View All Items

Title: The Relationship of English Language Scores on International Students' Academic Success.
Creator: Shbeeb, Rebekah, Biraimah, Karen, Cintron Delgado, Rosa, Bai, Haiyan, Wolford, Anna, University of Central Florida
Abstract / Description: International graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have...
Show moreInternational graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have any statistically significant linear relationships to international graduate students' academic success as defined by their cumulative grade point average (CGPA). Secondly, this study sought to understand how international graduate students feel about the TOEFL and/or IELTS, and whether or not they feel prepared for study with regards to their English language ability. Using mixed-methods research, data were retrieved from international graduate students who graduated from UCF during the 2012 (-) 2016 academic school years. Information from a total of 583 international graduate students was included in the retrieved data collection and data analyses. A survey was also utilized to assess current international graduate students' perceptions of the English language test and requirements. A total of 235 students completed the survey. The study demonstrated that TOEFL and IELTS scores do not have any statistically significant linear relationship to international graduate students' CGPA. Therefore, results from this research study did not indicate that the English language test scores have an impact on academic success for international graduate students who met the UCF admission requirements. The findings also demonstrate that international graduate students generally feel the scores are an accurate assessment of their English language abilities. However, many international graduate students expressed a desire for additional English language resources.The findings are beneficial in able to better understand whether or not English language test scores have any impact on international graduate students' success, and to more accurately comprehend the international graduate students' perspective regarding the language requirement.
Show less
Date Issued: 2019
Identifier: CFE0007725, ucf:52421
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007725

Title: A quasi-experiment on the degree to which i-Ready Reading Instruction predicted Florida state assessment scores for low performing students compared to students on grade level.
Creator: Pierce, Ashley, Sivo, Stephen, Bai, Haiyan, Clark, M. H., Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3...
Show moreThe purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready(&)#174; Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready(&)#174; Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready(&)#174; Reading Instruction did not predict FSA ELA score gains.
Show less
Date Issued: 2018
Identifier: CFE0007234, ucf:52242
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007234

Title: Examining the use of Background Music to Facilitate Learning.
Creator: De La Mora Velasco, Efren, Hirumi, Atsusi, Bai, Haiyan, Boote, David, Sung, Stella, University of Central Florida
Abstract / Description: The present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation...
Show moreThe present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation reports a design-based research study aimed at improving an online learning environment with the use of BM to enhance students' motivation, engagement and knowledge retention.
Show less
Date Issued: 2019
Identifier: CFE0007622, ucf:52536
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007622

Title: Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator: Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description: The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Show less
Date Issued: 2012
Identifier: CFE0004560, ucf:49255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004560

Title: Enhancing the Reading Strategies of Parents of English Language Learners Through Reading Strategies and Interventions(RSI) Workshops.
Creator: Rivera, Milagros, Martin, Suzanne, Boote, David, Bai, Haiyan, McIntire, Jonathan, University of Central Florida
Abstract / Description: The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children?s learning in the home. Researchers...
Show moreThe No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children?s learning in the home. Researchers have supported the importance of parental involvement in the academic success of children. The purpose of this study was to determine whether parents' knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that parents' knowledge of reading strategies and interventions increased after participating in the workshops.
Show less
Date Issued: 2012
Identifier: CFE0004207, ucf:48995
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004207

