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Title: A Comparative Study of Computer-Assisted Instruction Versus Classroom Training of Naval Technicians of Varying Aptitude.
Creator: Dwyer, Daniel J., Burrough, Wayne A., Social Sciences
Abstract / Description: University of Central Florida College of Social Sciences Thesis; Any discussion of computer-assisted instruction (CAI) cannot proceed very far without first examining the issue of programmed instruction (PI). CAI is a relatively recent development in the area of education and training, whereas PI enjoys a somewhat longer history. Nonetheless, PI lies at the very heart of CAI and forms the base on which CAI exists. CAI then, may be viewed as a mode or type of PI. B. F. Skinner's work in the...
Show moreUniversity of Central Florida College of Social Sciences Thesis; Any discussion of computer-assisted instruction (CAI) cannot proceed very far without first examining the issue of programmed instruction (PI). CAI is a relatively recent development in the area of education and training, whereas PI enjoys a somewhat longer history. Nonetheless, PI lies at the very heart of CAI and forms the base on which CAI exists. CAI then, may be viewed as a mode or type of PI. B. F. Skinner's work in the 1940's with the principles of operant conditioning laid the groundwork for the concept of PI (Garner, 1966). Operant conditioning is a type of conditioning whereby an emitted response is reinforced. The reinforcement should increase the strength of the response and presumably increase the chances that the response will occur again (Munn, Fernald, & Fernald, 1972). Operant conditioning, in which an individual is conditioned to behave in the direction of a predetermined goal, is achieved through the contingent reinforcement of a series of steps. These steps of action are linked together in a chain of successive approximations. 1 Each link of the chain approximates the end goal slightly more than the previous link. This chain of successive approximations is followed until the end behavior is achieved (Garner, 1966). 2 In this respect, PI makes use of the sequencing of small successive steps and contingent reinforcement to achieve some desired end goal , namely, achieving the lesson objective. This "Skinnerian" or linear form of PI requires the student to proceed through a forward moving chain in a step-by-step fashion until the end behavior is achieved. The step-by-step sequence, as it pertains to PI, refers to the individual segments or frames of a PI lesson. Each frame might be considered one step of the entire PI lesson. These frames, which should flow logically from one to the next, should build upon each other and approximate the lesson objective. Periodically, progress should be monitored in order to assure that the student is comprehending the lesson material (Wilson and Tosti, 1972). Typically, this is accomplished by incorporating multiple choice or true/false questions within the PI lesson itself . By so doing, student performances can be checked and appropriate actions taken within the concept of reinforcement. Deterline (1962) argues that all learned behavior is based on, reinforcement. Individuals learn by acting on their environment and, in turn, are influenced by the consequences of their actions (Deterline, 1962) . ""Then consequences strengthen behavior, reinforcement is said to have taken place.
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Date Issued: 1979
Identifier: CFR0003505, ucf:53141
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0003505

Title: A Comparative Study of Student Performance, Attendance, and Discipline in a Community School in a Large Urban School District in the Southern United States.
Creator: Morrow, Juanita, Murray, Barbara, Baldwin, Lee, Storey, Valerie A., Doherty, Walter, Doaks, Synthia, University of Central Florida
Abstract / Description: The goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of...
Show moreThe goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of community school practices and the school's 2015-2016 senior cohort, after implementation of community school practices at the select community school. In an effort to more accurately determine the effectiveness of the community school practices, the study also compared the performance of the community school after implementation of the community school practices to two comparison high schools in the same urban school district; not incorporating the community school practices into instruction, organizational structure, and policy. T-tests analysis and descriptive statistics analysis demonstrated that there was statistical improvement in student performance in regard to cumulative grade point average, graduation rate, and attendance for the 2015-2016 senior cohort. However, improvement was not present in discipline and the frequency distribution of industry certifications for the 2015-2016 senior cohort when compared to the 2011-2012 senior cohort.
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Date Issued: 2017
Identifier: CFE0006769, ucf:51871
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006769

Title: A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End-of-Course Examination.
Creator: Underwood, Arthur, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, ...
Show moreThe focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.
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Date Issued: 2014
Identifier: CFE0005433, ucf:50406
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005433

