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- Title
- The extent and impact of the incorporation of employee health promotion programs in the central Florida business community.
- Creator
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Berlin, Thomas, Lytle, J. Stephen, Health and Professional Studies
- Abstract / Description
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University of Central Florida College of Health and Professional Studies Thesis; Employee health insurance premiums continue to rise exponentially despite stagnant inflation rates. The national trend in recent years has been to decrease benefit usage by attempting to establish a healthier workforce. The incorporation of employee health promotion programs either within, or outside of the worksite, is the favored means of providing a solution. The purpose of this study is to determine the...
Show moreUniversity of Central Florida College of Health and Professional Studies Thesis; Employee health insurance premiums continue to rise exponentially despite stagnant inflation rates. The national trend in recent years has been to decrease benefit usage by attempting to establish a healthier workforce. The incorporation of employee health promotion programs either within, or outside of the worksite, is the favored means of providing a solution. The purpose of this study is to determine the extent of employee health promotion program usage in Central Florida, and the economic impact, if any, of these programs. The basic research questions for this study are: 1. What percentage of the corporations surveyed have instituted employee health promotion programs. 2. What is the most common program content among the companies using such? 3. What is the average cost of program implementation (per employee) and the average annual operations cost for companies using health promotion programs? 4. Has a real of perceived monetary gain been determined by the use of the health promotion programs? 5. Can any cost savings be originated? 6. Does a relative difference in savings exist between large and small companies by using such programs? 7. What percentage of Central Florida companies using health promotion programs depend upon extraneous services (e.g., PPOs, HMOs, consultants) to initiate and/or perpetuate their programs? The procedure of study will include the use of a survey questionnaire mailed to a representative sampling of 100 various size area business establishments, grouped according to employee number. Quantification and analysis of survey results will then be summarized and used to ascertain the effectiveness of such endeavors.
Show less - Date Issued
- 1990
- Identifier
- CFR0008147, ucf:52952
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008147
- Title
- An adaptive integration architecture for software reuse.
- Creator
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Williams, Denver Robert Edward, Orooji, Ali, Engineering and Computer Science
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; The problem of building large, reliable software systems in a controlled, cost effective way, the so-called software crisis problem, is one of computer science's great challenges. From the very outset of computing as science, software reuse has been touted as a means to overcome the software crisis issue.
- Date Issued
- 2001
- Identifier
- CFR0000786, ucf:52928
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0000786
- Title
- A unified approach to dynamic modeling of high switching frequency pwm converters.
- Creator
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Iannello, Christopher J., Batarseh, Issa, Engineering
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; This dissertation will present the development of a unified approach for dynamic modeling of the PWM and soft-switching power converters. Dynamic modeling of non-linear power converters is very important for the design and stability of their closed loop control. While the use of equivalent circuits is often preferred due to simulation efficiency issues, no unified and widely applicable method for the formulation of these equivalents...
Show moreUniversity of Central Florida College of Engineering Thesis; This dissertation will present the development of a unified approach for dynamic modeling of the PWM and soft-switching power converters. Dynamic modeling of non-linear power converters is very important for the design and stability of their closed loop control. While the use of equivalent circuits is often preferred due to simulation efficiency issues, no unified and widely applicable method for the formulation of these equivalents exists.
Show less - Date Issued
- 2001
- Identifier
- CFR0000833, ucf:52929
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0000833
- Title
- An intelligent editor for natural language processing of unrestricted text.
