Comparative Effectiveness of Three Sequences of Moves for Teaching Conjunctive and Relational Mathematical Concepts to College Students

1977 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Robert Catanzano ◽  
Wanda Godwin
Keyword(s):  
College Students ◽  
Comparative Effectiveness ◽  
Mathematical Concepts

scholarly journals The comparative effectiveness of individual and group brief motivational interventions for mandated college students.

2014 ◽  
Vol 28 (1) ◽  
pp. 74-84 ◽  
Author(s):  
John T. P. Hustad ◽  
Nadine R. Mastroleo ◽  
Lan Kong ◽  
Rachel Urwin ◽  
Suzanne Zeman ◽  
...  
Keyword(s):  
College Students ◽  
Comparative Effectiveness ◽  
Motivational Interventions

Comparative Effects of Three Sequences of Moves for Teaching Selected Mathematical Concepts to College Students

1976 ◽  
Vol 7 (5) ◽  
pp. 276-289
Author(s):  
Robert Catanzano ◽  
Wanda Godwin
Keyword(s):  
College Students ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Elementary Teacher ◽  
Retention Test ◽  
Short Term ◽  
Mathematical Concepts ◽  
Low Level ◽  
Term Retention ◽  
High Level

Thirty undergraduate students enrolled in a mathematics course for the elementary teacher were randomly assigned to three experimental groups. Each group was taught three unrelated mathematical concepts by one of three different sequences of instructional moves--a characterization-exemplification (CE) sequence, an exemplification-characterization-exemplification (ECE) sequence, or an exemplification-characterization-exemplification (interrogative) (ECEI) sequence. The purpose was to determine the effects of these three sequences on immediate acquisition and short-term retention of the concepts. Applying the analysis of variance to a randomized blocks design revealed that for certain concepts: (a) the CE sequence was more effective than either the ECE or the ECEI sequence on an immediate acquisition subtest containing low level items, (b) the ECE sequence was more effective than the CE sequence on a short-term retention test containing high level items, and (c) both the CE and the ECE were more effective on an immediate acquisition test containing high level items. No other significant differences on any of the criterion tests were found.

scholarly journals Comparative Effectiveness of Brief Alcohol Interventions for College Students: Results from a Network Meta-Analysis

2019 ◽  
Vol 20 (5) ◽  
pp. 715-740 ◽  
Author(s):  
Emily Alden Hennessy ◽  
Emily E. Tanner-Smith ◽  
Dimitris Mavridis ◽  
Sean P. Grant
Keyword(s):  
College Students ◽  
Comparative Effectiveness ◽  
Meta Analysis ◽  
Alcohol Interventions

Reduction of Anxiety: Comparative Effectiveness of Imagery Psychotherapy vs Self-Help Seminars

1983 ◽  
Vol 53 (2) ◽  
pp. 417-418 ◽  
Author(s):  
James K. Morrison ◽  
Robert E. Becker ◽  
Robyn Heeder
Keyword(s):  
College Students ◽  
Comparative Effectiveness ◽  
Self Help ◽  
Effect Of Therapy ◽  
Superior Effect

13 participants (33.9 yr., college students, 11 women, 2 men) in 8 2-hr., 20-min. didactic self-help seminars were compared with 13 individual clients (35.9 yr., college students, 10 women, 3 men) engaged in 15 sessions of imagery psychotherapy (emotive-reconstructive therapy) to assess the comparative effectiveness of each treatment on a measure of anxiety. Analysis indicated the superior effect of therapy over self-help instruction in reducing the trait of anxiety.

Comparative Effectiveness of Three Sequences of Moves for Teaching Conjunctive and Relational Mathematical Concepts to College Students

1977 ◽  
Vol 8 (1) ◽  
pp. 33-47
Author(s):  
Robert Catanzano ◽  
Wanda Godwin
Keyword(s):  
Comparative Effectiveness ◽  
Mathematics Students ◽  
Low Achievement ◽  
Achievement Level ◽  
Short Term ◽  
Mathematical Concepts ◽  
Treatment Groups ◽  
Term Retention ◽  
Conjunctive Concept ◽  
Better Than

Three sequences of moves--characterization-exemplification (CED), exemplification (E), and a modified characterization-exemplification (CEI) or (OCED) were compared on the immediate acquisition and short-term retention of conjunctive and relational mathematical concepts. Twenty-seven general mathematics students were blocked into high- and low-achievement levels and randomly assigned to three treatment groups. The E-sequence was found to be significantly (p<.05) better than the CED and the CEI on the immediate acquisition Subtest 2 at the low achievement level and the high achievement level, respectively, for the conjunctive concept only.

Student Perception of Teacher Clarity in Mathematics

1980 ◽  
Vol 11 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Lyle R. Smith ◽  
Michael L. Land
Keyword(s):  
College Students ◽  
Student Perception ◽  
Mathematical Concepts ◽  
Teacher Clarity

College students (n=160) were randomly assigned to eight groups defined by the possible combinations of teacher-vagueness conditions (vagueness vs. no vagueness), teacher-mazes conditions (mazes vs. no mazes), and additional-unexplained-content conditions (extra content vs. no extra content). Each group was presented a lesson concerning mathematical concepts. After the lesson, each group was tested on comprehension of the concepts, and then the students evaluated the lesson presentation. The groups whose lessons contained no teacher mazes (no teacher vagueness) performed better on the test than the groups whose lessons contained teacher mazes (teacher vagueness).

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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