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A Funny Thing Happened on the Way to the Hippocampus: The Effects of Humor on Student Achievement and Memory RetentionJanuary 2011 (has links)
abstract: ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre- test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non- humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011
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The Left Behind Generation: Instructional Practices to Increase the Technological Literacy of Older AdultsPhillips, Daphne Pace 03 July 2019 (has links)
This study sought to explore the utilization and perception of best practices by community-based technology training programs when instructing older adults to become technologically literate. The target population included adults age 55 years and older of the Baby Boomer generational cohort who ranged academically from possessing a high school diploma or General Education Diploma (GED) through a college degree and had enrolled in a local technology training program to improve their technological skill level with the goal of obtaining employment and/or to remain functionally independent. This study was conducted at three community technology training centers located in the southeast that offered computer training classes for both civilian and ex-military older adults and employed a mixed methods research design. Data was collected through a series of participant interviews, surveys, and class observations to establish an understanding of current participant computer literacy status, demographic details and experiences, class structure, the computer curriculum, and training execution. It was the intent of this study to help maintain increased focus on the necessity of reducing the present digital divide that exists between younger and older adults by highlighting the importance of designing technology training programs that incorporated both expert recommended best practices for instructing older adults, as well as the expressed benefit and personal needs of the Baby Boomer population being served by local technology training centers.
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Developmental students' levels of engagement and student success in two-year institutions : a study of a suburban community college in TexasSesay, Marie 07 November 2011 (has links)
The need for development education for first year community college students is
a growing trend and has a variety of solutions. Engagement and retention of these
students is vital to the success of the student and the college in which they attend.
Taking developmental education courses should not be repetitive hurdles for a college
student. This study is to establish the level of engagement of community college
students who are enrolled in developmental education compared to students not enrolled
in developmental education and their levels of success. The study evaluates
administrative practices that engage developmental students in 2-year institutions.
This study aims at increasing successful outcomes in developmental education
students through research. The study of levels of engagement, retention, successful
strategies and academic support may be the determining factor of success of
developmental education students and the 2-year institution in which they are enrolled.
Quantitative analysis will determine if there are significant differences in the
engagement levels among first year developmental education students versus first year
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non-developmental college students within 2-year institutions and what institutional
practices or academic support initiatives support developmental students’ engagement in
2-year institutions.
The instrument used was the 2009 SENSE (Survey of Entering Student
Engagement). This tool assists colleges to focus on the “front door” of the students’
college experience. This study uses an independent sample t-test to analyze the
responses of students currently enrolled in developmental education courses versus
students enrolled in non-developmental courses. The SENSE Survey was administered
to students at 120 member community colleges during the fourth and fifth week of the
fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20-
year community college system in suburban Houston, TX was specifically examined.
This study determines the significance of implementation of successful programs
and academic support procedures to enhance the college experiences and performance of
students enrolled in developmental education, increases more efficient use of college
resources, and assists students to complete developmental courses to persist into college
level courses. / text
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