- Creator
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Glinos, Demetrios George, Gomez, Fernando, Arts and Sciences
- Abstract / Description
-
University of Central Florida College of Arts and Sciences Thesis; The understanding of natural language by computational methods has been a continuing and elusive problem in artificial intelligence. In recent years there has been a resurgence in natural language processing research. Much of this work has been on empirical or corpus-based methods which use a data-driven approach to train systems on large amounts of real language data. Using corpus-based methods, the performance of part-of...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; The understanding of natural language by computational methods has been a continuing and elusive problem in artificial intelligence. In recent years there has been a resurgence in natural language processing research. Much of this work has been on empirical or corpus-based methods which use a data-driven approach to train systems on large amounts of real language data. Using corpus-based methods, the performance of part-of-speech (POS) taggers, which assign to the individual words of a sentence their appropriate part of speech category (e.g., noun, verb, preposition), now rivals human performance levels, achieving accuracies exceeding 95%. Such taggers have proved useful as preprocessors for such tasks as parsing, speech synthesis, and information retrieval. Parsing remains, however, a difficult problem, even with the benefit of POS tagging. Moveover, as sentence length increases, there is a corresponding combinatorial explosing of alternative possible parses. Consider the following sentence from a New York Times online article: After Salinas was arrested for murder in 1995 and lawyers for the bank had begun monitoring his accounts, his personal banker in New York quietly advised Salinas' wife to move the money elsewhere, apparently without the consent of the legal department. To facilitate the parsing and other tasks, we would like to decompose this sentence into the following three shorter sentences which, taken together, convey the same meaning as the original: 1. Salinas was arrested for murder in 1995. 2. Lawyers for the bank had begun monitoring his accounts. 3. His personal banker in New York quietly advised Salinas' wife to move the money elsewhere, apparently without the consent of the legal department. This study investigates the development of heuristics for decomposing such long sentences into sets of shorter sentences without affecting the meaning of the original sentences. Without parsing or semantic analysis, heuristic rules were developed based on: (1) the output of a POS tagger (Brill's tagger); (2) the punctuation contained in the input sentences; and (3) the words themselves. The heuristic algorithms were implemented in an intelligent editor program which first augmented the POS tags and assigned tags to punctuation, and then tested the rules against a corpus of 25 New York Times online articles containing approximately 1,200 sentences and over 32,000 words, with good results. Recommendations are made for improving the algorithms and for continuing this line of research.
Show less - Date Issued
- 1999
- Identifier
- CFR0008181, ucf:53055
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008181
- Title
- Enterface : a novella.
- Creator
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McLeod, Hubert Calip, Rushin, Pat, Arts and Sciences
- Abstract / Description
-
University of Central Florida College of Arts and Sciences Thesis; A computer screen places each of us in an interface and virtual reality provides a totally simulated environment, a virtual world that we can enter. Enterface is a novella that examines the question first posed by Michael Heim: How far can we enter cyberspace and still remain human? It also explores the power and the limitation of language and the role of stories to shape reality in human life. Its themes are death, technology...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; A computer screen places each of us in an interface and virtual reality provides a totally simulated environment, a virtual world that we can enter. Enterface is a novella that examines the question first posed by Michael Heim: How far can we enter cyberspace and still remain human? It also explores the power and the limitation of language and the role of stories to shape reality in human life. Its themes are death, technology, ethics, and love. It is informed by Wittgensteinian philosophy, Norse mythology, and the "metaphysics of virtual reality." The plot involves Moses Mackinow, a former Air Force officer and entrepreneur, who decides there should be a way to simply live forever. He hits upon the idea that life could be digitized, and a civilization, a world of complete, sentient humans could be created in cyberspace--a world he could enter upon his death and continue to live. A variety of technologies are available to digitize the physical human (x-rays, CTSCNS, Magnetic Resonance Images, graphic images, etc.), but the big problem is how to synthesize his human heart. Moses decides that the stories of his life are the keys to creating the "rag and bone shop" of his eternal heart. Getting the stories "right" is critical to the prospect of digitizing life and is a major focus of the novella action. The novella traces the reduction of Moses as a a human being as he pursues his obsession, compromising one principle after another. Everything in the environment of the novella, reflects this reduction. Everything becomes less than it was, a glimpse of humanity reduced to bits and bytes, floating 1's and 0's. Enterface is a work at war with itself.
