Online prevention of disordered eating in at-risk young-adult women: A two-country pragmatic randomized controlled trial

This article has been published in a revised form in Psychological Medicine. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © Cambridge University Press 2017. This author accepted manuscript is made available following 6 month embargo from date of publication (Dec 2017) in accordance with the publisher’s copyright policyDisordered eating (DE) is a widespread, serious problem. Efficacious prevention programs that can be delivered at-scale are needed. A pragmatic randomized controlled trial of two online programs was conducted. Participants were young-adult women from Australia and New Zealand seeking to improve their body image. Media Smart-Targeted (MS-T) and Student Bodies (SB) were both 9-module interventions released weekly, whilst control participants received positive body image information. Primary [Eating Disorder Examination–Questionnaire (EDE-Q) Global], secondary (DE risk factors) and tertiary (DE) outcome measures were completed at baseline, post-program, 6- and 12-month follow-up. Baseline was completed by 608 women (M age = 20.71 years); 33 were excluded leaving 575 randomized to: MS-T (N = 191); SB (N = 190) or control (N = 194). Only 66% of those randomized to MS-T or SB accessed the intervention and were included in analyses with controls; 78% of this sample completed measures subsequent to baseline. Primary intent-to-treat (ITT) analyses revealed no differences between groups, while measure completer analyses found MS-T had significantly lower EDE-Q Global than controls at 12-month follow-up. Secondary ITT analyses found MS-T participants reported significantly higher quality of life–mental relative to both SB and controls (6-month follow-up), while MS-T and controls had lower clinical impairment relative to SB (post-program). Amongst measure completers, MS-T scored significantly lower than controls and SB on 5 variables. Of those with baseline DE, MS-T participants were significantly less likely than controls to have DE at 12-month follow-up. Given both programs were not therapist-moderated, MS-T has potential to achieve reductions in DE risk at low implementation costs

Learning Mathematics with Interactive Technology in Kenya Grade-one Classes

While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre- and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N = 283) considerably outperformed their peers (N = 171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers

Sustainability and scalability of digital tools for learning : the learning toolkit plus in Kenya

This research involved more than 500 primary and secondary classrooms in five areas of Kenya. The paper provides details of the study, including literature review, methodology, student response and factors that impact teacher’s beliefs, attitudes and motivation. The model points to directions for technology-based pedagogical innovations in developing context, such as seeking support from local and national governments and enhancing teacher professional development in order to strengthen individual and collective capacity. In terms of teacher motivation, political context turned out to be very influential.Social Sciences and Humanities Research Council of Canad

Systematically Searching Empirical Literature in the Social Sciences: Results from Two Meta-Analyses Within the Domain of Education

Introduction. This paper provides an overview of the information retrieval strategy employed for two meta-analyses, conducted by a systematic review team at Concordia University (Montreal, QC, Canada). Both papers draw on standards first articulated by H.M. Cooper and further developed by the Campbell Collaboration, which promote a comprehensive approach to systematically searching an extensive array of resources (bibliographic databases, print resources, citation indices, etc.) in order to locate both published and unpublished research. The goal is to verify if searching comprehensively through multiple resources retrieves studies that are unique, and hence, improve the overall representativeness of a diverse body of literature. We also analyze the sensitivity and specificity of the results by data source. Methods. In order to determine the source sensitivity, we consider percentage of results from each source retrieved for full-text review. In order to determine the source specificity, we derive a percentage from the total number of studies included in the final meta-analysis compared against the overall number of initial results found. Results. Results demonstrate the need to search beyond the subject-specific databases of a particular discipline as unique results can be found in many places. Databases for related disciplines provided 129 unique includes to each meta-analysis, and multidisciplinary databases provided 44 and 99 unique includes for the two meta-analyses in question respectively. Manual search techniques were much more sensitive and specific than electronic searches of databases and yield a higher percentage of final includes. Discussion. The results demonstrate the utility of a comprehensive information retrieval methodology like that proposed by the Campbell Collaboration, which goes beyond the main subject databases to locate the full range of information sources, including grey literature

The effects of technology use in postsecondary education: A meta-analysis of classroom applications

