scholarly journals Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

2020 ◽  
Author(s):  
Miseon Kim ◽  
Mercedes Franco ◽  
Dugwon Seo
Keyword(s):  
Community College ◽  
Information Literacy ◽  
Urban Community ◽  
Control Group ◽  
Research Papers ◽  
Writing Courses ◽  
Significant Difference ◽  
Urban Community College ◽  
Experimental Group ◽  
Stem Writing

The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students’ information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students’ writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students’ research papers were scored using the Association of American Colleges & Universities (AAC&U) Information Literacy VALUE Rubric to grade the effectiveness of the library instruction. While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = .011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students’ grades on research papers (p = .002).

scholarly journals Far from a Trivial Pursuit: Assessing the Effectiveness of Games in Information Literacy Instruction

2015 ◽  
Vol 10 (1) ◽  
pp. 20 ◽  
Author(s):  
Eamon C Tewell ◽  
Katelyn Angell
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Lesson Plan ◽  
Online Games ◽  
Control Group ◽  
Library Instruction ◽  
Research Practices ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Experimental Group

Abstract Objective – To determine whether playing library-related online games during information literacy instruction sessions improves student performance on questionnaires pertaining to selected research practices: identifying citation types and keyword and synonym development. Methods – 86 students in seven introductory English composition classes at a large urban university in the northeastern United States served as participants. Each class visited the library for library instruction twice during a given semester. In the experimental group students received information literacy instruction that incorporated two online games, and the control group received the same lesson plan with the exception of a lecture in place of playing games. A six-item pre- and posttest questionnaire was developed and administered at the outset and conclusion of the two-session classes. The 172 individual tests were coded, graded, and analyzed using SPSS. Results – A paired sample t-test comparing the control and experimental groups determined that that there was a statistically significant difference between scores on pre-tests and post-tests in the experimental group but not the control group. Conclusion – Students who played the online games improved significantly more from pre-test to post-test than students who received a lecture in lieu of playing online games, suggesting that participating in games related to the instruction they received resulted in an improved ability to select appropriate keywords and ascertain citation formats. These findings contribute to the evidence that online games concerning two frequently challenging research practices can be successfully applied to library instruction sessions to improve student comprehension of such skills.

scholarly journals The Effect of Project in Problem-Based Learning on Students’ Scientific and Information Literacy in Learning Human Excretory System

2019 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Siti Juleha ◽  
Ikmanda Nugraha ◽  
Selly Feranie
Keyword(s):  
Learning Strategies ◽  
Information Literacy ◽  
Scientific Literacy ◽  
Problem Based Learning ◽  
Excretory System ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The One ◽  
Experimental Group

The present study aims to investigate the effect of Project in Problem-Based Learning on students’ scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of students’ information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve students’ scientific and information literacy.  

scholarly journals Using the I-LEARN model for information literacy instruction

2016 ◽  
Vol 10 (1) ◽  
pp. 67 ◽  
Author(s):  
Stacey Greenwell
Keyword(s):  
Information Literacy ◽  
Student Understanding ◽  
Control Group ◽  
Instructional Designers ◽  
Systems Model ◽  
Library Research ◽  
Significant Difference ◽  
Post Test ◽  
Research Guide ◽  
Experimental Group

With the increasing availability of information and the importance of lifelong information literacy (IL) skills, instructional designers, school media specialists, and librarians need to determine how to best design IL teaching in order to help students locate, evaluate, and use information more effectively. This paper describes the first experimental research study conducted to determine how teaching designed using the I-LEARN model could increase student understanding and application of IL concepts and offer recommendations for future implementations of the model. The experimental study described in this article examined whether IL skills teaching designed using the I-LEARN model increased student understanding and application of  IL concepts. The experimental group received an instruction session and a library research guide designed using the I-LEARN model, and the control group received an instruction session and a library research guide designed using a systems model. While the analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups, students in the experimental group used the I-LEARN-designed research guide more often than students in the control group and self-reported benefits of using the I-LEARN-designed research guide.

Is perioperative antibiotic necessary in straightforward implant placement procedures?

2020 ◽  
Author(s):  
Elçin Bedeloğlu ◽  
Mustafa Yalçın ◽  
Cenker Zeki Koyuncuoğlu
Keyword(s):  
Clavulanic Acid ◽  
Dental Implant ◽  
Prophylactic Antibiotic ◽  
Antibiotic Use ◽  
Implant Failure ◽  
Control Group ◽  
Implant Placement ◽  
Significant Difference ◽  
Amoxicillin Clavulanic Acid ◽  
Experimental Group

The purpose of this non-random retrospective cohort study was to evaluate the impact of prophylactic antibiotic on early outcomes including postoperative pain, swelling, bleeding and cyanosis in patients undergoing dental implant placement before prosthetic loading. Seventy-five patients (45 males, 30 females) whose dental implant placement were completed, included to the study. Patients used prophylactic antibiotics were defined as the experimental group and those who did not, were defined as the control group. The experimental group received 2 g amoxicillin + clavulanic acid 1 h preoperatively and 1 g amoxicillin + clavulanic acid twice a day for 5 days postoperatively while the control group had received no prophylactic antibiotic therapy perioperatively. Data on pain, swelling, bleeding, cyanosis, flap dehiscence, suppuration and implant failure were analyzed on postoperative days 2, 7, and 14 and week 12. No statistically significant difference was detected between the two groups with regard to pain and swelling on postoperative days 2, 7, and 14 and week 12 ( p >0.05), while the severity of pain and swelling were greater on day 2 compared to day 7 and 14 and week 12 in both groups ( p =0.001 and p <0.05, respectively). Similarly, no significant difference was found between the two groups with regard to postoperative bleeding and cyanosis. Although flap dehiscence was more severe on day 7 in the experimental group, no significant difference was found between the two groups with regard to the percentage of flap dehiscence assessed at other time points. Within limitations of the study, it has been demonstrated that antibiotic use has no effect on implant failure rates in dental implant surgery with a limited number of implants. We conclude that perioperative antibiotic use may not be required in straightforward implant placement procedures. Further randomized control clinical studies with higher numbers of patients and implants are needed to substantiate our findings.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Optimization of postoperative management of patients undergoing functional endoscopic sinus surgery