Show less - Date Issued
- 1999
- Identifier
- CFR0011964, ucf:53091
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0011964
- Title
- Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?.
- Creator
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Hollister, Debra Lee, Kubala, Thomas, Education
- Abstract / Description
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University of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in...
Show moreUniversity of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activities would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being pursued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one learning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
Show less - Date Issued
- 2001
- Identifier
- CFR0011946, ucf:53105
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0011946
- Title
- A Comprehensive Study of the Learning Styles of Student Athletes and Academic Advisors at Three Institutions in the American Athletic Conference and the Tools and Resources Used to Ensure Academic Success of Student Athletes.
- Creator
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Lampitt, Dianna, King, Kathy (Kathleen), Cox, Dr. Thomas, Xu, Lihua, Preston, Michael, University of Central Florida
- Abstract / Description
-
Collegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes...
Show moreCollegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes so they are able to compete. As a result, academic advisors for student athletes use a number of tools and resources that help ensure the academic success of the student athletes. This study examined the use of these tools and resources from three institutions in the American Athletic Conference by 14 participants and how they related to the Graduation Success Rate of each institution. In addition, this study highlighted and examined the learning styles of not only the student athlete but also the academic advisor using Kolb's Learning Style Inventory (LSI). The study was quantitative in nature using survey research to answer five research questions. A Chi-Square analysis revealed there was significance between the number of tools and resources used and the Graduation Success Rate. A second Chi-Square revealed there was no significance between the student athletes learning style and the tools and resources used by academic advisors and learning specialists. The study also identified that of Kolb's four learning styles, the student athletes were mainly Accommodators and Divergers.The results of this study suggest that academic advisors and learning specialists should use more tools and resources when working with student athletes to ensure a higher Graduation Success Rate. This study was one of the first to examine the tools and resources used by academic advisors and learning specialist, as well as, the learning styles of student athletes. Future research should continue to investigate the tools and resources used by academic advisors use and the role of the academic level of the student athlete.
Show less - Date Issued
- 2017
- Identifier
- CFE0006614, ucf:51299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006614
- Title
- The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools.
- Creator
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Cady, Julie, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Spadaccini, Becky, University of Central Florida
- Abstract / Description
-
The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida...
Show moreThe purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test(&)#174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
Show less - Date Issued
- 2013
- Identifier
- CFE0004661, ucf:49896
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004661
- Title
- A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
- Creator
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Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
Show less - Date Issued
- 2004
- Identifier
- CFE0000007, ucf:46076
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000007
- Title
- AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDENT ATHLETES.
- Creator
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Riley, Keith, Holt, Larry, University of Central Florida
- Abstract / Description
-
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African...
Show moreThe purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
Show less - Date Issued
- 2007
- Identifier
- CFE0001580, ucf:47109
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001580
- Title
- DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCTION.
- Creator
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Mack, Ana, Pawlas, George, University of Central Florida
- Abstract / Description
-
This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of...
Show moreThis study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.
Show less - Date Issued
- 2006
- Identifier
- CFE0001516, ucf:47149
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001516
- Title
- CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION.
- Creator
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Kemp, Andrew, Witta, Lea, University of Central Florida
- Abstract / Description
-
According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in...
Show moreAccording to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.
Show less - Date Issued
- 2007
- Identifier
- CFE0001596, ucf:47157
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001596
- Title
- ACADEMIC ADVISING IN HIGHER EDUCATION: DISTANCE LEARNERS AND LEVELS OF SATISFACTION USING WEB CAMERA TECHNOLOGY.
- Creator
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Hernandez, Terri, Tubbs, Levester, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI)...
Show moreThe purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI) administered to undergraduate psychology majors (N = 102). Overall, students were satisfied with advising services regardless of the advising group to which they were randomly assigned. Although there was not a statistically significant difference between students who were advised in-seat face-to-face and those advised via web camera advising, the data reflected a slight preference for advisement via web camera.
