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i-manager's Journal of Educational Technology (JET)

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Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
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Volume 12 Issue 3 October - December 2015

Research Paper

Implementing Social Norm Pedagogy to Impact Students’ Personal Health Behavior

Mary M. Kramer* , Sheri Stover**

* Assistant Professor, Department of Kinesiology & Health, Wright State University, Ohio, USA.

** Associate Professor, Department of Leadership Studies in Education and Organizations, Wright State University, Ohio. USA.

Kramer, M.M. and Stover, S. (2015). Implementing Social Norm Pedagogy to Impact Students’ Personal Health Behavior. i-manager’s Journal of Educational Technology, 12(3), 1-12. https://doi.org/10.26634/jet.12.3.3740

Abstract

This quantitative exploratory research study describes the incorporation of Social Norms as a unique pedagogical method in an undergraduate Health Behaviors course (N = 32). With the use of an audience response system (clickers), students anonymously answered health-behavior related questions. Aggregate data from the class was compared to state and national data from readily available databases to encourage student engagement, bring relevance to theoretical concepts, and launch meaningful discussion. The results from the data show that, the incorporation of the Social Norms teaching methodology had a strong impact on students adopting more positive attitudes (88%) toward their own health-related behaviors, and also resulted in changes to their own behaviors (72%). Fifty-six percent of students made suggestions to family and/or friends regarding health-related behavior change. Students gave a strong recommendation to both the use of clickers (87%) and Social Norms pedagogy (84%). Students reported having high levels of truthfulness (94%) in their responses and the majority (85%) felt comfortable with their clicker responses being anonymous. Among the small percentage (15%) of students who reported feeling uncomfortable discussing personal health-behaviors in class, no relationship was found between students' comfort level and gender, religious beliefs, or political beliefs.

References

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[6]. Berkowitz, A. D. (2004). The Social Norms Approach: Theory, research, and Annotated Bibliography.

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Research Paper

Multimodal and Adaptive Learning Management: An Iterative Design

David R. Squires* , Michael A. Orey**

* Doctoral Student, Department of Career and Information Studies, University of Georgia, Georgia, USA.

** Associate Professor, Department of Career and Information Studies, University of Georgia, Georgia, USA.

Squires, D.R., and Orey, M.A. (2015). Multimodal and Adaptive Learning Management: An Iterative Design. i-manager’s Journal of Educational Technology, 12(3), 13-18. https://doi.org/10.26634/jet.12.3.3741

Abstract

The purpose of this study is to measure the outcome of a comprehensive learning management system implemented at a Spinal Cord Injury (SCI) hospital in the Southeast United States. Specifically this SCI hospital has been experiencing an evident volume of patients returning seeking more information about the nature of their injuries. Recognizing the need to disseminate SCI information, the hospital seeks to overhaul the current patient and family education program and to incorporate a blended learning model. The researchers investigation seeks to identify and bridge a gap between patient access to health related learning content and vital learning materials related to spine and neck injuries. The preliminary findings suggest that the e-learning and software development community can benefit from implementing a multimodal learning management system, and adaptive online learning content database, as pervious international spinal cord injury studies have also successfully demonstrated.

References

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[2]. Aldrich, C., (2005). Learning by doing : a comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco, CA : Pfeiffer, c2005.

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[4]. Chih-Yuan Sun, J., Martinez, B., and Seli, H. (2014). “Justin-Time or Plenty-of-Time Teaching? Different Electronic Feedback Devices and Their Effect on Student Engagement”, Journal of Educational Technology & Society, Vol.17(2), pp.234-244.

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[6]. Daetwyler, C. J., Cohen, D. G., Gracely, E., and Novack, D. H. (2010). “eLearning to enhance physician patient communication: A pilot test of “doc.com” and “WebEncounter” in teaching bad news delivery”, Medical Teacher, Vol.32(9), pp.374-383.

[7]. Drazdilova, P., Obadi, G., Slaninova, K., Al-Dubaee, S., Martinovic, J., and Snasel, V. (2010). “Computational Intelligence Methods for Data Analysis and Mining of eLearning Activities”. Studies in Computational Intelligence, Vol.273, pp.195-224.

