Effects of Lecture Rate on Students’ Comprehension and Ratings of Topic Importance

1997 ◽  
Vol 22 (2) ◽  
pp. 260-267 ◽  
Author(s):  
Sheri L. Robinson ◽  
Heather E. Sterling ◽  
Christopher H. Skinner ◽  
Daniel H. Robinson
Keyword(s):  
Topic Importance

Writing the Abstract and Title

2008 ◽  
Author(s):  
Marin S Robinson ◽  
Fredricka L Stoller ◽  
Molly Constanza-Robinson ◽  
James K Jones
Keyword(s):  
Peer Review ◽  
Writing Process ◽  
Journal Article ◽  
Research Topic ◽  
Science Content ◽  
Journal Articles ◽  
Topic Importance ◽  
Fine Tune

This chapter addresses how to write abstracts and titles for journal articles. Both the abstract and title provide succinct, informative (not descriptive) summaries of the research. To this end, they are usually written in the final stages of the writing process. After completing this chapter, you should be able to do the following: ■ Write a concise and informative abstract ■ Write a concise and informative title As you work through the chapter, you will write an abstract and title for your own paper. The Writing on Your Own tasks throughout the chapter will guide you step by step as you do the following: 7A Read titles and abstracts 7B Prepare to write 7C Write your abstract 7D Write your title 7E Practice peer review 7F Fine-tune your abstract and title When compared to the Introduction, Methods, Results, and Discussion sections of a journal article, the title and abstract are quite short; the title usually has fewer than 20 words, and many journals limit the abstract to fewer than 200 words. Despite their brevity (and perhaps because of it), the title and abstract are the most widely read sections of the journal article and thus are viewed by many as the most important sections of the journal article. As you read the title and abstract in excerpt 7A, consider the following: a. Read the title. Which of the following are included: research topic, importance, gap statement, procedures, instrumentation, results, interpretations, citations, conclusions? b. The abstract contains six sentences (107 words). Briefly state the purpose of each sentence. Based on these purposes, propose a move structure for the abstract. c. Are there any sentences in the abstract that do not include science content? Explain. d. Based only on the title and abstract, who are the intended audiences for this article (including subdisciplines of chemistry)? Give reasons for your choices.

ORDER OF ELICITED RESPONSES ON A QUESTIONNAIRE AS A MEASURE OF TOPIC SALIENCE

2000 ◽  
Vol 28 (6) ◽  
pp. 603-612 ◽  
Author(s):  
Wayne E. Hensley
Keyword(s):  
College Students ◽  
Topic Importance ◽  
The Stability ◽  
The Relationship

Two studies among US college students (N1 = 88; N2 = 329) examined the relationship between the order in which responses are offered on a questionnaire and the ranked importance of those responses. Both studies found that approximately one third (32%; 31%) of the listed attributes were ranked in the order of mention. Expanding the criteria to include adjacent categories raised the overlap to about two thirds (64%; 65%). The findings of both studies were independent of gender. In addition, Study II measured topic importance/involvement among the respondents; the results indicated it was not a factor in this trend. The factor which did influence the order of mention and rankings was the number of categories used by the respondents. When more than seven categories were used, the stability of mention and rankings tended to become erratic.

A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives

2020 ◽  
Vol 47 (2) ◽  
pp. 111-120
Author(s):  
Regan A. R. Gurung ◽  
Rosalyn Stoa
Keyword(s):  
Research Methods ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Topic Importance ◽  
Significant Relationships ◽  
Teaching And Learning Research ◽  
Attitudes And Knowledge ◽  
Learning Research ◽  
Course Format ◽  
Major Factors

In this study, we assessed instructor and student attitudes and knowledge toward research methods (RM). Instructors ( N = 62) answered questions about course format, topic importance, and resources. Students ( N = 166) of some of those instructors answered questions regarding attitudes toward research. Five major factors organize topics that instructors find most important. Only ratings of statistics importance varied by rank. Associate and full professors rated statistics as being more important than other instructors. There were significant relationships between attitudes toward and knowledge of RM together with the higher perceived utility of some course components. Requiring students to conduct their own research was not a significant predictor of attitudes or RM knowledge.

scholarly journals The effect of topic importance and attitude similarity-dissimilarity on attraction in an intrastranger design

1968 ◽  
Vol 11 (8) ◽  
pp. 303-304 ◽  
Author(s):  
Donn Byrne ◽  
Oliver London ◽  
William Griffitt
Keyword(s):  
Attitude Similarity ◽  
Topic Importance

scholarly journals Which Topics are Important to Address in Premarital Counseling? A Survey of Clergy

2006 ◽  
Vol 60 (1-2) ◽  
pp. 69-81 ◽  
Author(s):  
Christine E. Murray
Keyword(s):  
Religious Affiliation ◽  
Premarital Counseling ◽  
Relative Importance ◽  
Pastoral Counselors ◽  
Topic Importance ◽  
The Relationship

Pastoral counselors who provide premarital counseling must address the topics that are most relevant to couples as they prepare for marriage. This article presents the results of a survey of clergy who provide premarital counseling, demonstrating the relative importance that clergy ascribe to premarital counseling topics, as well as the relationship between religious affiliation and ratings of topic importance.

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