Title: A Comparative Study of Two Models of Presenting Phrasal Verbs.
Creator: Majeed, Nagham, Mihai, Florin, Folse, Keith, Purmensky, Kerry, Boote, David, University of Central Florida
Abstract / Description: Learning phrasal verbs (PVs) is of vital importance in both written and spokenEnglish, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this empirical study because they are an essential component of English vocabulary but are typically regarded as very...
Show moreLearning phrasal verbs (PVs) is of vital importance in both written and spokenEnglish, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this empirical study because they are an essential component of English vocabulary but are typically regarded as very difficult for ESL students to master.This study used a quasi-experimental design to compare the effect of instruction through image-schematic container illustrations of 16 PVs (supported by the container metaphor model) and a definition-only illustration of the same 16 PVs (supported by the traditional model of PV instruction). The participants in this experiment consisted of 28 intermediate-level students enrolled in intensive English program (IEP) courses at a metropolitan college in the southeastern United States during the summer of 2019; the students were divided into a control group and an experimental group. Four types of instruments, including one pretest and three posttests, were used in this experiment to examine the effectiveness of the container metaphor model compared with the traditional model. The findings of this study challenge the traditional view regarding the difficulty of teaching the meanings of these 16 PVs and suggest that the container metaphor model is more conducive to PV learning and retention. However, the findings of this study showed little evidence that the container metaphor model can assist in guessing the meaning of previously unknown PVs. The practical implications demonstrated from these results can be used by ESL teachers and educational stakeholders to validate English-teaching practices. Therefore, this model was recommended to be considered as one model of presenting PVs. The current study demonstrated that researchers should include infrequent PVs in their research in addition to the frequent ones. Finally, limitations of the current study are identified and recommendations for organizing future studies on this topic are proposed.
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Date Issued: 2019
Identifier: CFE0007834, ucf:52829
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007834

Title: A COMPARISON AND EVALUATIONOFCOMMON PID TUNING METHODS.
Creator: Youney, Justin, Haralambous, Michael, University of Central Florida
Abstract / Description: The motivation behind this thesis is to consolidate and evaluate the most common Proportional Integral Derivative (PID) controller tuning techniques used in industry. These are the tuning techniques used when the plant transfer function is not known. Many of these systems are poorly tuned because such consolidated information is not easily found in one single source such as this thesis. Once one of the tuning methods are applied almost always there will be further fine tuning needed to bring...
Show moreThe motivation behind this thesis is to consolidate and evaluate the most common Proportional Integral Derivative (PID) controller tuning techniques used in industry. These are the tuning techniques used when the plant transfer function is not known. Many of these systems are poorly tuned because such consolidated information is not easily found in one single source such as this thesis. Once one of the tuning methods are applied almost always there will be further fine tuning needed to bring the system into the required design criteria. The purpose here is to find out which tuning technique will yield the lowest percent overshoot and the shortest settling time for all situations. This will give the engineer a good starting point; to minimally further adjust parameters to achieve the desired design criteria. There will also be discussion on the various algorithms used in industry. Four tuning methods will be evaluated based on their ability to control different style plants. The comparison criteria will be percent overshoot and settling time for an applied step input. The tuning methods chosen were the Ziegler-Nichols Open Loop method, the CHR method for 0% overshoot, the Ziegler-Nichols Closed Loop method, and the Rule of Thumb method. It is shown that for a second order plant with a lag and pure integration in its transfer function, the Open Loop method yielded the lowest results in terms of percent overshoot, yet the Closed Loop method had the shortest settling time. For systems of higher order than two it was shown that the CHR method gave the best performance however as the order increased the Closed Loop method gave a shorter settling time. For systems of higher order with varying lags in series the CHR method gave the best results. The Rule of thumb method usually gave similar results to that of the Closed Loop method; however for higher order systems the Rule of Thumb method gave less percent overshoot but with a longer settling time than the Closed Loop method. Since these tuning methods are used when the plant transfer function is not known, and none of the rules were found to give consistently the lowest percent overshoot, and settling time for all plants tested, there can not be a recommendation as to which method an engineer should choose to use. If the plant transfer function is known or can be reasonably modeled then the following recommendations can be followed. When tuning systems with pure integrations in their transfer function the Open Loop or Closed Loop method be used. When tuning systems of order higher than two the CHR or Closed Loop method should be used, however with high order systems with varying lags the CHR method should be used. It is the responsibility of the engineer to know how and when to implement each of the tuning rules properly.
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Date Issued: 2007
Identifier: CFE0001716, ucf:47301
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001716

