Nur, Abdi Hashi (Cunningham Memorial Library, Terre Haute, Indiana State University., 2017-12)
      The purpose of this mixed methods research study was to investigate whether the relationships between education and medication and healthy exercise adherence were the same among female and male Type 2 diabetic adult learners. The purpose included also exploring whether registered nurses would alter their approach to diabetic adult learners’ education on medication and healthy exercise adherence considering patients’ gender and education levels. The study also investigated the correlation between diabetes duration and medication and healthy exercise adherence. The research investigation employed mixed methods sequential explanatory design using qualitative data to help explain the quantitative findings. The quantitative study was based on preexisting data of 102 Type 2 diabetic adult learners collected by the researcher. The qualitative study was a phenomenological investigation based on semi-structured interviews of 10 registered nurses from Terre Haute Regional Hospital. The research investigation suggested no significant interaction between gender and education levels regarding medication and healthy exercise adherence (respectively p = .746; p = .664). In contrast, the findings in the qualitative analyses suggested that the registered nurses would change their approach to patients’ education on medication adherence based on education levels, not gender. The nurses expressed also that healthy exercise adherence among Type 2 diabetic adults was individual based, i.e., education attainment and gender had no impact on patients’ healthy exercise adherence. The quantitative analyses also suggested an inverse correlation between how long Type two diabetic adult learners have been diagnosed with the iv disease and their healthy exercise adherence. The longer patients were diabetic the less they were adherent to healthy exercise routines. The study recommended that more investigation on Type 2 diabetic adult learners would be useful to understand the impact of the interaction between gender and education attainment on medication and healthy exercise routines. The study suggested as well that future investigations should include larger sample sizes of study subjects and more representation of male Type 2 diabetic adult learners. They should as well include more representation of minority and young Type 2 diabetic populations. Moreover, this study suggested future investigations which include other groups of diabetes educators such as specialists from dietary and pharmacy professions.
    • An Activity Theory Exploratory of the Differential Impact on Students' and Professors' Experiences in How Laptops are Used for Instruction

      Niyikora, Jean Pierre (2010-09-22)
      This exploratory study examined the differential impact of a laptop initiative in two general education classrooms during the winter term session of the 2009-2010 academic year at Midwest institution of higher learning. Beyond observing these two classrooms, a total of 12 student volunteers and two instructors were selected from the laptop using and non-laptop using classrooms for focus group interviews. In total, the researcher conducted 22 classroom observations per each class. Cultural Historical Activity Theory (CHAT) was used as a tool to analyze different tensions that occurred within or between different components of the laptop activity for both classrooms. The researcher also collected evidence to explain the justification for using laptops in the classroom, the benefits, disadvantages, and the reason behind expressed reluctance to applying laptops in instruction. Findings from qualitative data revealed that students from the laptop using class appeared more enthusiastic about having a laptop for classroom activities than students in the non-laptop using classroom. The factors which contributed to such success were the instructor‟s motivation, the integration of the interactive software (DyKnow), tablets, and a well-organized pedagogy. The finding for this investigation have implications for educators, instructors, researchers, policymakers, and are intended to assist institutions of higher education especially those passionate to integrate laptop in learning.
    • An analysis of methods and helps in the teaching of Macbeth

      Kiger, Karl Wood (2012-08-09)
      Not Available.
    • An experiment with three methods of teaching social studies

      Gabbard, Darrell L. (2013-04-09)
      Not Available.
    • An experiment with two methods of teaching social studies in high school

      Klausmeier, Herbert John (2013-01-14)
      Not available.
    • An Exploratory Study of the Career Aspirations and Self-Perceptions of University Honors Program Students

      Gresham, Pamela Malone (2010-07-20)
      This study examined the career aspirations and self-perceptions of University Honors Program students at Indiana State University. The current trend in education, especially gifted and talented education, focuses on science, technology, engineering, and mathematics (STEM). How has this impacted the gifted and talented population when they become young adults ready to pursue college and careers? Are the interests and skills of University Honors Program students aligned with the majors they have chosen? What are their interests and skills? The research was conducted on the campus of Indiana State University. This is a public higher education campus whose University Honors Program has about 500 members. The sample consisted of 20 University Honors Students. Each participant was asked to complete the Self-Directed Search Assessment Booklet: A Guide to Educational and Career Planning (4th ed.). This instrument, created by Holland, is used to assist in career planning. A three letter code resulted from the Self-Directed Search (4th ed.) (Psychological Assessment Resources [PAR], 2004). The results of the study revealed a variety of majors, although STEM majors were the most prevalent. One identical match between the three letter career aspiration codes and the codes developed from the survey. However, three participants’ codes included the same three letters in different combinations and eleven participants had an acceptable match of two of the three letters. Five students had only one common occupational letter. Multipotentiality and Millennial characteristics were examined. The University Honors Program sample had strong Investigative and Social scores.
    • An interpretative study of the perceptions and reactions of spanish-speaking students to motivators and demotivators in the english as a new language classroom.

