultural, economic, social) and habitus of the teenagers are described (habitus being what makes them who they are, and continues to define who they are in the future). Chapter five centres on explaining the field the teenagers have positioned themselves in, namely the field of out-of-school leisure and home computer use. It also explores the construction and performance of technological expertise within the field. Chapter six examines traditional views of schooling and expertise, and contrasts these views with what the teenagers think about their learning and expertise. This gap is specifically explained with regard to differences between the concepts and value of learning, expertise, and technology, and how they are recognised and valued differently between generations. Chapter seven explores the praxis that the participants exhibit, which is arguably misrecognized by those whose interests are in the established order (e.g. institutional, societal structures). The field they are placed in is arguably part of the broader field of education, yet the findings suggest their capital is misrecognized by digital newcomers, and therefore not legitimated. This thesis concludes that the gap between teenager and adult understandings of expertise is exacerbated in the digital world in which the teenagers position themselves. Their schooling is mainly positioned in the print culture of previous generations and consequently, in the lives of these teenagers, schooling has had little influence on the development of their technological expertise. Additionally, gender has had little impact in their development of expertise; therefore stereotypical notions of female underachievement as computer experts are contested.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 99-109).