Perception Versus Reality: Estimated and Actual Online Content Consumption Comparisons and Relationships to Classroom Performance

As the availability of new digital technologies has increased, so too has the time people spend consuming online content. Today’s children are born into a digital world, where communication technologies and the internet are becoming increasingly accessible. This exploratory study seeks to understand children’s social media habits and their motivations for sharing their consumption processes and brand experiences through social media. The study discusses the social media platforms most commonly used by children and finds that the online content consumed by children influences their purchases in a way that can result in tangible marketing outcomes, such as increased demand for trending products, as well as the creation of new products and services. These findings suggest that brand managers would do well to identify the social media platforms used by this segment; create branded content that fosters children’s motivations (ie entertainment, recognition and the creation of memories); and encourage children to self-document their brand experiences by setting challenges or offering incentives.

The study aimed to investigate the self-regulation and academic motivation as correlates of the academic performance of secondary school students in the Orumba North local government area of Anambra State. A correlation research design was employed in the study. The population of the study comprised 1,490 Senior Secondary two (SS 2) students in the 14 public secondary schools in Orumba North Local Government Area of Anambra State. The sample comprised 500 Senior Secondary Two (SS 2) students obtained through a simple random sampling procedure. Two research questions and two hypotheses guided the study. Three instruments used for data collection were the Academic Performance Questionnaire (APQ), the Self-Regulation Questionnaire (SRQ), and the Academic Motivation Questionnaire (AMQ ) which were validated by three experts in Measurement and Evaluation and Educational Psychology from Nnamdi Azikiwe University, Awka. The reliability of the instruments was determined using the Cronbach alpha method which yielded 0.70, 0.73 and 0.75 for APQ, SRQ and AMQ respectively. Pearson's Product Moment Correlation and simple linear regression were used to analyze the data. The study findings revealed a medium relationship between self-regulation and academic performance of secondary school students as well as a high relationship between academic motivation and the academic performance of secondary school students. Further findings revealed that there was no significant relationship between the self-regulation and academic performance of secondary school students and that there was a significant relationship between academic motivation and the academic performance of secondary school students. The discussion was based on the study findings, and it was recommended among other things that students should be exposed to regular diagnostic and counselling sessions with specialists attending to their academic needs. With this, those facing self-regulation and academic motivation challenges will be directed aright to positively influence their academic performance.

The main purpose of this study was to investigate the relationships among the language ability, reading comprehension ability and writing performance of the junior high school students in Taoyuan County. This study adopted two-stage random sampling method. The valid subjects were 300. Besides, the investigators used descriptive analysis, t-test, one-way analysis of variance, Pearson product-moment correlation and multiple regression methods as the statistic analysis tools in this study. The chief part of discovery from this study were concluded as follows: 1. There is medium and high positive correlation between the language ability and reading comprehension ability of the junior high school students. 2. There is medium and low positive correlation between the language ability and writing performance of the junior high school students. 3. There is medium positive correlation between the reading comprehension ability and writing performance of the junior high school students. 4. Junior high school students' language ability is effective predictors to their reading comprehension ability. 5. Junior high school students' reading comprehension ability and language ability are effective predictors to their writing performance.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

Financial support for institutional research is relatively stagnant, and thus institutions are likely to seek tuition revenue to offset the costs of research and teaching. It is likely that this has led to increases in tuition driven activities, and thus has limited research activities of academic physical therapy (PT) programs in particular. However, the relationships between sources of program revenue, the number of graduates from PT programs, and the scholarly production of PT faculty have not been studied. The purpose of this paper is to study the effects of types of funding-including research grants and tuition-on the number of physical therapy graduates from each program and the research productivity of physical therapy faculty. Data from 2008 to 2016 were utilized to perform a fixed-effects panel analysis. Panel models created predictions for the number of graduates and the number of peer-reviewed publications for programs from grant funding, annual tuition, and number of funded faculty members. In any given program, a 1% increase in annual tuition is associated with 24% more graduates per year, but a single percentage point increase in the mix of NIH grant funding over other funding types is associated with 8% fewer graduates, all else equal. For every 1% increase in annual tuition, a program can expect to have 41% fewer publications per year. Those institutions with higher numbers of graduates tended to have higher numbers of publications. Higher annual program tuition appears to be associated with both higher numbers of physical therapy graduates and lower levels of publications. Different funding sources have variable effects on degree production and scholarly productivity. Data are self-reported by programs on the Annual Accreditation Report, and cause and effect cannot be established through observational design.