Title: The Role of Flow in Creating e-loyalty: The Case of Online Hotel Booking Websites.
Creator: Bilgihan, Fehmi, Okumus, Fevzi, Nusair, Khaldoon, Kwun, David, Bai, Haiyan, Cobanoglu, Cihan, University of Central Florida
Abstract / Description: This dissertation aims to examine the concept of (")online customer experience("), (")flow("), and its role in influencing online customers' loyalty to a hotel booking website. To achieve this aim, a model was developed, which proposed that online flow is generated by both hedonic and utilitarian website features. A model was developed based on literature review to measure the relationships between the constructs. To initiate this research, a survey approach was taken. After conducting a...
Show moreThis dissertation aims to examine the concept of (")online customer experience("), (")flow("), and its role in influencing online customers' loyalty to a hotel booking website. To achieve this aim, a model was developed, which proposed that online flow is generated by both hedonic and utilitarian website features. A model was developed based on literature review to measure the relationships between the constructs. To initiate this research, a survey approach was taken. After conducting a pilot study, a marketing company was contacted to distribute the link for the online questionnaire. Five hundred and eleven (511) questionnaires were completed by guests who booked a hotel room online. Participants completed the self-administered online questionnaire by answering questions related to their last hotel booking experience. Study results found that hedonic and utilitarian website features affect the flow experience positively. Results highlight that hedonic website features has a stronger effect on the flow experience compared to utilitarian ones. In addition, the results revealed that hedonic features positively impact brand equity and utilitarian features impact trust towards the hotel booking website. Further, both trust and brand equity have significant and positive relationship with e-loyalty. However, according to study results, flow experience does not have a direct significant effect on e-loyalty. The study findings suggest that consumers who are able to achieve a state of flow while shopping online will perceive higher brand equity and trust. Therefore, their perceptions of the brand are improved. With enhanced levels of trust and brand equity, consumers are more likely to build bonds and stay loyal to the hotel booking website. It is important to note that enhancing the brand equity and trust via hedonic and utilitarian website features is important to increase loyalty because flow experience does not directly influence loyalty. This study contributes to existing research on flow experience in several ways. Firstly, it developed and tested a model with precursors of flow experience in e-commerce by establishing a link between website features and flow experience. Antecedents and consequences of flow experience can help researchers understand when this experience occurs and what to expect from this optimal experience in online environments. Thus, this study makes a contribution to the existing literature by examining the effects of features of the website on flow experience. It is worth noting that in the model, hedonic website features had the largest impact on flow experience. This is particularly an important contribution, considering that precious related research examined variables such as attractiveness, novelty, playfulness, personal innovativeness, content of the website, interactivity, teleperesence and perceived ease of use as the precursors of flow experience, but they have not examined the website characteristics that derives from shopping orientations. Study results can give hotel booking website designers and marketers a better understanding of the online consumer experiences and loyalty.
Show less
Date Issued: 2012
Identifier: CFE0004519, ucf:49293
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004519

Title: An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
Creator: Harris, Shaywanna, Lambie, Glenn, Hundley, Gulnora, Kelchner, Viki, Bai, Haiyan, University of Central Florida
Abstract / Description: College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased...
Show moreCollege students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
Show less
Date Issued: 2017
Identifier: CFE0006600, ucf:51271
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006600

Title: Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.
Creator: Moore, Miriam, Bryer, Thomas, Zhang, Ning, Steen, Julie, Bai, Haiyan, University of Central Florida
Abstract / Description: This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while...
Show moreThis study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.
Show less
Date Issued: 2015
Identifier: CFE0005848, ucf:50910
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005848

