2671 research outputs found
Sort by
Predicting ACT Scores from Ohio State Algebra I Assessment Results and Student Demographics
Get PDFStudents enrolled in a public school in the state of Ohio are required to take the Algebra I end of course assessment while enrolled in an Algebra I class and are required to take the ACT during the spring of their junior year. The Algebra I assessment is part of the Ohio graduation requirements with a specific score needed for graduation. Many colleges require an ACT score for entrance to their school and some college scholarships require a specific score to apply and/or receive the scholarship. Due to the necessity of certain scores on these assessments, educators and students are likely to be motivated to achieve higher scores. Determining a relationship between these two assessments as well as the relationship with the Algebra I assessment and student demographics on the ACT would be useful to educators and students. This study was completed using student data on the Algebra I assessment, ACT, and student demographics of high school students at Piqua High School. Students that were included were not involved in the study, only their data was used which was compiled by the Piqua City School District curriculum director. Data came only from students that were a part of the 2021 senior class, had taken the ACT between December 2019 and December 2020. Data collected included the Algebra I assessment score, ACT composite score, ACT mathematics section score, and student demographics. Student demographics included were gender, race/ethnicity, future educational aspirations, math class the student was enrolled in when they took the ACT, socioeconomic status, and exceptionality of a student. The research found that there is a simple linear regression relationship between the Algebra I score and ACT composite score, with a positive slope. There is also a simple linear regression relationship between the Algebra I score and ACT mathematics section score, with a positive slope. When determine which student demographics along with iv the Algebra I score can help predict the ACT composite score, it was found that only the math class a student was enrolled in is a significant predictor. It was also found that when controlling for the Algebra I score, the math class a student was enrolled in has a significant effect on the ACT composite score. This study found there is a positive relationship between the Algebra I assessment and ACT scores, therefore students and educators can use this to potentially help improve ACT scores. Since it was found that the math class a student is enrolled in can affect the ACT, it might be beneficial for students to use this fact to help improve their ACT score if desired
Factors Correlated to the Success of Stem Students in Calculus 2
Get PDFThis study examines the academic success of math-intensive STEM students enrolled in Calculus 2. As the need for qualified STEM professionals continues to grow in the United States, universities seek to understand factors that impact academic success and student retention in STEM majors. Success in first-year college calculus courses is critical for students to succeed in upper-level courses needed to graduate in math-intensive STEM majors like mathematics, the physical sciences, and engineering. As more students enter universities with Calculus 1 credit from Advanced Placement (AP) or Dual Enrollment courses in high school or from another post-secondary institution, a higher number of students are beginning their college mathematics education in college Calculus 2. This study examined how student success in Calculus 2 was impacted by the student’s Calculus 1 background and math-intensive STEM major and identified factors predictive of student success in Calculus 2 for several student backgrounds. The results suggest students with AP experience are well-prepared for Calculus 2 and students with credit for Calculus 1 from another institution may need additional academic support to succeed in Calculus 2. In addition, while Calculus 2 success varies little between students in most math-intensive STEM majors, students majoring in Forensic Science may also need additional academic support to successfully complete the course. The study results support continuing to encourage student participation in STEM learning communities at the university and the expansion of STEM learning communities to include transfer students. The results also suggest higher Calculus 1 grades, AP Calculus exam scores, and SAT math scores are predictive of STEM student success in Calculus 2 and students are less likely to succeed in Calculus 2 when they need to complete several pre-requisite courses prior to enrolling in Calculus 1. Finally, the impact of ethnicity on student success in Calculus 2 at this university is minimal according to the results of this study
The Correlation Between Level of Athletic Motivation in High School Students and their Academic Success in Mathematics
Get PDFIn the current study, researchers investigate if there is a correlation between the level of athletic motivation in high school students and their academic success in mathematics. Motivation for this study is due to the lack of research in the field of motivation and mathematics. In order to conduct the study, researchers used a modified version of the Sports Motivation Scale which can identify if student-athletes identify with intrinsic, extrinsic, or amotived motivation. Between Coventry High School and Lake Middle High School, 142 student-athletes responded and accurately answered each of the 28 statements on the SMS while stating their grade, race, course, and sport(s). Researchers also had math teachers complete another portion on the modified SMS that asked for student cumulative GPA, as well as, math course semester grade, quarter two overall grade, formative assessment grade and summative assessment grade. Researchers entered all data into an Excel document. In order to answer the primary research question and the additional research questions, researchers used ANOVA, Multiple Regression, and ANCOVA techniques. After running the appropriate data through each test, researchers found interesting results. The current study discovered that if you break down motivation type into the seven different subcategories (intrinsic motivation - to know, intrinsic motivation - to accomplish, intrinsic motivation - to experience stimulation, extrinsic motivation - external regulation, extrinsic motivation - introjection, extrinsic motivation - identification, amotivation) then it is possible to predict academic success in mathematics (F(7, 134) = 2.336, p = .02787). Even more so, researchers found that if students identify with external motivation - regulation, they are likely to have lower academic mathematical success (β = -1.82, p \u3c .05). One model showed that semester course grade could be predicted from the three athletic motivation scores (F(6, 135) = 2.28, p \u3c .05). Researchers found that mathematics course 2 summative assessment grade can be predicted from formative assessment grade, however, motivation type has no effect. This implies that students who put forth more effort on homework, class participation, and other assessments would do better on tests and quizzes. Researchers hope further investigation is done using the SMS when it comes to mathematics education and athletics