Show less - Date Issued
- 2007
- Identifier
- CFE0001773, ucf:47250
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001773
- Title
- HOME SCHOOL VERSUS OTHER APPLICANTS TO POSTSECONDARY INSTITUTIONS: ADMISSION POLICIES AND IN-DEPTH ANALYSIS.
- Creator
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Ashford, Rebecca, Pawlas, George, University of Central Florida
- Abstract / Description
-
In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend...
Show moreIn this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were more likely to accept home school students than were private colleges. Also, public colleges had less stringent admission requirements for home school students than did private colleges. Further, home school admission policies in place in Florida's public colleges were more likely to comply with the NCHE's recommended admission policies for home school applicants. In addition to reviewing college admission policies for home school students, the standardized test scores and grade point averages of home school and public school students enrolled in a Florida, public community college were compared. The standardized test scores compared were the College Placement Test (CPT) and the Scholastic Achievement Test (SAT). The researcher found no difference in the mean grade point averages of home school and public school students enrolled in a Florida, public community college. Also, the researcher found no difference in the mean CPT algebra, CPT reading, or SAT mathematics scores of home school and public school students. There was, however, a significant difference in the CPT writing and SAT verbal scores for these two groups of students. Home school students scored significantly higher than public school students on the CPT writing and the SAT verbal tests.
Show less - Date Issued
- 2005
- Identifier
- CFE0000601, ucf:46536
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000601
- Title
- THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS.
- Creator
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Thomas, Marybeth, Ezell, Dan, University of Central Florida
- Abstract / Description
-
The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the...
Show moreThe focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
Show less - Date Issued
- 2005
- Identifier
- CFE0000773, ucf:46561
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000773
- Title
- ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?.
- Creator
-
Fox, Lawrence, Taylor, Rosemayre, University of Central Florida
- Abstract / Description
-
This study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in...
Show moreThis study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in academic achievement based on gender, (c) to determine differences in academic achievement based on LEP status, and (d) to determine if there is a relationship between grade point average and FCAT Reading scores and FCAT Mathematic scores. The findings of this study were delineated through an examination of data using mean Grade Point Averages, mean Florida Comprehensive Assessment Test Scores (Reading and Mathematics), socio-economics, gender, Limited English Proficiency status, and attendance. This study supported, but are not limited to, the following conclusions: (a) There was a difference in grade point averages among Hispanic high school students, (b) Hispanic students have lower mean grade point averages and lower mean FCAT Reading and Mathematic scores when compared to the school as a whole, (c) there are relationships between attendance and grade point averages and there is a relationship between grade point average and FCAT Reading and Mathematic scores (d) there are differences in grade point averages between male and female Hispanic students, (e) there is a difference in grade point average based on socio-economic level, and (f) there is a difference in grade point averages based on LEP status. Recommendations of the study include but are not limited to (a) further research in the area of academic achievement among Hispanic students but to disaggregate Hispanics to look for distinct differences. (b) research in the area of comparing LEP students and academic achievement., (c) research to determine why there is a disparity in numbers of 9th grade Hispanic students and 12th grade Hispanic students, (d) research of Hispanic students by doing a longitudinal study. The longitudinal study should follow 9th grade students from the high schools in one or more county through four years.
Show less - Date Issued
- 2005
- Identifier
- CFE0000574, ucf:46446
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000574
- Title
- METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS.
- Creator
-
Parsons, Christine, Marino, Matthew, Ph.D., University of Central Florida
- Abstract / Description
-
Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to...
Show morePreparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
Show less - Date Issued
- 2016
- Identifier
- CFH2000176, ucf:45947
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000176
- Title
- EFFECTS OF SCHOOL MEAL CONSUMPTION ON SCHOOL-RELATED FACTORS IN ELEMENTARY SCHOOL-AGED CHILDREN.