Title: A Comparison Between Male Perpetrators Of Intimate Partner Violence and Child Sexual Abuse: A Feminist Perspective.
Creator: Schafer, Christelle, Molina, Olga, Steen, Julie, Burg, Mary, Feder, Lynette, University of Central Florida
Abstract / Description: The purpose of this study was to explore whether attributes of sex role identity and gender role stress differed between perpetrators of child sexual abuse (CSA) and perpetrators of intimate partner violence (IPV). The primary research question posed in the research sought to determine if participants' attitudes on gender role stereotyping or gender role stress were significantly different between perpetrators of CSA and perpetrators of IPV. Participants in this study were a convenience...
Show moreThe purpose of this study was to explore whether attributes of sex role identity and gender role stress differed between perpetrators of child sexual abuse (CSA) and perpetrators of intimate partner violence (IPV). The primary research question posed in the research sought to determine if participants' attitudes on gender role stereotyping or gender role stress were significantly different between perpetrators of CSA and perpetrators of IPV. Participants in this study were a convenience sample of adult males with histories of CSA and IPV from two different outpatient counseling programs. Participants completed the Bem Sex Role Inventory-Short Form (BSRI-SF) and the Male Gender Role Stress (MGRS) scales to investigate whether the gender role attributes and gender role stress scores of the perpetrators of CSA and IPV were (a) similar or different from each other and (b) whether they fell outside the norms established by the two standardized instruments. This study utilized multiple regression and one sample t-tests to analyze the data. There was a statistically significant relationship between perpetrator type and the BSRI-SF and MGRS scores. Additionally, perpetrators of CSA and IPV had lower scores on the MGRS scale than those men in previous research. Additional research was suggested to further explore the relationship between gender role stereotypes and gender role stress on the perpetration of CSA.
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Date Issued: 2013
Identifier: CFE0005056, ucf:49976
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005056

Title: A Comparison of Aluminum and Iron-based Coagulants for Treatment of Surface Water in Sarasota County, Florida.
Creator: Yonge, David, Duranceau, Steven, Randall, Andrew, Cooper, Charles, University of Central Florida
Abstract / Description: In this research, five different coagulants were evaluated to determine their effectiveness at removing turbidity, color and dissolved organic carbon (DOC) from a surface water in Sarasota County, Florida. Bench-scale jar tests that simulated conventional coagulation, flocculation, and sedimentation processes were used. Iron-based coagulants (ferric chloride and ferric sulfate) and aluminum-based coagulants (aluminum sulfate, polyaluminum chloride (PACl) and aluminum chlorohydrate (ACH)) were...
Show moreIn this research, five different coagulants were evaluated to determine their effectiveness at removing turbidity, color and dissolved organic carbon (DOC) from a surface water in Sarasota County, Florida. Bench-scale jar tests that simulated conventional coagulation, flocculation, and sedimentation processes were used. Iron-based coagulants (ferric chloride and ferric sulfate) and aluminum-based coagulants (aluminum sulfate, polyaluminum chloride (PACl) and aluminum chlorohydrate (ACH)) were used to treat a highly organic surface water supply (DOC ranging between 10 and 30 mg/L), known as the Cow Pen Slough, located within central Sarasota County, Florida. Isopleths depicting DOC and color removal efficiencies as a function of both pH and coagulant dose were developed and evaluated. Ferric chloride and ACH were observed to obtain the highest DOC (85% and 70%, respectively) and color (98% and 97%, respectively) removals at the lowest dose concentrations (120 mg/L and 100 mg/L, respectively). Ferric sulfate was effective at DOC removal but required a higher concentration of coagulant and was the least effective coagulant at removing color. The traditional iron-based coagulants and alum had low turbidity removals and they were often observed to add turbidity to the water. PACl and ACH had similar percent removals for color and turbidity achieving consistent percent removals of 95% and 45%, respectively, but PACl was less effective than ACH at removing organics. Sludge settling curves, dose-sludge production ratios, and settling velocities were determined at optimum DOC removal conditions for each coagulant. Ferric chloride was found to have the highest sludge settling rate but also produced the largest sludge quantities. Total trihalomethane formation potential (THMFP) was measured for the water treated with ferric chloride and ACH. As with DOC removal, ferric chloride yielded a higher percent reduction with respect to THMFP.
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Date Issued: 2012
Identifier: CFE0004621, ucf:49936
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004621

