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Subject-specific self-efficacy is a measure of confidence in one’s own ability to complete tasks related to that subject. This confidence does not necessarily reflect actual ability in the subject and can be an over- or underestimate of true ability. We use nationally representative samples of 15-year-old students from the US to measure the degree of over-/under-confidence in mathematics and science, and explore its relationship with student demographic characteristics such as gender, grade and race. Our results suggest that white students consistently underestimate their ability, whereas black and Hispanic students consistently overestimate it. This pattern in over-/under-confidence persists even after controlling for student and school level differences. Implications are discussed. 相似文献
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Muhammad Abubakkar Azmat Iqrar Ahmad Khan Hafiza Masooma Naseer Cheema Ishtiaq Ahmad Rajwana Ahmad Sattar Khan Asif Ali Khan 《Journal of Zhejiang University. Science. B》2012,13(4):239-243
Good quality deoxyribonucleic acid (DNA) is the pre-requisite for its downstream applications. The presence of high concentrations of polysaccharides, polyphenols, proteins, and other secondary me- tabolites in mango leaves poses problem in getting good quality DNA fit for polymerase chain reaction (PCR) applications. The problem is exacerbated when DNA is extracted from mature mango leaves. A reliable and modified protocol based on the cetyl- trimethylammonium bromide (CTAB) method for DNA extraction from mature mango leaves is described here. High concentrations of inert salt were used to remove polysaccharides; Polyvinylpyrrolidone (PVP) and β-mercaptoethanol were employed to manage phenolic compounds. Extended chloroform-isoamyl alcohol treatment followed by RNase treatment yielded 950?1050 μg of good quality DNA, free of protein and RNA. The problems of DNA degradation,contamination, and low yield due to irreversible binding of phenolic compounds and coprecipitation of polysaccharides with DNA were avoided by this method. The DNA isolated by the modified method showed good PCR amplification using simple se- quence repeat (SSR) primers. This modified protocol can also be used to extract DNA from other woody plants having similar problems. 相似文献
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Jehanzeb R. Cheema Anastasia Kitsantas 《International Journal of Science and Mathematics Education》2014,12(5):1261-1279
The present study investigated the role of disciplinary climate in the classroom and student math self-efficacy on math achievement. The student part of the Program for International Student Assessment (PISA) 2003 survey containing 4,199 U.S. observations was employed in a weighted least squares nested multiple regression framework to predict math achievement from disciplinary climate and self-efficacy in addition to several control variables. The results showed that improvement in disciplinary climate was associated with a reduction in the achievement gap whereas improvement in self-efficacy was associated with an expansion in that gap. These effects varied across race and gender. A significant interaction effect was found between the disciplinary climate and self-efficacy. Educational implications are discussed. 相似文献
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This review article considered the nature of styles and strategies and then surveyed work on cognitive styles. Different researchers have used a variety of labels for the styles they have investigated. Analysis of the way in which they assessed style, its effect on behaviour and performance, and studies of the relationship to other labels, suggested that the labels may be grouped into two principal cognitive styles. These were labelled the Wholist‐Analytic and Verbialiser‐Imager dimensions. A computer presented method of assessing the position of an individual on these dimensions was described. 相似文献
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Zehra Jamil Amna A. Saeed Sarosh Madhani Safia Baig Zahra Cheema Syeda Sadia Fatima 《Anatomical sciences education》2019,12(5):550-560
This study evaluated effect of mental rotation (MR) training on learning outcomes and explored effectiveness of teaching via three-dimensional (3D) software among medical students with diverse spatial intelligence. Data from n = 67 student volunteers were included. A preliminary test was conducted to obtain baseline level of MR competency and was utilized to assign participants to two experimental conditions, i.e., trained group (n = 25) and untrained group (n = 42). Data on the effectiveness of training were collected to measure participants’ speed and accuracy in performing various MR activities. Six weeks later, a large class format (LCF) session was conducted for all students using 3D software. The usefulness of technology-assisted learning at the LCF was evaluated via a pre- and post-test. Students’ feedback regarding MR training and use of 3D software was acquired through questionnaires. MR scores of the trainees improved from 25.9±4.6 points to 28.1±4.4 (P = 0.011) while time taken to complete the tasks reduced from 20.9±3.9 to 12.2±4.4 minutes. Males scored higher than females in all components (P = 0.016). Further, higher pre- and post-test scores were observed in trained (9.0±1.9 and 12.3±1.6) versus untrained group (7.8±1.8; 10.8±1.8). Although mixed-design analysis of variance suggested significant difference in their test scores (P < 0.001), both groups reported similar trend in improvement by means of 3D software (P = 0.54). Ninety-seven percent of students reported technology-assisted learning as an effective means of instruction and found use of 3D software superior to plastic models. Software based on 3D technologies could be adopted as an effective teaching pedagogy to support learning across students with diverse levels of mental rotation abilities. 相似文献
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This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted ordinary least squares multiple regression framework to predict learning strategy from preferred learning styles and classroom climate while controlling for self-efficacy and demographic variables. The results showed that preferred learning styles were the most important predictors of learning strategies used in mathematics. Educational implications were discussed. 相似文献
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