2018 ◽  
pp. 26-31
Author(s):  
Sergey Bezshapochny ◽  
Andrey Loburets ◽  
Valery Loburets
Keyword(s):  
Nasal Cavity ◽  
Postoperative Period ◽  
Sodium Hyaluronate ◽  
Sinus Surgery ◽  
Control Group ◽  
Nasal Breathing ◽  
Traditional Therapy ◽  
Significant Difference ◽  
Water Salt ◽  
Experimental Group

Topicality: The result of surgical treatment depends largely on the chosen method of management of the postoperative period, the main purpose of which is to reduce the effects of surgical trauma. Despite the wide variety of drugs for local and systemic use, the question of pharmacotherapy of the operated sinus remains open to this day. The main properties that a modern drug should possess are safety and high clinical efficacy. Aim: to study the clinical efficacy of topical application of a complex preparation based on a saline solution containing sodium hyaluronate and dexpanthenol in patients with chronic sinusitis after functional endoscopic sinus surgery (FESS). Materials and Methods: Clinical and laboratory studies were conducted on 47 patients with chronic rhinosinusitis who underwent surgery using the FESS technique. Patients were divided into 2 groups according to the principle of the postoperative period. Patients of research group (n=21), except for traditional therapy, was used locally NASOMER (a preparation based on a water-salt solution containing sodium hyaluronate and dexpanthenol); to the control group (n=26) patients entered, in the postoperative period received traditional therapy. Traditional therapy included a toilet of the nasal cavity, the use of short-course topical decongestants, irrigation of the nasal cavity with water-salt solutions. Criteria of clinical effectiveness: data of endoscopy of the nasal cavity, rhinomanometry, activity of the mucociliary transport system. The effectiveness of functional research methods in the postoperative period was determined on the 7th and 14th day of treatment. Results: On the 3rd day of the study, an increase in the swelling of the nasal cavity was observed in patients of both clinical groups, correlated with difficulty in nasal breathing. On the 7th day, a decrease in edema was observed in patients of both groups, but in the experimental group, the index of nasal breathing, according to rhinomanometry, was significantly (p<0.05) different from the control group, and was respectively 1.54±0.14 and 2.04±0.19 kPa/l*s. On the 14th day of the study, no significant difference was observed between these indicators. When studying the activity of the ciliated epithelium of the mucous membrane of the nasal cavity, it was proved that patients of the experimental group on day 7 after surgery showed a statistically significant difference in this indicator compared to the control group (17.8±1.0 and 22.7±2.1 min. respectively). Conclusions: The use of NASOMER after surgical intervention in patients with chronic rhinosinusitis contributes to more effective treatment compared with traditional therapy, as evidenced by the rapid recovery of the main functional parameters according to active posterior rhinomanometry and mucociliary clearance. Based on the results of the studies performed, the use of NASOMER for pharmacotherapy in the postoperative period is recommended for patients who have undergone rhinosurgical interventions with the aim of reducing the period of postoperative rehabilitation as an effective anti-inflammatory and wound-healing agent.

Thyroid Dysfunction in Pregnant Women with Gestational Diabetes Mellitus

2020 ◽  
Vol 16 (8) ◽  
pp. 895-899 ◽  
Author(s):  
Shahin Safian ◽  
Farzaneh Esna-Ashari ◽  
Shiva Borzouei
Keyword(s):  
Diabetes Mellitus ◽  
Gestational Diabetes ◽  
Gestational Diabetes Mellitus ◽  
Pregnant Women ◽  
Thyroid Dysfunction ◽  
Control Group ◽  
Thyroid Peroxidase ◽  
Free T4 ◽  
Significant Difference ◽  
Experimental Group

Aims: Investigation thyroid dysfunction and autoimmunity in pregnant women with gestational diabetes mellitus. Background: This article was written to evaluate the thyroid function and anti-thyroid peroxidase (anti- TPO) antibodies in pregnant women with gestational diabetes mellitus (GDM). Method: A total of 252 women with GDM and 252 healthy pregnant women were enrolled. Thyroid tests, including TSH, FreeT3, Free T4, and anti-TPO were performed for all women at 24–28 weeks of gestation. Data analysis was then carried out using SPSS ver. 22. Result: There was a significant difference between the experimental group (38.4%) and the control group (14.06%) in terms of the prevalence of subclinical hypothyroidism (p= 0.016). The frequency of anti-TPO was higher in the experimental group than the control group and positive anti-TPO was observed in 18.6% of women with GDM and 10.3% of healthy pregnant women (P= 0.008). Conclusion: Thyroid disorders are observed in pregnant women with GDM more frequently than healthy individuals and it may be thus reasonable to perform thyroid tests routinely.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

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