- Creator
-
Reynolds, Megan, Garcia, Jeanette, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine teacher perception of student school meal preferences in an elementary school setting. This was a cross-sectional mixed-methods study that is part of a larger study to develop a nutrition education program for elementary school children. Focus groups and surveys were administered to faculty at a charter school in downtown Orlando to gain insight into the types of food offered at school and student response to these food items. All members of the...
Show moreThe purpose of this study was to examine teacher perception of student school meal preferences in an elementary school setting. This was a cross-sectional mixed-methods study that is part of a larger study to develop a nutrition education program for elementary school children. Focus groups and surveys were administered to faculty at a charter school in downtown Orlando to gain insight into the types of food offered at school and student response to these food items. All members of the faculty were invited to participate in the study, and seven teachers volunteered to take part in this study. Focus groups were recorded using tape recorders; they were then transcribed verbatim and coded independently by two research assistants. Results of this study showed that according to members of faculty, overall, the food served in school during breakfast and lunch is of poor quality. Portion sizes were acceptable according to participants, however, there is still too much food is being wasted. The students do not respond well to breakfast or lunch, which has adversely affected the academic performance of students as well as their classroom behavior due to hunger and low energy levels. It was also noted that older children expressed interest in learning about topics pertaining to nutrition. This study is the first stage of a larger initiative to develop nutrition education programs and to encourage conversation regarding school meal reform, especially as it pertains to those individuals of low socioeconomic status. The implications for this study could be beneficial for a wide-range of children who attend school on a daily basis.
Show less - Date Issued
- 2018
- Identifier
- CFH2000436, ucf:45716
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000436
- Title
- RELATIONSHIPS AMONG CHILD ABUSE EXPERIENCES, SOCIAL SUPPORT, AND ACADEMIC SUCCESS.
- Creator
-
Havill, Amanda, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies...
Show morePrevious research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success. Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.
Show less - Date Issued
- 2011
- Identifier
- CFH0003786, ucf:44715
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003786
- Title
- A COMPARISON OF TRADITIONAL AND NONTRADITIONAL COLLEGE STUDENTS' STRESS AND ITS RELATIONSHIP TO THEIR TIME MANAGEMENT AND OVERALL PSYCHOLOGICAL ADJUSTMENT.
- Creator
-
Stagman, Debra, Mottarella, Karen, University of Central Florida
- Abstract / Description
-
The academic demands of college can be strenuous. Nontraditional students in particular may be at risk for role conflict and overload. This study examines levels of academic stressors and reactions to stressors between traditional and nontraditional undergraduate college students in order to investigate the relationships between academic stress, time management behaviors and overall psychological adjustment between the two groups. Participants completed Gadzella's (1991) Student-Life Stress...
Show moreThe academic demands of college can be strenuous. Nontraditional students in particular may be at risk for role conflict and overload. This study examines levels of academic stressors and reactions to stressors between traditional and nontraditional undergraduate college students in order to investigate the relationships between academic stress, time management behaviors and overall psychological adjustment between the two groups. Participants completed Gadzella's (1991) Student-Life Stress Inventory, Time Management Behaviors Scale (Macan, Shahani, Dipboye, & Phillips, 1990) and the Symptom Checklist-90 Revised (Derogatis, 1994). Results reveal significant differences between traditional and nontraditional students on a subscale of the Time Management Behavior Scale measuring the ability to set goals and prioritize. Additionally, a marginally significant difference between traditional and nontraditional students was found on another subscale of the Time Management Behavior Scale measuring the mechanics of time management. These results indicate students who maintain multiple life-roles and responsibilities in addition to their role of college student are better at identifying and setting goals that need to be accomplished and prioritizing the tasks required to meet these goals. Furthermore, these students may be more adept at the mechanics involved with time management such as making list and scheduling activities in advance.
Show less - Date Issued
- 2011
- Identifier
- CFH0003818, ucf:44729
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003818