Occupational therapy’s role in reading and literacy: A descriptive study
No full textLiteracy is fundamental in becoming a successful member of society and is essential in everyday life. The occupational therapy perspective is not just teaching the skill of reading, but understanding how individuals engage in reading in their daily lives. The purpose of this quantitative descriptive research study is to compare reading scores with reading perception students. Researchers will obtain scores from The Inventory of Reading Occupations Pediatric Version, IRO-Pedi, and reading scores from the Renaissance Star Reading Assessment. Participants will include second grade students from a Southern Ohio elementary school whose guardian has completed a consent form to participate. Researchers will administer the IRO-Pedi via virtual communication to get a baseline score of reading perception. Scores from both assessments will be used to determine if there is a correlation between reading perspectives and actual reading scores to better understand how occupational therapy can help improve literacy in elementary aged children
The Effects of Matcha Green Tea on HL-60 and THP-1 Acute Myeloid Leukemia Cells
No full textAcute Myeloid Leukemia (AML) is a devastating blood cancer with a very low survival rate. Green tea and matcha green tea (MGT) have recently been an area of interest in research due to their antioxidant components, such as the polyphenol epigallocatechin-3-gallate. These polyphenols are more concentrated in MGT than in other types of green tea due to the preparation of the tea. In our research, we have observed a dosage-dependent decrease of viable AML cells with MGT treatment. Our next steps will involve employing western blotting to assay the expression of various target proteins involved in cell cycle progression and apoptosis to try and determine possible mechanisms of cell toxicity
“Responsible Citizens”: Authentic Learning to Prepare for Adulthood in American History
No full textSome people enter the profession of education simply to give students the information necessary for their speciality areas. However, the most meaningful educators seem to have a passion for preparing students to make adult decisions with authentic learning strategies. These teachers use methods such as problem-based learning and simulations to present the content to students through realistic situations. Could these techniques enhance the students’ abilities to commit the integral information to their longterm memory and be able to apply it to new situations? To investigate this question the researcher implements such activities through the instruction of eighth-graders in a southern Ohio school district
Perceptions of Juvenile Court Staff Regarding Occupational Functioning of Adjudicated Youth with History of Substance Use
No full textBackground: Substance use disorder has become a more prevalent issue with the younger population. Within a Southern Ohio county approximately 120 adolescents are served yearly for substance related events.
Purpose: The purpose of the study was to understand the occupational needs of the adolescent population served by the court based on the perceptions of the juvenile court staff.
Methods: Six participants at a Southern Ohio county juvenile court, who have regular contact with the youth, received a mixed methods survey concerning the youths’ daily living skills and barriers they may encounter.
Conclusion: Based on the survey results it was noted that the youth, with a history of substance use, served by the court experience occupational dysfunction in the areas of: Activities of daily living, instrumental activities of daily living, sleep, social participation, leisure, work, and education. The information from the survey will help future occupational therapy students serve the population
Early Detection of Blue Green Algae Blooms Using Artificial Intelligence
No full textChronic blue-green algae blooms in drinking water and ecosystems consume oxygen and produce nitrogen at levels toxic to the environment and its inhabitants, including humans who rely on clean drinking water. We describe a neural network-based artificial intelligence which aims to find the algae blooms early enough to prevent or mitigate the effects of such blooms. We further discuss the training procedure of the neural network used to detect algae blooms as early as possible. As an added benefit for remote or economically distressed regions, the detection equipment needed for implementation is simple to use and extremely cost effective.
We conclude with further potential applications of the technique to a variety of problems related to water testing
The Effect of Online/Blended Learning on Student Motivation
No full textTimes are changing, and technology has never been more prevalent in our education system. Students across the country are learning from home, without a teacher present. Is this a suitable environment for education? Will students find the motivation to complete their work in such a setting? Educators must adjust to methods that suit the online or blended learning models, to ensure success in their students. Even with said methods, student motivation plays a key factor. Will extrinsically motivated students, such as those motivated by an educator present, persevere when working from home? Will students who once found success, fall through the cracks? Research has shown both positive and negative trends for our inevitable future with online and blended learnin
September 17, 2021 Meeting Minutes
Get PDFMinutes of the September 17, 2021 Board of Trustees meeting