Title: A Priori Analysis of Error and Bias in Value-Added Models.
Creator: Lavery, Matthew, Hahs-Vaughn, Debbie, Sivo, Stephen, Bai, Haiyan, Amrein-Beardsley, Audrey, University of Central Florida
Abstract / Description: Over the past 20 years, value-added models (VAMs) have become increasingly popular in educational assessment and accountability policies because of the sophisticated statistical controls these models use to purportedly isolate the effect of a single teacher on the learning gains of his or her students. The present research uses a Monte Carlo simulation study design in order to investigate whether VAMs are able to provide accurate estimates of teacher effectiveness when all assumptions are met...
Show moreOver the past 20 years, value-added models (VAMs) have become increasingly popular in educational assessment and accountability policies because of the sophisticated statistical controls these models use to purportedly isolate the effect of a single teacher on the learning gains of his or her students. The present research uses a Monte Carlo simulation study design in order to investigate whether VAMs are able to provide accurate estimates of teacher effectiveness when all assumptions are met and to determine how robust the models are to endogenous peer effects and nonrandom assignment of students to classroom. The researcher generates three years of simulated achievement data for 18,750 students taught by 125 teachers, and analyzes this data with a linear mixed model similar to the SAS(&)#174; EVAAS(&)#174; Multivariate Response Model (MRM; M1), a basic covariate adjustment model (M2), and variations on these models designed to estimate random classroom effects. Findings indicate that the modified EVAAS may be too computationally onerous to be of practical use, and that modified covariate adjustment models do not perform significantly differently than the basic covariate adjustment model. When all assumptions are met, M1 is more accurate than M2, but both models perform reasonably well, misclassifying fewer than 5% of teachers on average. M1 is more robust to endogenous peer effects than M2, however both models misclassified more teachers than when all assumptions are met. M2 is more robust to nonrandom assignment of students than M1. Assigning teachers a balanced schedule of nonrandom classes with low, medium, and high prior achievement seemed to mitigate the problems that nonrandom assignment caused for M1, but made M2 less accurate. Implications for practice and future research are discussed.
Show less
Date Issued: 2016
Identifier: CFE0006344, ucf:51568
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006344

Title: Effects of symbol type on naming and identification of graphic symbols by typically developing three, four, five and six-year olds children.
Creator: Resnick, Pamela, Kent-Walsh, Jennifer, Schwartz, Jamie, Zraick, Richard, Bai, Haiyan, University of Central Florida
Abstract / Description: Speech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are...
Show moreSpeech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are unable to physically point to or verbally label presented stimuli. In light of these challenges, the use of eye tracking technologies has become particularly appealing since this alternate response mode reduces the behavioral demands associated with standardized assessment procedures. Another challenge clinicians and educators face as they strive to ensure accurate receptive language assessment results with children who have complex communication needs is the type of stimuli utilized in such assessments. When individuals with cognitive delays are presented with stimuli that may not be comprehensible to them, there is a risk of under-estimating language comprehension abilities (Emerson, 2003). Given the documented challenges that individuals with disabilities often have in identifying constructs depicted by the types of line drawings typically included in receptive language assessment tools (e.g., Mirenda (&) Locke, 1989; Mizuko, 1987), there is a critical need to include recognizable stimuli in assessment tools in order to determine this population's true receptive language capabilities. Beyond this potential to improve the validity of receptive language assessments, improvement in assessment practices such as these also have potential positive implications for effective AAC technology selection and AAC treatment planning.The current investigation examined the effect of symbol type (color photograph symbols1 vs. SymbolStix(&)copy;2 color line drawing symbols) on identification and naming of graphic symbols for nouns, verbs and adjectives in typically developing three, four, five and six-year old children. A quasi-experimental design was employed, with counterbalance for experimental stimuli (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) and task (identification task vs. naming task). Eighty-nine participants completed the identification and naming tasks with both examined symbol types (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) on two different days. Multivariate Analysis of Variance (MANOVA) was used to examine the effects of symbol type on both accuracy and rate of identification, and on accuracy of naming. Bivariate correlation was completed to determine the relationship between participants' touch and eye identification rates, and to determine the relationship between identification accuracy and eye rate. Mean scores revealed that all participants achieved higher accuracy for the identification and naming tasks with color photograph symbols1, and that participants evidenced faster touch and eye identification rates for the color photograph symbol1 condition. These findings suggest that color photograph symbols1 are more transparent and thus more easily identifiable. Therefore, potential future assessment modifications include the incorporation of color photograph symbols1 as stimuli and eye gaze as a selection option within AAC assessment tools. Overall, results of this study have the potential to change the way speech-language pathologists and educators assess the receptive language skills of children with complex communication needs to yield more accurate assessment results.
Show less
Date Issued: 2017
Identifier: CFE0006909, ucf:51701
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006909

