scholarly journals A Quasi-Experimental Estimate of the Impact of Financial Aid on College-Going

10.3386/w9703 ◽  
2003 ◽  
Author(s):  
Thomas Kane
Keyword(s):  
Financial Aid ◽  
Experimental Estimate ◽  
College Going ◽  
Quasi Experimental ◽  
The Impact

scholarly journals Can Simplifying Financial Aid Offers Impact College Enrollment and Borrowing? Experimental and Quasi-Experimental Evidence

2019 ◽  
Vol 14 (4) ◽  
pp. 601-626 ◽  
Author(s):  
Kelly Ochs Rosinger
Keyword(s):  
Financial Aid ◽  
College Level ◽  
Underrepresented Minority ◽  
Student Aid ◽  
College Outcomes ◽  
Underrepresented Minority Students ◽  
College Going ◽  
Quasi Experimental ◽  
Four Year Colleges ◽  
The Impact

Recent policy and research efforts have focused on simplifying the college-going process, improving transparency around college costs, and helping students make informed decisions. In 2012, the Obama administration released the “shopping sheet,” a standardized financial aid offer that is intended to provide students with simplified information about costs, loan options, and college outcomes. This paper examines the impact of the shopping sheet (adopted by more than 400 four-year colleges in two years) using: (1) administrative data from a field experiment among admitted and already-enrolled students at a public university, and (2) college-level data from a quasi-experiment among four-year colleges. Findings provide some evidence that information in the shopping sheet relating a college's graduation rate to other colleges led to decreased borrowing at colleges with poor graduation outcomes. Additionally, the shopping sheet decreased borrowing at colleges that enroll high shares of students receiving federal student aid and underrepresented minority students. These findings indicate the shopping sheet may be particularly salient to students who traditionally face higher informational barriers during the college-going process.

Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing

2017 ◽  
Vol 671 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Kelly Ochs Rosinger
Keyword(s):  
Community College ◽  
Low Cost ◽  
Recent Effort ◽  
College Outcomes ◽  
College Costs ◽  
College Going ◽  
College Choices ◽  
Quasi Experimental ◽  
Informational Intervention ◽  
The Impact

Over the past decade, the federal government has made substantial efforts to simplify the college-going process and help students to evaluate college choices. These low-cost strategies aimed at improving college access and success by helping students to make informed decisions about college warrant assessment. This study examines the impact of a recent effort aimed at simplifying information that colleges provide to students about college costs, loan options, and college outcomes. Results from a quasi-experimental analysis indicate that the “informational intervention” in this study had limited influence on community college students’ enrollment and borrowing decisions. I discuss the limitations of this particular intervention and the potential impact that other related policy efforts designed to help students at various points in the college-going process may have.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

scholarly journals Does Multidisciplinary Team Simulation-Based Training Improve Obstetric Emergencies Skills?

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 170
Author(s):  
Encarna Hernández ◽  
Marcos Camacho ◽  
César Leal-Costa ◽  
María Ruzafa-Martínez ◽  
Antonio Jesús Ramos-Morcillo ◽  
...  
Keyword(s):  
Health Professionals ◽  
Multidisciplinary Team ◽  
Simulation Training ◽  
Observer Agreement ◽  
Second Phase ◽  
High Fidelity ◽  
Breech Delivery ◽  
Obstetric Emergencies ◽  
Quasi Experimental ◽  
The Impact

Clinical simulation in obstetrics has turned out to be a tool that can reduce the rate of perinatal morbidity and mortality. The objective of this study was to analyze the impact and evaluate the effects of training with high-fidelity simulation of obstetric emergencies on a multidisciplinary group. The quasi-experimental research study was structured in three phases: a first phase where the most important obstetric emergencies were determined, a second phase of design and development of the selected cases for simulation training, and a third and final phase where the abilities and satisfaction of the multidisciplinary team were analyzed. Three scenarios and their respective evaluation tools of obstetric emergencies were selected for simulation training: postpartum hemorrhage, shoulder dystocia, and breech delivery. The health professionals significantly improved their skills after training, and were highly satisfied with the simulation experience (p < 0.05). An inter-observer agreement between good and excellent reliability was obtained. Regarding conclusions, we can state that high-fidelity obstetric emergency simulation training improved the competencies of the health professionals.

scholarly journals Police Stop and Frisk and the Impact of Race: A Focal Concerns Theory Approach

2021 ◽  
Vol 10 (6) ◽  
pp. 230
Author(s):  
Anthony Vito ◽  
George Higgins ◽  
Gennaro Vito
Keyword(s):  
Racial Differences ◽  
Theory Approach ◽  
Stop And Frisk ◽  
Focal Concerns ◽  
Police Decision Making ◽  
Reasonable Suspicion ◽  
Quasi Experimental ◽  
Verbal Threat ◽  
The Impact ◽  
Focal Concerns Theory

The findings of this study outline the racial differences in stop and frisk decisions by Illinois officers in consent searches and those based upon reasonable suspicion within the context of the elements of focal concerns theory. The analysis for this study was performed using propensity score matching (PSM) and allowed the researchers to create a quasi-experimental design to examine the race of the citizen and police decision making. According to our analysis of official Illinois law enforcement data, Black citizens, particularly males, were less likely to give their consent to a stop and frisk search. Black male citizens were also more likely to be stopped and searched due to an assessment of reasonable suspicion by the officer. Elements of focal concerns theory were also factors in pedestrian stops under conditions of consent and reasonable suspicion. Citizens judged as blameworthy were more likely to be stopped and frisked under conditions of consent and reasonable suspicion. The effect of a verbal threat and the officer’s prior knowledge about the citizen had even more significant impacts.

scholarly journals The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

2021 ◽  
Vol 11 (4) ◽  
pp. 158
Author(s):  
Abdul Halim ◽  
Elmi Mahzum ◽  
Muhammad Yacob ◽  
Irwandi Irwandi ◽  
Lilia Halim
Keyword(s):  
Biology Education ◽  
Free Fall ◽  
Percentage Reduction ◽  
Significant Treatment ◽  
Learning Modules ◽  
Physics Courses ◽  
Learning Platform ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free- fall was effective for all types of the treatments.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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