[8]. Gilboy, M., Heinerichs, S., and Pazzaglia, G. (2014). “Enhancing Student Engagement Using the Flipped Classroom”. Journal of Nutrition Education and Behavior, Vol.47(1), pp.109-114.

[9]. Goh, T. T., and Hooper, V. (2007). “To txt or not to txt: That's the puzzle”. Journal of Information Technology Education, Vol.6, pp.441–453.

[10]. Kahn, C. E., Santos, A., Thao, C., Rock, J. J., Nagy, P. G., and Ehlers, K. C., (2007). “A Presentation System for Justin-time Learning in Radiology”. Journal of Digital Imaging, Vol.20(1), pp.6–16.

[11]. Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Paul H. Brookes Pub.

[12]. Kats, Y., (2013). Learning Management Systems and Instructional Design Best Practices in Online Education. Hershey, Pa. IGI Global.

[13]. Lukassen, N. B., Pedersen, A., Nielsen, A., Wahl, C., and Sorensen, E. K., (2014). “Digital Education With IT: How to Create Motivational and Inclusive Education in Blended Learning Environments Using Flipped Learning - A Study in Nurse Education”. Proceedings of the European Conference on E-Learning, 305.

[14]. Nedungadi, P. (2012). “A new approach to personalization: integrating e-learning and m-learning”. Educational Technology Research & Development, Vol.60(4), pp.660.

[15]. Pamfilie, R., Onete, B., Maiorescu, I., and Plesea, D. (2012). “E-learning as an alternative Solution for Sustainable lifelong education”. Procedia-Social and Behavioral Sciences, Vol.46, pp.4026-4030.

[16]. Pimmer, C., Mateescu, M., Zahn, C., and Genewein, U. (2013). “Smartphones as Multimodal Communication Devices to Facilitate Clinical Knowledge Processes: Randomized Controlled Trial”. Journal of Medical Internet Research, Vol.15(11), pp.28.

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[18]. Ting, Y. (2012). “The Pitfalls of Mobile Devices in Learning”. Journal of Educational Computing Research, Vol.46(1), pp.119-134

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Research Paper

AMOVA [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology Designed To Measure and Test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments

James Edward Osler II*

Faculty Member, Department of Curriculum and Instruction, School of Education, North Carolina Central University (NCCU), USA.

Osler, J. E., II. (2015). AMOVA [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology Designed To Measure and Test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments. i-manager’s Journal of Educational Technology, 12(3), 19-29. https://doi.org/10.26634/jet.12.3.3742

Abstract

This monograph provides an epistemological rational for the Accumulative Manifold Validation Analysis [also referred by the acronym “AMOVA”] statistical methodology designed to test psychometric instruments. This form of inquiry is a form of mathematical optimization in the discipline of linear stochastic modelling. AMOVA is an in–depth statistical procedure for the internal testing of research instruments based on the metrics from the novel “Taxonomy of Process Education”. The Taxonomy of Process Education (TPE) is based off of the Process Education (PE), four–level measures designed to measure self–growth. The PE four levels in particular are viewed as sequential stages (or phases) of professional development. The four levels are also constructed to build towards the highest level of content knowledge or subject matter expertise (Pacific Crest, 2015). The TPE metric has universal applicability and is ideally suited for weighted mathematical measurement of content (subject matter), knowledge (cognitive), disposition (affective), and capability (psychomotor). This original methodology is a novel approach to advanced statistical post hoc data analysis. It adds considerable value to the methods designed to assess instrument validity and reliability especially when said instrumentation is researcher–designed. A sequential AMOVA mathematical model is provided (for sample data “Crosswise–Validation Analysis”) along with its associated PE Taxonomy and measurement metrics in a step-by-step fashion that illustrates the entire process of advanced instrument validation inquiry.

References

[1]. Allen, D. M. (1974). “The relationship between variable selection and data agumentation and a method for prediction”. Technometrics, Vol.16(1), pp.125-127.

[2]. Bengio, Y., and Grandvalet, Y. (2004). “No unbiased estimator of the variance of k-fold cross-validation”. The Journal of Machine Learning Research, Vol.5, pp.1089-1105.