Title: Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.
Creator: Yan, Ting, Nutta, Joyce, Zygouris-Coe, Vassiliki, Bai, Haiyan, Mihai, Florin, University of Central Florida
Abstract / Description: Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task...
Show morePeer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task-based interaction project. Using conversation analysis, the study revealed details in communication between adult English learners and their digital character peers. During the interactions, the participants were actively involved and the most frequent communication patterns were collaborative and cooperative. The analysis of interviews of participants and the interactor explored the factors that influenced the communication patterns between the young adult English learners and their digital peers. The results showed that the communication experience with digital characters was authentic and the virtual platform was critical to build the confidence of English learners' language use. Moreover, the multiple digital characters manipulated by interaction protocols were also helpful to create a scaffolding effect for practicing oral communication for the English learners.
Show less
Date Issued: 2017
Identifier: CFE0006823, ucf:51761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006823

Title: The Coping Assessment for Bereavement and Loss Experiences (CABLE): Development and Validation.
Creator: Crunk, Anne, Robinson, Edward, Bai, Haiyan, Robinson, Sandra, Burke, Laurie, University of Central Florida
Abstract / Description: The loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response...
Show moreThe loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response known as complicated grief (CG). However, most grievers respond to loss with relative resilience, demonstrating an ability to sustain reasonably stable and adaptive levels of functioning while grieving the loss of their loved one. One factor that might distinguish resilient and CG reactions is differences in the cognitive, behavioral, emotional, social, and spiritual strategies they use to cope with their distressing grief symptoms. However, prior to this study, an instrument designed to assess potential constructive strategies for coping with bereavement had yet to be developed, limiting helping professionals and researchers to the use of nonspecific measures that assess coping with life stressors in general, rather than with bereavement, in particular. Therefore, the aim of this study was to construct and validate the Coping Assessment for Bereavement and Loss Experiences, or CABLE, an instrument designed to identify which strategies bereaved individuals currently use to cope with grief following the death of a loved one. The present study followed a mixed-methods approach to instrument development, incorporating both qualitative (i.e., Phase 1) and quantitative (i.e., Phase 2) approaches with two diverse samples of bereaved adults (N = 12 for Phase 1 and N = 918 for Phase 2, respectively). Exploratory factor analysis (EFA) with the initial item pool (n = 89 items) yielded a six-factor, 30-item structure, which was cross-validated for item selection using confirmatory factor analysis (CFA). CFA generated a final six-factor, 28-item model of grief coping. The CABLE demonstrated good internal consistency reliability and provided initial evidence for convergent and discriminant validity with the present sample. Finally, findings from hierarchical multiple regression analyses and one-way analysis of variances (ANOVA) tests shed light on participant demographic and background variables that accounted for small but significant variance in CABLE scores. Limitations of the present study, recommendations for future research, and implications for helping professionals and researchers are discussed.
Show less
Date Issued: 2017
Identifier: CFE0006938, ucf:51675
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006938

Title: Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment.
Creator: Malone, Naomi, Hirumi, Atsusi, Thompson, Brenda, Bai, Haiyan, Vogel-Walcutt, Jennifer, Sadri, Houman, University of Central Florida
Abstract / Description: Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own...
Show moreHigher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students' self-regulated learning behaviors. Additionally, these studies reported conflicting results (-) some found maximum support to be most effective while others found no significant difference.The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students' self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students' academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O'Neil's (1997) Trait Self-Regulation Questionnaire measured students' self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students' achievement scores in any of the groups.The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students' critical thinking skills. Promoting students' self-regulated learning skills is vital when designing online higher education courses.
Show less
Date Issued: 2017
Identifier: CFE0006762, ucf:51833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006762

Title: A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum.
Creator: Hughes, Jennifer, Murray, Kenneth, Kennedy, Mary, Doherty, Walter, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This...
Show moreThe purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA).The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of ? = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall).The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.
Show less
Date Issued: 2013
Identifier: CFE0004866, ucf:49651
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004866