Title: A COMPARISON OF ATTENTIONAL RESERVE CAPACITY ACROSS THREE SENSORY MODALITIES.
Creator: Brill, John, Gilson, Richard, University of Central Florida
Abstract / Description: There are two theoretical approaches to the nature of attentional resources. One proposes a single, flexible pool of cognitive resources; the other poses there are multiple resources. This study was designed to systematically examine whether there is evidence for multiple resource theory using a counting task consisting of visual, auditory, and tactile signals using two experiments. The goal of the first experiment was the validation of a multi-modal secondary loading task. Thirty-two...
Show moreThere are two theoretical approaches to the nature of attentional resources. One proposes a single, flexible pool of cognitive resources; the other poses there are multiple resources. This study was designed to systematically examine whether there is evidence for multiple resource theory using a counting task consisting of visual, auditory, and tactile signals using two experiments. The goal of the first experiment was the validation of a multi-modal secondary loading task. Thirty-two participants performed nine variations of a multi-modal counting task incorporating three modalities and three demand levels. Performance and subjective ratings of workload were measured for each of the nine conditions of the within-subjects design. Significant differences were found on the basis of task demand level, irrespective of modality. Moreover, the perceived workload associated with the tasks differed by task demand level and not by modality. These results suggest the counting task is a valid means of imposing task demands across multiple modalities. The second experiment used the same counting task as a secondary load to a primary visual monitoring task, the system monitoring component of the Multi-Attribute Task Battery (MATB). The experimental conditions consisted of performing the system monitoring task alone as a reference and performing system monitoring combined with visual, auditory, or tactile counting. Thirty-one participants were exposed to all four experimental conditions in a within-subjects design. Performance on the primary and secondary tasks was measured, and subjective workload was assessed for each condition. Participants were instructed to maintain performance on the primary task, irrespective of condition, which they did so effectively. Secondary task performance for the visual-auditory and visual-tactile conditions was significantly better than for the visual-visual dual task condition. Subjective workload ratings were also consistent with the performance measures. These results clearly indicate that there is less interference for cross-modal tasks than for intramodal tasks. These results add evidence to multiple resource theory. Finally, these results have practical implications that include human performance assessment for display and alarm development, assessment of attentional reserve capacity for adaptive automation systems, and training.
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Date Issued: 2007
Identifier: CFE0001660, ucf:47234
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001660

Title: A COMPARISON OF CHARACTER EDUCATION PROGRAMS AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT, BEHAVIOR, AND ATTENDANCE.
Creator: Berger, Beth, Murray, Barbara, University of Central Florida
Abstract / Description: The purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited...
Show moreThe purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited that there was a negative correlation between character education and incidents of crime and violence. The researcher acquired data in an attempt to determine whether or not the views of Lickona (1991), Murphy (1998) and others holding this view would yield similar results in the Florida public schools. The theoretical framework for the study was Kohlberg's cognitive-developmental theory of moral reasoning. The study was compiled between 2003 and 2004 based on data for the 1998-1999 school year and the 2002-2003 school year. These dates were chosen because they were the pre-implementation year (1998-1999) and four years after the character education mandate went into effect. Data from 67 Florida counties were solicited and 10 counties selected as samples of effective character education implementers and non-effective character education implementers in their elementary schools. Utilizing Statistical Package for Social Science (2004), data were analyzed for statistically significant relationships in order to confirm or negate the null hypotheses. The tests utilized were repeated measures ANOVAs. The study found a statistically significant relationship between those counties that effectively implemented a character education program in their elementary schools and student attendance, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and student achievement, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and lowered incidents of crime and violence, as compared to counties that did not effectively implement a character education program in their elementary schools. In all school districts studied, however, over the four-year period incidents of crime and violence were reduced, the absenteeism rate was reduced, and achievement had increased. This could have been due to the implementation of any type of character education program or it may have been due to other programs implemented in the Florida schools.
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Date Issued: 2005
Identifier: CFE0000333, ucf:46283
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000333