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion, and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

Mathematics plays a vital role in individual, national and global development. However , over the years mathematics has been one of the most poorly performed subjects in the Kenya Certificate of Secondary Education Examinations (KCSE). In an attempt to improve performance, great effort has been put into completion of the syllabus. Recently , a study was done in Kakamega South district, covering a total of 85 secondary schools, whose objective was to determine the percentage of the syllabus covered, and compare it to student performance. 16 out of the 85 schools were purposively selected and used in the study. A total of 64 people, thus the head teacher , the head of mathematics department, and two randomly selected mathematics teachers, from each of the 16 schools, served as respondents. A descriptive survey design was adopted for the study, and data collected using three questionnaires. Correlation between syllabus coverage and student performance was 0.8343, established using the Pearsons Product Moment Correlation Coefficient formula, and its significance tested using the conversions equation 't = r(√n-2)/(1- r 2 )'. Furthermore, a One Way Analysis of Variance, (ANOVA) was determined, to confirm that syllabus coverage has a significant effect on student performance in mathematics at KCSE level.

Flipped teaching (FT) has caught educators' attention due to its success in engaging students through pre- and in-class activities. To learn if FT improved student performance, scores from the quizzes and exams of a fully flipped classroom with retrieval exercises were compared with those of five semesters of traditional lecture-based [unflipped (UF)] teaching in an undergraduate sophomore-level physiology course. Student attitude surveys were also evaluated. Student performance on both the quizzes and exams was significantly higher in the FT class in general compared with that of the UF teaching. Interestingly, however, when the individual exam scores were compared between the two styles, the scores for students in the FT were significantly higher for exams 2 and 3, yet lower for exam 1. The shift in performance from exam 1 to exams 2 and 3 is likely explained by the need for time to adjust to the new teaching style. Students reported an overall positive perception of FT in their course evaluations at the end of the semester. In conclusion, FT improved student performance compared with that of lecture-based traditional teaching practice, but required some time to adjust in the beginning of the semester.

Background and Purpose. Practicing physical therapists seek the highest levels of evidence (ie, systematic review and meta-analysis) to inform clinical decision making. Performing a meta-analysis with assimilated data from a systematic review is important for comprehensive decision making in clinical and educational practice. In educational practice, the Pearson's product–moment correlation coefficient (r) is often used as the measure of effect size to examine causal relationships between variables. Our purpose was to present the best model for conducting a meta-analysis using r. Model Description and Evaluation. A meta-analysis is prescribed through five steps: (1) calculation of the effect sizes, (2) selecting the appropriate effects model and computational method, (3) applying the computational method, (4) performing heterogeneity analysis, and (5) assessing for publication bias. Outcomes. Key statistical outcomes include: (1) total sample size, (2) number of correlations, (3) mean true score correlation, (4) variance of true score correlations, (5) 80% credibility interval, and (6) 95% confidence interval. To help with the interpretation of these results, figures (ie, forest plots and funnel plots) are used. Discussion and Conclusion. Central to achieving evidence-based practice is the selection and application of high-quality research. A systematic review with random-effects meta-analysis using high-quality cohort studies can provide high-quality evidence to physical therapy educators to answer their pertinent education questions.

The study examined the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.

This research aims to determine whether there is a relationship between academic stress, emotional regulation and emotional eating behavior in students. The subjects of this research were students attending SMA, aged between 16 - 17 years. Data analysis in this research took the form of a validity test using the Pearson's product moment correlation method, a reliability test using the Cronbach's Alpha method and a normality test using the Kolmogrov-Swirnow parametric statistical method using the SPPS program version 16.00. Hypothesis testing using a multiple linear regression analysis model can show that the Adjusted R Square value is 0.404 by providing a simultaneous correlation of 40.4%. Partially test the first hypothesis (t test) academic stress has no significant effect on emotional eating (sig = 0.080 > 0.05) and the calculated t value is 1.783. Meanwhile, partial testing of the second hypothesis (t test) shows that emotional regulation has a significant effect on emotional eating (sig = 0.000 < 0.05) and the calculated t value is 4.034. Furthermore, the third partial hypothesis (f test) is that academic stress, emotional regulation have a significant effect on emotional eating (sig = 0.000 < 0.05) and the calculated f value is 20.968 so it can be concluded that variables X1, X2 have a significant influence. ____________________________________________________________________Penelitian ini bertujuan untuk mengetahui apakah ada hubungan antara stres akademik, regulasi emosi dan perilaku emotional eating pada siswa. Subyek penelitian ini adalah siswa yang bersekolah di SMA, yang berusia antara 16 – 17 tahun. Analisis data dalam penelitian ini berupa uji validitas menggunakan metode pearson’s product moment correlation, uji reabiltas menggunakan metode Alpha Cronbach’s dan uji normalitas menggunakan metode statistic parametric kolmogrov-swirnow dengan menggunakan program SPPS versi 16.00. Pengujian hipotesis dengan model analisis regresi linear berganda dapat diketahui nilai Adjusterd R Square sebesar 0,404 dengan memberikan sumbungan secara simultan sebesar 40,4 %. Uji hipotesis pertama secara parsial (uji t) stres akademik tidak berpengaruh terhadap emotional eating dengan signifikan (sig = 0,080 > 0,05) dan nilai t hitung sebesar 1,783. Sementara pengujian hipotesis kedua secara parsial (uji t) regulasi emosi berpengaruh terhadap emotional eating dengan signifikan (sig = 0,000 < 0,05) dan nilai t hitung sebesar 4,034. Selanjutnya hipotesis ketiga secara parsial (uji f) stres akademik, regulasi emosi berpengaruh terhadap emotional eating dengan signifikan (sig = 0,000 < 0,05) dan nilai f hitung sebesar 20,968 sehingga dapat disimpulkan bahwa variabel X1, X2 ada pengaruh yang signifikan.

