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Technology in the Classroom
No full textThe high school classroom is arguably changing every day. Technology is also growing and in the hands of younger generations. Although schools have different views about technology, student engagement and achievement have the potential to improve instruction and learning. A common issue in the classroom is students\u27 lack of motivation and engagement. Students who may be shy or not as mathematically confident can participate online while sitting in the classroom and receive feedback. Several technological tools can be used in the classroom; Google Classroom, Annotate.net, SMART Notebook, Plickers, and more. Students can also reflect more on their work and receive help with mathematical concepts. When students are not in school, students can still have independence in their schoolwork to get assignments completed on time and help their grades while improving their mathematical thinking abilities
The Effects of Epigallocatechin-3-gallate and Circadian Rhythm Genes in THP-1 Acute Myeloid Leukemia Cells
No full textAcute myeloid leukemia (AML) is a deadly cancer of the bone marrow and blood. Cancerous myeloid cells can travel from the bone marrow into the bloodstream, causing overcrowding of the remaining functional cells. We have found that when AML cells are treated with matcha green tea (MGT), cell proliferation decreases. In THP-1 cells, the knockdown of circadian rhythm genes Bmal1 and CLOCK both lead to a decrease in cell viability. One of the polyphenols in MGT, epigallocatechin-3-gallate, has been linked to circadian rhythm by inhibiting the circadian protein CLOCK. This indicates that epigallocatechin-3-gallate might also target other circadian rhythm proteins that function within the same pathway, such as Bmal1. The aim of this study is to investigate the possible mechanisms of Bmal1, CLOCK, and EGCG in THP-1 cell death. The results from this study could provide a novel therapy needed to treat this deadly disease
Efficacy of Lab Group Sizes in the Science Classroom
No full textStudents in a science classroom will often work in groups for labs or group work, but oftentimes there are too many students or not enough students in a group, and this could arguably impact what students can take away from the activity. This study aims to determine if there is a group size that students prefer to work in as well as seeing if there is a most effective group size. To test the hypothesis that students prefer to work in smaller groups and smaller groups are most effective, an exit slip was given to students after every group work activity. This exit slip was anonymous, and students had to answer five questions based off of their group work experience. At the conclusion of this study, the results may be able to suggest the efficacy of the group size and a group size in which students prefer
The Effects of the Covid-19 Pandemic on English Standardized State Test Scores in Ohio
Get PDFAs online learning becomes more popular, it is important to understand how it affects academic achievement. The COVID-19 pandemic has impacted how schools operate tremendously, including an abrupt transition to online learning. The current study seeks to improve the understanding of how much this transition has affected students and their academic achievement. This study examines how the COVID-19 pandemic has affected ELA-II tenth grade test scores using socioeconomic status (SES), disability category, the type of instructional delivery in the 2020-2021 academic year, and ELA-I eighth grade test scores as predictor variables. The data was obtained from Rock Hill Local Schools, a school district in the Appalachian region of Ohio. The purpose of this study is to provide information about how factors regarding the COVID-19 pandemic have affected students’ ELA-II test scores. The results show that ELA-I test scores are a significant predictor of ELA-II test scores of tenth grade students during the 2020-2021 academic year. The results also show that the mean difference in ELA-II test scores between students whose instruction was delivered face-to-face and students whose instruction was delivered online for the 2020-2021 academic year was not statistically significant. This study found that the mean difference between ELA-II test scores for students with high SES and students with low SES was statistically significant. The results of this study imply that early test scores and SES have a significant impact on future test scores
ACADEMIC SUCCESS IN CAREER TECHNICAL SCHOOLS FOR STUDENTS WHO HAVE AN IEP/504
Get PDFThis study examines the interaction of career technical education and traditional school education and the impact each school type has on students with disabilities. Each school type is being measured on academic performance on ACT Scores taken during the student’s senior year and using Ohio End-of-Course Exams scores as a baseline that are taken during the student’s sophomore year. A multiple regression analysis was conducted to see what the best predictor of ACT Scores was using End-of-Course Exams scores, school type, gender, IEP, 504, and free-reduced lunch status as predictors. The study takes place in Greene County, Ohio where students attend their junior and senior years of High School. The curriculum in both school types is the same, it is only the environment that is different. The population of students with disabilities within Career Technical centers is growing and the graduation rate for this population is 67% nationwide. The combination of these two factors brings added concern to the issue and provides the motive for this study. Career Technical Schools provide more opportunities to meet the requirements of the alternative pathway necessary for graduation and is the leading cause for the increased population of students with disabilities. Therefore, this study measures the impact of career technical school environments and whether that leads to better academic scores with the assumption that the student’s social and emotional needs are being met as they are grouped with students that have similar career interests. Further investigation between the school types was taken in measuring college credits earned by students with disabilities and to see if there is a statistically significant mean difference in college credits earned between each school type. To measure this a two-sample t-test was run. The results found that students who attended a career technical school performed 1.26 points higher on their ACT than students who attended a traditional school. School type was found to be a significant predictor of ACT at the 0.01 level. Further results were found that End-of-Course scores (at 0.001 level) and whether a student was on an IEP or a 504(at the 0.01 level) are significant predictors of ACT Scores as well. Testing the mean difference of college credits earned across school type was statistically significant at the 0.001 level which showed career technical schools to have more students with disabilities earning college credits in High School. These results came from a convenience sample in Greene County, Ohio, and provide insight into how career environments have positive impacts on academic performances
Reading Ability and Success in Algebra 1: Using Reading Scores and Regression to Predict Success on the Ohio Algebra 1 EOC
Get PDFThe state of Ohio requires high school students to meet course credit and testing requirements in order to graduate. The purpose of standardized testing is to ensure all students are being taught and learning the same standards at the same proficient level. An algebra teacher who is already teaching the Ohio algebra standards would assume that students would be successful on the algebra 1 EOC exam. When students are not successful, it becomes necessary to determine where instruction has failed, or what interventions must be used to supplement learning to achieve success. Because these are high-stakes tests, being able to determine before instruction which students need more attention and supplementing that instruction from the start can be much more beneficial. One goal of this study was to use data that can be easily accessed to determine which students are more likely to need additional support to improve student achievement. The other main purpose was to determine the need to include reading intervention strategies, content specific reading, working on interpreting word problems, and putting a focus on vocabulary within our lessons will help to improve reading strategies and comprehension.