Title: A COMPARISON OF COLLEGE STUDENTS' PERCEPTIONS OF OLDER TATTOOED WOMEN AND YOUNGER TATTOOED WOMEN.
Creator: Raymond, Laura, Musambira, George, University of Central Florida
Abstract / Description: The study examined how college students perceive older versus younger women based on their tattoo status (i.e., no tattoo, feminine tattoo, or masculine tattoo). A randomly assigned sample of 376 responded to a survey involving a 2 X 3 experiment designed to assess the impact of age (older versus younger) and tattoo status on four dependent measures: credibility, promiscuity, and attractiveness. Results indicate that older and younger women are perceived differently depending on their tattoo...
Show moreThe study examined how college students perceive older versus younger women based on their tattoo status (i.e., no tattoo, feminine tattoo, or masculine tattoo). A randomly assigned sample of 376 responded to a survey involving a 2 X 3 experiment designed to assess the impact of age (older versus younger) and tattoo status on four dependent measures: credibility, promiscuity, and attractiveness. Results indicate that older and younger women are perceived differently depending on their tattoo status. Not wearing a tattoo may lead to a more favorable perception of older women than wearing one, but wearing a feminine tattoo may engender a more favorable impression of older women than having a masculine tattoo. In contrast, avoiding to wear a tattoo may not be as helpful for the perception of younger women as it is for older women. Also, while younger women may be rewarded for gender role transgression with respect to tattoo status this is not so for older women.
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Date Issued: 2011
Identifier: CFE0003971, ucf:48658
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003971

Title: A COMPARISON OF COMPUTER AND TRADITIONAL FACE-TO-FACE CLASSROOM ORIENTATION FOR BEGINNING CRITICAL CARE NURSES.
Creator: Anzalone, Patricia, Sole, Mary Lou, University of Central Florida
Abstract / Description: Purpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this...
Show morePurpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) e-learning program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. Methods: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing volunteer nurses with no current critical care experience living in southwest Florida were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. Those in the ECCO group completed the lessons on line and had an optional 2 hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. Results: The majority of subjects were female, married, and educated at the associate degree level. Their mean age was 39.5 + 12 years, and they averaged 9.9 + 11.7 years of nursing experience. The diverging learning style was assessed in 37% of subjects. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance. Mean scores of subjects in both groups increased statistically on both the BKAT-7 and modified CV Examination (p=<.01); however, no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). Discussion/Implications: This is the first study to evaluate the ECCO orientation program and contributes to the growing body of knowledge exploring e-learning versus traditional education. The results of this study provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. As participant satisfaction was more favorable toward the classroom learning modality, consideration should be given to providing blended learning if using computer-based orientation programs. Replication of this study with a variety of instructors in varied geographic locations, expanded populations, larger samples, and different subject matter is recommended.
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Date Issued: 2008
Identifier: CFE0002192, ucf:47888
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002192

Title: A Comparison of Concurrent Correctness Criteria for Shared Memory Based Data Structure.
Creator: Bhattacharya, Dipanjan, Dechev, Damian, Leavens, Gary, Bassiouni, Mostafa, University of Central Florida
Abstract / Description: Developing concurrent algorithms requires safety and liveness to be defined in order to understand their proper behavior. Safety refers to the correctness criteria while liveness is the progress guarantee. Nowadays there are a variety of correctness conditions for concurrent objects. The way these correctness conditions differ and the various trade-offs they present with respect to performance, usability, and progress guarantees is poorly understood. This presents a daunting task for the...
Show moreDeveloping concurrent algorithms requires safety and liveness to be defined in order to understand their proper behavior. Safety refers to the correctness criteria while liveness is the progress guarantee. Nowadays there are a variety of correctness conditions for concurrent objects. The way these correctness conditions differ and the various trade-offs they present with respect to performance, usability, and progress guarantees is poorly understood. This presents a daunting task for the developers and users of such concurrent algorithms who are trying to better understand the correctness of their code and the various trade-offs associated with their design choices and use. The purpose of this study is to explore the set of known correctness conditions for concurrent objects, find their correlations and categorize them, and provide insights regarding their implications with respect to performance and usability. In this thesis, a comparative study of Linearizability, Sequential Consistency, Quiescent Consistency and Quasi Linearizability will be presented using data structures like FIFO Queues, Stacks, and Priority Queues, and with a case study for performance of these implementations using different correctness criteria.
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Date Issued: 2016
Identifier: CFE0006263, ucf:51046
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006263

Title: A Comparison of Corrosion Rates Determined by Polarizations Resistance Measurements for Zinc and Cadmium Metal Immersed in NonStirred Aqueous Portland Cement Solution.
Creator: Moore, William J., Baldwin, Vaniah, Jr., Engineering
Abstract / Description: Florida Technological University College of Engineering Thesis; The effect of nonstirred aqueous portland cement solution on the corrosion rates of zinc and cadmium metal using Tafel extropolation and linear polarization measurements has been investigated. Results indicate that for the corrosion systems under investigation, zinc metal has a higher corrosion potential and lower corrosion rate than cadmium metal.
Date Issued: 1975
Identifier: CFR0008129, ucf:52969
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008129

