Evaluation of the Developed and Produced Computer Generated Instructional Materials (CGIM) for College Geometry

The tripartite function of faculty members in higher education includes instruction, research, and extension. Built-in into this function was to produce of instructional materials for students’ and teachers’ consumption. The objective of this study was to evaluate computer-generated instructional materials (CGIMs) used in college geometry courses. To attain this, the researchers used descriptive-evaluative design. The respondents were the twenty (20) teachers teaching Geometry and Curriculum Development. The instruments used were the worktext and multimedia efficiency rating scale, usefulness, accuracy, completeness, and appropriateness rating scale. The result shows that in terms of physical attributes, objectives, content, exercises, and evaluation, the worktext has a “very high” efficiency level while in terms of content, physical attributes, and visual clarity the multimedia presentation achieved a “very high” efficiency level. It was also found that in terms of usefulness, accuracy, completeness, and appropriateness, the developed CGIM has attained a “very high” level. This means that the developed CGIM achieved an excellent level of instructional material development. CGIM is recommended as a way to improve the achievement, mental habits, and problem-solving skills of Geometry students

Engagement and Retention of Ethnically Diverse Adolescents to a Voluntary, School-Based Alcohol Use Intervention.

Increasing access to and utilization of alcohol use services for ethnically diverse adolescents remains an important public health concern. This study examined whether a voluntary, school-based, developmentally-tailored alcohol use intervention (i.e., Project Options) engaged and retained ethnically diverse participants across three cities. The role of group and school diversity characteristics (i.e., ethnic diversity, ethnic congruence of individual and context) in engagement and retention was explored. A total of 596 participants across six schools were included in analyses. Overall, the intervention engaged and retained ethnically diverse participants consistent with each school context (79.7% returned for additional sessions). Mixed-effects logistic models demonstrated that Black/African American participants were more likely to return to the intervention compared to Non-Hispanic White, Asian/Pacific Islander, and Hispanic participants. Group and school diversity characteristics did not impact participants’ return to the intervention. Findings provide initial evidence that Project Options is adaptable to the sociocultural context of different implementation sites

Engagement and Retention of Ethnically Diverse Adolescents to a Voluntary, School-Based Alcohol Use Intervention.

Increasing access to and utilization of alcohol use services for ethnically diverse adolescents remains an important public health concern. This study examined whether a voluntary, school-based, developmentally-tailored alcohol use intervention (i.e., Project Options) engaged and retained ethnically diverse participants across three cities. The role of group and school diversity characteristics (i.e., ethnic diversity, ethnic congruence of individual and context) in engagement and retention was explored. A total of 596 participants across six schools were included in analyses. Overall, the intervention engaged and retained ethnically diverse participants consistent with each school context (79.7% returned for additional sessions). Mixed-effects logistic models demonstrated that Black/African American participants were more likely to return to the intervention compared to Non-Hispanic White, Asian/Pacific Islander, and Hispanic participants. Group and school diversity characteristics did not impact participants’ return to the intervention. Findings provide initial evidence that Project Options is adaptable to the sociocultural context of different implementation sites

Facilitating Change in Drinking Cognitions and Behaviors Among Three Immigrant Generations of Latinx Youth Through a School-Based Intervention: Findings From a Multi-Site Clinical Trial.

Latinx youth experience disparities in the availability of and participation in evidence-based interventions to reduce hazardous alcohol use. The aim of this secondary data analysis was to examine whether Project Options, a brief, evidence-based alcohol use intervention was beneficial for Latinx participants. A total of 331 first-, second-, and third-generation immigrant Latina and Latino youth who participated in a multi-site, hybrid effectiveness/efficacy clinical trial of the intervention were selected for analyses. Mixed-effects growth models tested changes in drinking cognitions (i.e., perception of peer drinking, intention to drink next month, alcohol use and cessation expectancies) and behaviors (i.e., number of past-month drinking days, average number of drinks per occasion, and maximum number of drinks per occasion) across three time points (i.e., baseline, 4-weeks, and 12-weeks). Consistent with prior Project Options studies, participants with more drinking experience reported greater decreases in perception of peer drinking, intentions to drink next month, and all drinking behaviors than those with less experience. While no changes were observed in expectancies, first-generation participants endorsed lower positive use expectancies than second- and third-generation youth as well as more favorable cessation expectancies than third-generation teens. In concert with prior studies demonstrating the intervention's success in recruitment and retention of Latinx participants, results suggest that Project Options might be a promising school-based intervention for Latinx youth. This intervention has the potential to reach adolescents who might otherwise not participate in traditional programming and help decrease disparities in availability of evidence-based practices for Latinx youth