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[11]. Osler, J. E. (2014b). “Introducing Trinova: “Trichotomous Nomographical Variance” a Post Hoc Advanced Statistical Test of Between and Within Group Variances of Trichotomous Categorical and Outcome Variables of a Significant Tri–Squared Test”. i-manager's Journal on Mathematics, 3(4), Oct-Dec 2014, Print ISSN 2277-5129, E-ISSN 2277-5137, pp. 1-14.

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Research Paper

Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus

S. Maria Josephine Arokia Marie* , Sreekala Edannur**

* Research Scholar, School of Education, Pondicherry University, India.

** Faculty, School of Education, Pondicherry University, India.

Marie, S.M.J.A., and Sreekala, E. (2015). Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus. i-manager’s Journal of Educational Technology,12(3), 30-36. https://doi.org/10.26634/jet.12.3.3743

Abstract

This paper focused on the analysis of test items constructed in the paper of teaching Physical Science for B.Ed. class. It involved the analysis of difficulty level and discrimination power of each test item. Item analysis allows selecting or omitting items from the test, but more importantly item an alysis is a tool to help the item writer improve an item. There were 100 objective type questions in the achievement test and was administered to a sample of 100 students from B.Ed. colleges. The result of the work showed that most of the test items fall in the acceptable range of difficulty index and discrimination index. However, 17 of the test items was excluded due to very high or very low difficulty level and poor discrimination power. Purposive sampling was adopted for this study and 100 B.Ed. Physical Science students were taken from private B.Ed. Colleges in Pondicherry, India. A test of 100 items was used for data collection. Using the findings relationship between the difficulty index of each item and the corresponding discrimination index is carried out using the Pearson correlation formula. From the analysis, it was found that item discrimination power increased with the increase in difficulty value but got decreased for very easy and very difficult test items. This work is significant for the researcher in framing test items with optimum difficulty and discrimination power. The findings also show that, most of the items were falling in the acceptable range of difficulty and discrimination level, however, some items were rejected due to their poor discrimination index.

References

[1]. Backhoff, E., Larrazolo, N., and Rosas, M. (2000). “The Level of Difficulty and Discrimination Power of the Basic Knowledge and Skills Examination (EXHCOBA)”. Revista Electrónicade Investigación Educativa, Vol.2 (1), pp. 1-16

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Case Study

Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design

Ananta Kumar Jena* , Satarupa Bhattacharjee, Pimily Langthasa*

* Department of Education, Assam University, Silchar, India.

-* Research Assistant, Department of Education, Assam University, Silchar, India.

Jena, A. K., Bhattacharjee, S.,and Langthasa, P. (2015). Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Desing. i-manager’s Journal of Educational Technology, 12(3), 37-47. https://doi.org/10.26634/jet.12.3.3744

Abstract

The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme. The present study was a Non-equivalent Pretest-posttest Quasi Experimental Design used both qualitative and quantitative techniques to analyze the data, and draw the conclusion for its broad generalization. Audio, Video and audio-video on environment and environmental sustainability was developed and played in the teaching of environmental sustainability. Before programme and after programme, all the feedbacks and achievement test score were analyzed and interpreted by using t test, ANOVA and Scheff multiple comparison techniques. It was resulted that local community members, secondary school students, and the university students performed better after the participation in the Multimedia in Environmental Awareness programme. So, there existed a significant effect of multimedia programme on the awareness of environmental sustainability.

References

[1]. Ballard, H. L. and Belsky, J. M. (2010). “Participatory Action Research and Environmental Learning: Implications for Resilient Forests and Communities”. Environmental Education Research, Vol.16 (5-6), pp.611-627.

[2]. Cacikova, M., Drahoslava, L., Pavol, P. and Juraj, L. (2010). “Application of Multimedia Technologies in Pre- School and Elementary School Language Education”. Intenational Conference ICT for Language Learning 3rd edition, Slovakia , pp. 1-6

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[8]. Jena, A.K. (2011). “Hands on experience, community participation, observation, field visit, multimedia and demonstration are the predictors of environmental awareness: a hierarchical multiple regression analysis”. International Journal of Environment and Sustainable Development, Vol.10(3), pp.302-321.

[9]. Jena, A.K. (2012). “Awareness, Openness and Ecofriendly (AOE) Model Teaches Pre-service Teachers on How to be Eco-friendly”. International Electronic Journal of Environmental Education, Vol.2( 2), pp.103-117.