This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall weighted average effects of technology use on achievement and attitude outcomes and explores moderator variables in an attempt to explain how technology treatments lead to positive or negative effects. Out of an initial pool of 11,957 study abstracts, 1105 were chosen for analysis, yielding 879 achievement and 181 attitude effect sizes after pre-experimental designs and studies with obvious methodological confounds were removed. The random effects weighted average effect size for achievement was g+ = 0.27, k = 879, p \u3c.05, and for attitude outcomes it was g+ = 0.20, k = 181, p \u3c.05. The collection of achievement outcomes was divided into two sub-collections, according to the amount of technology integration in the control condition. These were no technology in the control condition (k = 479) and some technology in the control condition (k = 400). Random effects multiple meta-regression analysis was run on each sub-collection revealing three significant predictors (subject matter, degree of difference in technology use between the treatment and the control and pedagogical uses of technology). The set of predictors for each sub-collection was both significant and homogeneous. Differences were found among the levels of all three moderators, but particularly in favor of cognitive support applications. There were no significant predictors for attitude outcomes. © 2013 Published by Elsevier Ltd. All rights reserved

Demographic Patterns and Limitation of Grey Wolves, Canis lupus, in and Near Pukaskwa National Park, Ontario

In response to concern regarding the growth and long-term viability of the wolf population in and near Pukaskwa National Park, a study of demographic patterns and limitation of radio-collared wolves (Canis lupus) was completed between 1994 and 1998. The mean annual finite rate of increase (0.96) suggested that population growth of wolves was limited and declining slightly. Small pack sizes, high cumulative mortality, and low reproductive success also suggested a declining population. Two limiting factors, ungulate biomass and human-caused mortality, were examined to determine the importance of each in limiting the population growth of wolves. Ungulate biomass was involved because occurrence of natural-caused mortality was high (9 of 17 wolves) compared with other studies. In addition, consumption rates were low and similar to other studies where starvation and other signs of malnutrition were noted. Further, Moose densities in the study area were low to moderate and below thresholds indicating nutritional stress for wolves. Occurrence of human-caused mortality was high (8 of 17 wolves) suggesting that it was also an important limiting factor, particularly given the low availability of ungulate biomass and reproduction noted in this study. Based on present demographic patterns, ungulate biomass, and human-caused mortality, the wolf population likely will remain at present low densities or continue to decline

Self-regulated learning and ePEARL : a brief report on the 2018 feasibility study

Given the lack of locally designed pedagogical interventions that target the development of self-directed individuals, this educational research study was designed to explore the feasibility and impact of using an electronic learning process portfolio with Kenyan secondary students. Electronic Portfolio Encouraging Active and Reflective Learning (ePEARL) is a student-centred digital portfolio that supports the cyclical phases of self-regulation including forethought, performance and self-reflection. Findings suggest benefits of the programme, including exam scores analysis which reveal that gains were higher than in those classes where the use of ePEARL was scarce.Social Sciences and Humanities Research Council of Canada (SSHRC

Self-regulated learning in Kenyan classrooms : a test of a process e-portfolio

Defined as “self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals,” self-regulated learning (SRL) addresses both meta-cognitive and motivational aspects of learning that unfold through the cyclical phases of forethought, performance, and self-reflection. The report provides details of the study design, activities and outcomes of the project. After learning with the e-portfolio, the students’ achievement and perceptions of their self-regulation skills improved when compared to peers who hardly used the electronic portfolio tool or did not use it at all.Social Sciences and Humanities Research Council (SSHRC

Promoting young Kenyans’ growth in literacy with educational technology : a tale of two years of implementation

The study explored impacts of the interactive early literacy software, ABRACADABRA (A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All, ABRA) and the digital library, READS, on primary students’ reading abilities and reading instruction in Kenyan schools. ABRA is an online application that provides an engaging interactive environment for learning literacy for early elementary school-aged children. Embedded in the “Learning Toolkit Plus,” READS (Repository for E-Books and Digital Stories) is a searchable collection of multi-lingual stories available online. As a result of exposure to ABRA and READS, the gap between high and low performing students diminished.Department of Foreign Affairs, Trade and Development (DFATD)Aga Khan Foundation Canada (AKFC)Social Sciences and Humanities Research Council (SSHRC) of Canad