Title: A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
Creator: Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
Abstract / Description: This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
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Date Issued: 2011
Identifier: CFE0004166, ucf:49064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004166

Title: A COMPARISON OF EIGHTH GRADE READING PROFICIENCY ON STATE ASSESSMENTS WITH THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
Creator: Dyer, Kathryn, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed...
Show moreThe National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
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Date Issued: 2011
Identifier: CFE0003600, ucf:48852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003600

Title: A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator: Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued: 2009
Identifier: CFE0002536, ucf:52846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002536

Title: A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
Creator: Robinson, Laurel, Taylor, Rosemarye, Pawlas, George, Little, Mary, Clark, Margaret, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between...
Show moreThe purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
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Date Issued: 2014
Identifier: CFE0005241, ucf:50599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005241

Title: A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
Creator: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: A COMPARISON OF LOAD TEST DATA AND PREDICTED BEHAVIOR OF AUGERCAST PILES IN LAYERED SOILS.
Creator: Hudson, John, Kuo, Shiou-San, University of Central Florida
Abstract / Description: The use of auger cast-in-place (ACIP) pilings is very common in Florida; however, there is a significant degree of uncertainty in determining the actual capacity of the pilings, especially when the pilings are installed through layers of cohesive soils. Therefore, there is a need to improve upon the existing methods of predicting the behavior of ACIP piles in layered soils. As a result, the primary objective of this study is to determine if a significant difference exists between the accepted...
Show moreThe use of auger cast-in-place (ACIP) pilings is very common in Florida; however, there is a significant degree of uncertainty in determining the actual capacity of the pilings, especially when the pilings are installed through layers of cohesive soils. Therefore, there is a need to improve upon the existing methods of predicting the behavior of ACIP piles in layered soils. As a result, the primary objective of this study is to determine if a significant difference exists between the accepted methods of pile load test analysis. Provided a significant difference is noted, the secondary objective would be to determine if an improvement could be made to enhance the existing empirical relationships used to predict pile behavior in layered soils. In order to accomplish these objectives, this study presents an evaluation of some of the most commonly used methods for predicting ACIP pile capacity based upon the results of actual field load tests. Data from twenty-five load tests were analyzed using popular methods and statistical analyses were preformed to determine and evaluate the data. These evaluations were utilized to explore correlations between predicted behavior and actual results. Based upon the results of this study, there is no statistically significant difference between the load test analyses methods examined. As a result, no improvement to the existing methods of predicting ACIP pile behavior in layered soils may be recommended at this time, and further research in this subject matter is recommended.
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Date Issued: 2008
Identifier: CFE0002300, ucf:47831
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002300

Title: A COMPARISON OF MARRIAGE EDUCATION AND BRIEF COUPLES COUNSELING.
Creator: Livingston, Tina, Young, Mark, University of Central Florida
Abstract / Description: This study investigated marital adjustment for couples participating in one of two treatment groups; the Brief Integrative Couples Counseling model(Young & Long, 1998, 2007); and the PREPARE/ENRICH Empowering Couples marriage education weekend workshop (Olson & Olson,2000). This study examined the following research questions: Do couples show a different level of marital adjustment following Brief Integrative Couples Counseling compared to those who receive a marriage education treatment?; Do...
Show moreThis study investigated marital adjustment for couples participating in one of two treatment groups; the Brief Integrative Couples Counseling model(Young & Long, 1998, 2007); and the PREPARE/ENRICH Empowering Couples marriage education weekend workshop (Olson & Olson,2000). This study examined the following research questions: Do couples show a different level of marital adjustment following Brief Integrative Couples Counseling compared to those who receive a marriage education treatment?; Do couples show greater marital adjustment following Brief Integrative Couples Counseling compared to those who participated in a Marriage Education weekend workshop treatment over time? This article presents an exploration of mean marital adjustment scores following participation in a Brief Integrative Couples Counseling treatment or a marriage education weekend workshop protocol. This study was a quasi-experimental design because participants were placed in pre-existing groups by self-selection. Following statistical analyses using repeated measures analysis of variance (ANOVA), the data suggest there is no difference in the level of change in marital adjustment scores between the two treatment groups. In addition, follow up analysis of covariance (ANCOVA's) was conducted on marital adjustment, using demographics as covariates.
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Date Issued: 2006
Identifier: CFE0001240, ucf:46907
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001240

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