Linear regression techniques were used to determine that a Star instructional reading level reliably predicts scores for the algebra 1 EOC exam. Combined with other predictors, multiple regression analysis compiled an equation to predict algebra 1 EOC scores. A statistically reliable model included Star instructional reading level, eighth-grade course grade and math EOC score, and school district to predict the algebra 1 EOC score.
Logistic regression methods were used to create a model to predict success on the algebra 1 EOC exam. Success is defined as a score of 684 or higher on the Ohio algebra 1 EOC. The full model was statistically significant with all predictors, but the reduced model was a better fit with the data. The backward step regression reduced the model to four predictors: 8th grade English course grade and EOC, math EOC, and gender. Again, as predicted reading and comprehension skills are predictive of success on the algebra 1 EOC exam.
The results confirmed that reading and comprehension skills are necessary, foundational skills needed to be successful in algebra. The researchers determined formulas to be used to help predict scores on the algebra 1 EOC or predict success on the algebra 1 EOC. Using these formulas, students can be identified before starting algebra to better supplement instruction and provide strategies to support struggling readers. Ultimately if students are below a certain reading level additional reading support could be provided in addition to differentiations in the algebra course. The results imply that there is an undeniable literacy component to the algebra 1 EOC exam
Assessing The Impact of COVID-19 on Students Mathematical State Test Scores at a Southern Ohio School
Get PDFCOVID-19 caught the world by surprise in the fall of 2019. By spring of 2020, most (if not all) schools were in a virtual setting. It was a major and quick (almost overnight) change with little to no plan of action. This paper aims to analyze the impact of the COIVD-19 virus on students\u27 performance of their mathematics state test. Students’ pre-COVID (spring of 2019) mathematics state test scores were compared to their post-COVID (spring of 2021) mathematics state test scores. When analyzing potential predictors, gender wasn’t found to play a significant role in students’ test scores, but socioeconomic status did. Unsurprisingly, COVID-19 negatively impacted students’ mathematics state test scores
The Role of Occupational Therapy in Adult Critical Care in Ohio
Get PDFAbstract
Objective: The purpose of this study was to explore the barriers and supports in the delivery of OT services, identify current OT-specific protocols, and explore opinions on critical care certification and OT-specific ICU best practice guidelines.
Methods: A non-experimental descriptive data collection study with the use of an online survey. The secure survey link was embedded via email and sent to 10,000 Ohio occupational therapy practitioners. Inclusion criteria were licensed therapists (OTR and COTA) with past or current experience in adult critical care. The primary researcher developed survey questions focused on practitioners’ perspectives and personal experiences with critical care onboarding training, delirium management, and protocols followed in a critical care setting.
Results: This study garnered 204 responses from Ohio OT practitioners with an active license. The majority of OT practitioners either “agree” (56.86%) or “strongly agree” (35.78%) that the ICU is considered a specialty setting. The majority of respondents either “strongly agreed” (65.20%) or “agreed” (31.86%) that OT-specific ICU best practice guidelines would be beneficial for new and existing OT practitioners. This study has helped identify key factors that influence the scope and proficiency development of practitioners working in an adult critical care setting.
Conclusion: Developing OT-specific best practice guidelines would benefit practitioners working in an adult critical care environment. Future research into critical care experience, onboarding training, understanding of delirium management, and OT-specific protocols would be beneficial to guide the development of best practice guidelines.
Keywords: Intensive care unit, critical care, occupational therapy, delirium, post-intensive care syndrome, ICU survivor, delirium managemen
The Effects of Sensory Processing on Mask-Wearing
No full textMasks have become an aspect of daily routines affecting the processing of stimuli through changed participation. A survey was created to understand college-aged adults with mask-wearing and how it affects sensory experiences. An optional interview, using the Adolescent-Adult Sensory Profile, was given to express participants’ experiences. Data within 226 survey responses found that 53% of males and 48% of females weren’t overwhelmed wearing masks, though 47% of male participants felt safer. It was also found that 49% of participants with household incomes of 150,000 felt safe when wearing masks compared to 48% of participants with income lower than $15,000 feeling overwhelmed. In addition, 87 participants shared experiences with the pandemic, and 3 were interviewed to understand sensory experiences. Common themes were categorized into physical-emotional feelings, response behaviors, and external actions. This study elaborates on links between income and physical response with the willingness to wear masks