Factors Related to Student Performance in Statistics Courses in Lebanon

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics

Phenomenographic instructional design : case studies in geological mapping and materials science

This thesis explores the role for phenomenography in instructional design. Phenomenography is an educational research methodology that focuses on discovering the qualitatively different ways people experience learning a particular topic. The intent of the research is to come to understand the cognitive interactions that occur when learners attempt to make sense of difficult material, the kinds of difficulties they encounter, and the strategies they apply. This thesis considers how the analysis of these interactions may form the basis for the design of learning materials. Two case studies are presented that illustrate the utility of phenomenographic studies in the design process. The first considers how learner's conceptions of geological mapping can inform the instructional design of a print-based module on interpreting geological maps. A description of the design process details how specific elements were developed using the data, such as objectives and feedback and design guidelines are generated. The second case presented involves a study of learner's conceptions of phase diagrams in metallurgy. The results are integrated in the design of a computer-based learning module on phase diagrams. Design guidelines generated from this case focus on how the data needs to be communicated within the context of a team development environment. The data derived from phenomenographic studies provide descriptions of difficulties learners experience that are often not known to content experts or lecturers.. The two cases presented in this thesis demonstrate the gap between what the learner needs and what experts think they need. Communicating the existence of the gap to experts is discussed and design strategies that help to overcome this gap are presented. Integrating phenomenographic study in the design process complements established instructional design models and teaching practice. A four-stage design model is presented that includes generic guidelines that can be applied to any design context. A constructivist designer may use the guidelines to identify and generate problem-based learning tasks. Classroom teachers may use the guidelines to generate examination questions that encourage the learner to demonstrate their understanding of the key concepts associated with the topic of study. The goal for the work presented here is to improve instructional design practice, and in doing so, improve the experience of learning for students

Towards new technology : computerization for maritime education and training at the Philippine Merchant Marine Academy

The key to success of any maritime education and training programs in achieving its goals and objectives will depend upon how well various new technology is being used toward the learning process by every educator. This dissertation looks at the use of new technology in maritime education and training such as computer aided learning, to provide basic knowledge and understanding of the functions of the different parameters of computer systems. The paper describes the potential use of computer technology in MET, particularly in a developing country. Some models of computer aided learning (CAL) and computer based training (CBT) are also examined. It describes the overall process of learning and the use of different high-technology instructional materials. The dissertation also considers the integration of computers to new curricula and discusses the implementation of the same. The different models of CAL are studied to improve the system of teaching in the maritime field. In addition, the dissertation evaluates two leading maritime training software programs currently available in the market. Other maritime software programs are also investigated and discussed. In conclusion, proposals and recommendations are made to improve the training facilities and the teaching method at Philippine Merchant Marine Academy (PMMA) for every student in the field of maritime education and training. The use of computer technology at PMMA for education and training is a method of ensuring that the skills and ability of the trainees are vastly improved

Smart Sensing Technologies for Personalised Coaching

People living in both developed and developing countries face serious health challenges related to sedentary lifestyles. It is therefore essential to find new ways to improve health so that people can live longer and can age well. With an ever-growing number of smart sensing systems developed and deployed across the globe, experts are primed to help coach people toward healthier behaviors. The increasing accountability associated with app- and device-based behavior tracking not only provides timely and personalized information and support but also gives us an incentive to set goals and to do more. This book presents some of the recent efforts made towards automatic and autonomous identification and coaching of troublesome behaviors to procure lasting, beneficial behavioral changes

Software Engineering Laboratory Series: Proceedings of the Twentieth Annual Software Engineering Workshop

The Software Engineering Laboratory (SEL) is an organization sponsored by NASA/GSFC and created to investigate the effectiveness of software engineering technologies when applied to the development of application software. The activities, findings, and recommendations of the SEL are recorded in the Software Engineering Laboratory Series, a continuing series of reports that includes this document

The Effects of Regulatory Orientation on Subjective Task Values, Ability Beliefs, and Gameplay in a Grammar Editing Computer Game

This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were conducted to determine any statistically significant group differences between groups in terms of subjective task values, ability beliefs, and gameplay behaviors. Results indicated no statistically significant differences between groups for any of the composite dependent variables tested. However, two individual items measuring utility and attainment value indicated significant group differences. The findings of this study both supported and contradicted aspects of regulatory orientation theory and previous regulatory orientation research. This research contributed to the need for motivation studies in the field of digital game-based learning utilizing well-established theoretical frameworks. In addition, this study offered researchers, teachers, instructional designers, and video game designers insights into the effects of regulatory orientations in the digital game-based learning context

Use of Flexible Work Arrangements by Race and Ethnicity: Examining the Mediating Role of Organizational Diversity Climate Perceptions

This study investigated whether women of color faced additional challenges in using flexible work arrangements (FWAs) when workplaces lacked an affirming diversity climate. Researchers found that use of FWAs was associated with organizational climate, race was correlated with diversity climate perception, and diversity climate perceptions were associated with organizational outcomes such as job satisfaction and retention. Limited empirical evidence existed that demonstrated that race/ethnicity predicted use of FWAs or that diversity climate mediated this relationship. This quasi-experimental study examined the hypotheses that (a) race/ethnicity predicted diversity climate perceptions, (b) race/ethnicity predicted use of FWAs, and (c) diversity climate mediated the relationship between race/ethnicity and use of FWAs. This approach addressed the problem of limited empirical evidence to support claims that lack of affirming diversity climate contributed to fewer racial/ethnic minorities using FWAs. A sample of women in professional labor industries was recruited using LinkedIn.com and an online university\u27s research participant pool (N=114); these participants completed an anonymous, online survey. Regression results indicated that race/ethnicity predicted diversity climate perceptions of inclusive climate and equal access; race/ethnicity did not predict diversity climate perceptions of identity freedom. Hierarchical multiple regression results indicated that race/ethnicity did not predict use of FWAs, nor did diversity climate mediate this relationship. When used to create wellness programming, including FWAs, these findings could spur positive social change by creating sustainable work environments where employees feel their racial/ethnic identity is affirmed

Australia\u27s health 1992 : the third biennial report of the Australian Institute of Health and Welfare

Australia\u27s Health is the most comprehensive and authoritative source of national information on health in Australia. Australia\u27s Health is published mid-year in even-numbered years and provides national statistics and related information that form a record of health status, service provision and expenditure in Australia