[10]. Kapoor, N. (2011). “Role of mass media in promotion of environmental awareness along with skill development among the rural people of Shringverpur, Allahabad district, India”. International Conference on Chemical, Biological and Environment Sciences, Bangkok Dec 2011.

[11]. Lindemann-Matthies, P. and Knecht, S. (2011). “Swiss Elementary School Teachers' Attitudes toward Forest Education”. Journal of Environmental Education, Vol.42(3), pp.152-167.

[12]. Malik, S. and Agarwal, A. (2012). “Use of Multimedia as a New Educational Technology Tool-A Study”. International Journal of Information and Education Technology, Vol.2(5), pp.468-471.

[13]. Matthew, M., Thomas, M.E., Martin, S. and Konra, D. (2010). “The State of Multimedia Mass-Balance Modeling in Environmental Science and Decision-Making ”. Environmental Science & Technology, Vol.44(22), pp.8360–8364.

[14]. McNaughton, M.J. (2012). “Implementing Education for Sustainable Development in schools: learning from teachers' reflections”, Environmental Education Research Vol. 18, No. 6, pp. 765-782.

[15]. National Children's Film Festival (2014). A three-day National Children's Film Festival at Siri Fort auditorium on cleanliness as the part of the Swachh Bharat campaign (14-16 Nov, 2014).

[16]. Reza, N.M. and Hasbullah Hassan, H.A. (2010). “Radio as an Educational Media: Impact on Agricultural Development”. Journal of the Southeast Asia Research Center for Communication and Humanities, Vol.2(1), pp.13-20.

[17]. Ruiz-Mallen, I., Barraza, L., Bodenhorn, B.and Reyes- Garcia, V. (2009). “School and Local Environmental Knowledge, What Are the Links? A Case Study among Indigenous Adolescents in Oaxaca, Mexico”. International Research in Geographical and Environmental Education, Vol.18(2), pp.82-96.

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i-manager's Journal of Educational Technology (JET)

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Volume 12 Issue 3 October - December 2015

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* Assistant Professor, Department of Kinesiology & Health, Wright State University, Ohio, USA. ** Associate Professor, Department of Leadership Studies in Education and Organizations, Wright State University, Ohio. USA.

Kramer, M.M. and Stover, S. (2015). Implementing Social Norm Pedagogy to Impact Students’ Personal Health Behavior. i-manager’s Journal of Educational Technology, 12(3), 1-12. https://doi.org/10.26634/jet.12.3.3740

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Multimodal and Adaptive Learning Management: An Iterative Design

David R. Squires* , Michael A. Orey**

* Doctoral Student, Department of Career and Information Studies, University of Georgia, Georgia, USA. ** Associate Professor, Department of Career and Information Studies, University of Georgia, Georgia, USA.

Squires, D.R., and Orey, M.A. (2015). Multimodal and Adaptive Learning Management: An Iterative Design. i-manager’s Journal of Educational Technology, 12(3), 13-18. https://doi.org/10.26634/jet.12.3.3741

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AMOVA [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology Designed To Measure and Test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments

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Faculty Member, Department of Curriculum and Instruction, School of Education, North Carolina Central University (NCCU), USA.

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Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus

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* Research Scholar, School of Education, Pondicherry University, India. ** Faculty, School of Education, Pondicherry University, India.

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Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design

Ananta Kumar Jena* , Satarupa Bhattacharjee**, Pimily Langthasa***

* Department of Education, Assam University, Silchar, India. **-*** Research Assistant, Department of Education, Assam University, Silchar, India.

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* Assistant Professor, Department of Kinesiology & Health, Wright State University, Ohio, USA.

** Associate Professor, Department of Leadership Studies in Education and Organizations, Wright State University, Ohio. USA.

* Doctoral Student, Department of Career and Information Studies, University of Georgia, Georgia, USA.

** Associate Professor, Department of Career and Information Studies, University of Georgia, Georgia, USA.

* Research Scholar, School of Education, Pondicherry University, India.

** Faculty, School of Education, Pondicherry University, India.

Ananta Kumar Jena* , Satarupa Bhattacharjee, Pimily Langthasa*

* Department of Education, Assam University, Silchar, India.

-* Research Assistant, Department of Education, Assam University, Silchar, India.