      Brizuela, Alejandra Alvarado (2012-05-18)
      Using a qualitative approach,this study explored and analysed the experiences of Spanish-speaking students who took English as a second language(ESL)classes during Grades K-12 as well as the experiences of teachers licensed for English as a second language who teach in public schools in Indiana.Data were collected by conducting individual interviews with four teachers and once focus group session with three former ESL students who are Spanish-speaking Hispanics.The analysis of the data resulted in emergent themes that helped to identify specific motivators and demotivators that play a role in the ESL class.The six main themes that emerged from the data were the language learning environment,the student-teacher relationship,the choice of task or reading material,the use of technology,peer scaffolding,and the difficulty of the task.In addition to these themes,student's perspectives on placement as well as the teacher's concerns and ideas scenarios were also included in this study.All the information provided by the participants can be used to better understand the dynamics of the language classroom and how these dynamics either promote or hinder the student's willingness to learn English.
    • Applying Twitter to EFL Reading and Writing in a Taiwanese College Setting

      Cheng, Hao Yuan (2012-10-15)
      This study is an exploration of the potential language learning value of applying Twitter as a tool for English as a Foreign Language (EFL) reading and writing in a college setting in Taiwan. The Twitter-assisted learning approach was based on Vygotsky’s framework of social learning theories in which learners experience social collaboration, peer-modeling and a peer-monitoring process. Twitter, a microblogging social network website, provides learners an asynchronous platform and facilitates motivation for discussion. Participants were randomly assigned to two equal-size groups: a Twitter and non-Twitter group. Participants completed pretests and posttests to assess reading and writing. During this two-month investigation, both of the groups experienced the same learning materials and teaching methods, but the non-Twitter group engaged in free-writing activities while the Twitter group used Twitter for major course writing exercises. The students’ pretest and posttest results were analyzed by independent and dependent sample t-tests. The analysis indicated that different learning approaches did not make a significant impact on the learners’ reading and writing performance. However, the dependent sample t-test revealed that writing scores from the pretest to posttest in each group were significantly different. The learners were also given a Motivated Strategy Learning Questionnaire (MSLQ) to measure whether their learning attitudes changed after the experiment. Comparison of the mean scores of the MSLQ from these two groups, as well as an examination of the t values through an independent sample t-test analysis, indicated that Twitter-assisted learning had a significant positive influence on the experimental group’s learning attitude.
    • Approval and disapproval of grades by college students

      Hockenbeamer, Paul Oliver (2013-03-05)
      Not available.
    • Border Pedagogy and the Acculturation of Korean Students in U.S. Institutions of High Education

      Green, Randy (2010-09-22)
      This study aimed at identifying learning and teaching strategies that can promote the process of acculturation for Korean students in institutions of higher education in the United States. In particular, the study attempted to pinpoint ways in which these students and their instructors can become aware of and resist educational tendencies and approaches that promote hegemony and devalue cultural perspectives and experiences as well as construct meaning within the context of a worldview that is influenced by both Korean and U.S. cultures. It was hoped that the identification of these skills and strategies would aid both students and instructors in developing the ability to become successful border crossers, as defined by Giroux‟s (2005) border pedagogy, as well as culturally enlightened citizens of the global community. The study was qualitative in nature and consisted of a series of interviews with six South Korean students (three undergraduate and three graduate) enrolled in a mid-sized institution of higher education in the U.S. Midwest, six U.S. faculty members at the same university who had had Korean students in their courses, and four faculty members from Korea who were teaching at the university. A review of the literature included an examination of Positivism and its role in U.S. education, border pedagogy, particularly as it relates to international education and the process of acculturation, processes of cross-cultural adaptation, studies that have been conducted about South Korean students at U.S. institutions of higher education, historical influences on Korean higher education, and teaching and learning strategies common in South Korean universities. The study was able to identify several teaching and learning strategies that were interpreted as encouraging the process of acculturation and enabling students to cross borders. These strategies appeared to be supportive of the empowerment of and dialogue between students and teachers and strove to incorporate the cultural perspectives of both parties into the teaching and learning process. The study also identified a number of practices and perceptions that appeared to promote the assimilation of these students. In particular, there was little evidence that suggested the participants had reflected on or resisted influences and educational tendencies which could possibly promote the process of hegemony. The development of strategies that combat this tendency and facilitate a demystification of the educational process is recommended.