Background: Anatomy education has traditionally relied on didactic lectures, but innovative approaches such as the flipped classroom are increasingly being explored to promote active learning, engagement, and deeper understanding. Objective: To evaluate the effectiveness of the flipped classroom compared to traditional lectures in teaching histology to first-year MBBS students. Methods: A quasi-experimental crossover study was conducted among 150 first-year MBBS students. Two histology topics (stomach and small intestine) were taught using the flipped classroom and didactic lecture methods. Pre-test, mid-test, and post-test scores were recorded using multiple-choice questionnaires. Group A initially underwent flipped classroom teaching, and Group B didactic lectures for Topic 1, followed by crossover for Topic 2. Statistical analysis was performed using paired and independent t-tests. Results: The participants comprised 150 first-year MBBS students (52% female; mean age 19.4 ± 0.8 years). Both teaching methods significantly improved student performance. Didactic lectures showed greater short-term gains (mean post-test = 9.48 ± 1.33 vs. 8.92 ± 1.73; p < 0.05). The flipped classroom group demonstrated a steady incremental improvement from pre-test (6.98 ± 1.94) to mid-test (7.25 ± 2.17) and post-test (8.92 ± 1.73), confirming progressive learning and retention (p < 0.001). Conclusion: Didactic lectures remain effective for achieving rapid short-term learning gains, whereas the flipped classroom fosters gradual improvement, learner autonomy, and deeper engagement. Recommendations: A blended, context-sensitive approach integrating both lectures and flipped classroom strategies is recommended to optimize learning outcomes in anatomy education. Future studies should assess long-term knowledge retention, adaptability, and the role of technology-enabled blended models across diverse medical curricula.

In the Middle East, where most of the higher learning institutions still focus on the teacher-centred approach, implementation of this pedagogical model is an enormous task for educators. This study was designed to assess the role that the flipped classroom modality plays in the knowledge retention of medical students with a background in traditional methods of teaching and learning. This study employed a mixed study design among a sample of 3rd year medical students (n=193) in the neurosciences course block. The students were divided into two groups: experimental and control. A post-test, a questionnaire, and semi-structured interviews as research instruments were used to collect data in this study. The results revealed a significant mean difference between the post-test scores in traditional (4.1±0.98) and flipped classroom (3.6±1.03) with a p-value=0.01, while no mean difference was found between male and female students (3.9±1.04, 3.9±1.02, p-value=0.77). The students appreciated the flipped classroom modality that helped with information sharing, interaction with peers and learning from others' experiences. Correspondingly, the four main characteristics of flipped classroom emerged from the thematic analysis: (1) positive perceptions of the flipped classroom, (2) challenges of the flipped classroom, (3) the effects of personal characteristics, and (4) lack of administration support. The performance of students was better in the traditional class than in the flipped classroom, particularly in the cognitive areas that deal with the interpretation and application of knowledge. The students taking responsibility for their own learning in this new modality and the short duration of the study might have had some influence on the study results. Future in-depth studies are recommended.

The recent advent and wide adoption of Social Bookmarking Systems (SBS) has disrupted the traditional model of online content publishing and consumption. Until recently, the majority of content consumed by people was published as a result of a centralized selection process. Nowadays, the large-scale adoption of the Web 2.0 paradigm has diffused the content selection process to the masses. Modern SBS-based applications permit their users to submit their preferred content, comment on and rate the content of other users and establish social relations with each other. As a result, the evolution of popularity of socially bookmarked content constitutes nowadays an overly complex phenomenon calling for a multi-aspect analysis approach. This chapter attempts to provide a unified treatment of the phenomenon by studying four aspects of popularity of socially bookmarked content: (a) the distributional properties of content consumption, (b) its evolution in time, (c) the correlation between the semantics of online content and its popularity, and (d) the impact of online social networks on the content consumption behavior of individuals. To this end, a case study is presented where the proposed analysis framework is applied to a large dataset collected from Digg, a popular social bookmarking and rating application.