Impact of Ethnic Composition on Mechanisms of Change in School-Based Substance Use Intervention Groups.

Delivering alcohol use intervention services in the school setting represents a key approach to engaging youth of all backgrounds, particularly underserved populations, in such programming. Relative progress has been made toward implementing culturally responsive services for youth; however, little is known about the role of ethnic composition on group processes purported to underlie mechanisms of change. We examined associations between ethnic group composition and therapeutic processes within a voluntary, school-based alcohol use intervention at seven schools across three cities (N groups = 353). Ethnic composition was characterized as: group ethnic diversity on a continuum, group ethnic homogeneity (i.e., where at least 66% of participants shared the same ethnicity), and comparing groups where one of the three largest ethnicities in the sample reached the majority (i.e., African-American vs. Hispanic vs. non-Hispanic white). Ratings on group processes were obtained from participants (satisfaction; belonging), facilitators (empathy; rapport), and coders (engagement; responsiveness). Mixed-effects models revealed that students in groups with African-American and Hispanic majorities reported a higher sense of satisfaction compared to groups with non-Hispanic white majorities. Facilitators endorsed expressing empathy more frequently with majority African-American and Hispanic groups than with non-Hispanic white groups. Study findings highlight the importance of considering different dimensions of ethnic composition when examining mechanisms of change in group intervention research

An “immigrant paradox” for adolescent externalizing behavior? Evidence from a national sample

PURPOSE: Recent decades have witnessed a rise in the number of immigrant children in the United States (US) and concomitant concerns regarding externalizing behaviors such as crime, violence, and drug misuse by immigrant adolescents. The objective of the present study was to systematically compare the prevalence of externalizing behaviors and migration-related factors among immigrant and US-born adolescents in the US. METHOD: Data on 12 to 17 year olds (Weighted N in thousands = 25,057) from the National Survey on Drug Use and Health (NSDUH) R-DAS between 2002 and 2009 were used. The R-DAS online analytic software was employed. Prevalence estimates and 95 % confidence intervals were calculated adjusting for the complex survey sampling design. RESULTS: Compared to their US-born counterparts, immigrant adolescents—particularly those between the ages of 15 and 17 years—are significantly less likely to be involved in externalizing behaviors. In addition, later age of arrival and fewer years spent in the US were associated with reduced odds of externalizing behavior. Supplementary analyses indicate that the link between nativity and externalizing behavior may be primarily driven by differences between US-born and immigrant youth who self-identify as non-Hispanic black or Hispanic. Immigrant adolescents are also more likely to report cohesive parental relationships, positive school engagement, and disapproving views with respect to adolescent substance use. CONCLUSIONS: This study extends prior research on the “immigrant paradox” to externalizing behavior among adolescents using a nationally representative data source. Findings highlight the importance of examining age, age of arrival, duration, and race/ethnicity in the study of nativity and externalizing

Determinants of Problem Drinking and Depression among Latino Day Laborers

Little is known about alcohol misuse and depression among Latino day laborers despite the fact that they encounter multiple stressors (e.g. job instability, unsafe work environments). A structural equation model tested the relationships among laborer stress, social support, health status, current alcohol misuse, and depression. A sample of 89 male, urban Latino day laborers completed measures assessing these constructs in 2011. Stress was negatively related to physical health status, which was associated with depression. Findings suggest that stressors specific to being a day laborer resulting from their work and living conditions generate and maintain health disparities in this vulnerable population