Title: Client Outcome: An Exploratory Investigation of Multicultural Competence and the Working Alliance.
Creator: Gonzalez, Jessica, Barden, Sejal, Lambie, Glenn, Butler, S. Kent, Bai, Haiyan, University of Central Florida
Abstract / Description: Early termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and...
Show moreEarly termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and have low retention when engaged in services, highlighting the need for counseling professionals to empirically explore factors that may be contributing to client engagement of the counseling process. Exploration of multicultural competence and working alliances may increase understanding of the therapeutic factors that influence client outcomes. The purpose of this research study was to investigate relationships between multicultural competence, working alliance, and client outcomes as perceived by counselors-in-training and their clients (N = 191; n = 72 counselors'-in-training, n = 119 clients). The Tripartite Model of Multicultural Counseling (Arredondo et al., 1996) was used as the primary theoretical framework in which the study is grounded. This investigation explored clients' perceptions of their counselors'-in-training ' multicultural competence as measured by the Cross-Cultural Counseling Inventory ([CCCI-R]; LaFromboise, Coleman, (&) Hernandez, 1991), the working alliance as measured by the Working Alliance Inventory- Short Revision ([WAI-S]; Horvath (&) Greenberg, 1989; Tracey (&) Kovocivic, 1989) and prediction on client outcome as measured by the Outcome Questionnaire 45.2 ([OQ 45.2]; Lambert (&) Burlingame, 1996), after controlling for social desirability (as measured by the (Social Desirability Scale-Short Form [SDS; Reynolds,1982]). This investigation also examined if there were any differences in clients' and counselors'-in-training perceptions on multicultural competence (as measured by the CCCI-R) or the working alliance (as measured by the WAI-S). Results from the investigation indicated that counselors'-in-training perceptions of their multicultural competence was a predictor of client outcomes. However, counselors'-in-training perceptions of the working alliance or clients' perceptions of their counselors'-in-training multicultural competence and the working alliance were not predictors of client outcomes. Positive relationships between clients' and counselors'-in-training perceptions of counselors'-in-training multicultural competence and the working alliance were found. The results of this investigation contribute to a gap in the counseling literature on multicultural competence, the working alliance, and client outcomes. A review of the literature on the constructs of interest, research methodology, data analysis, results and implications are discussed.
Show less
Date Issued: 2015
Identifier: CFE0005622, ucf:50219
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005622

Title: The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
Creator: Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
Show less
Date Issued: 2015
Identifier: CFE0005704, ucf:50137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005704

Title: How high school size configuration affects student achievement in the State of Florida.
Creator: Morrison, Donald, Murray, Kenneth, Bai, Haiyan, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning...
Show moreThe study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning communities. Because prior researchers have indicated that the number of low SES students and the percentage of minority students can have an effect on student achievement, these covariates were controlled for in this study. There was a significant difference in the FCAT Mathematics scores of students based on school configuration. Those students who attended traditional high schools scored higher than those in the smaller learning communities. There was a similar finding in the FCAT Reading scores, but it was only marginally significant. The interaction between the percentage of the minority population and low SES population was also evaluated, but no significant interaction was found. A qualitative survey was also sent to administrators at schools who were involved in the study. In direct contradiction to the quantitative study results, the vast majority of respondents thought that the use of a small learning community would increase student achievement. With the advent of Common Core in Mathematics and Language Arts, this research lends itself to be expanded on a national level to determine if a larger sample size would yield the same or differing results.
Show less
Date Issued: 2014
Identifier: CFE0005215, ucf:50631
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005215

Title: Website Interactivity as a Branding Tool for Hotel Websites.
Creator: Barreda Davila, Albert, Nusair, Khaldoon, Okumus, Fevzi, Hara, Tadayuki, Ozturk, Ahmet, Bai, Haiyan, Beldona, Srikanth, University of Central Florida
Abstract / Description: The dissertation explored the relationships among Website interactivity, brand knowledge, consumer-based brand equity and behavioral intentions in the context of hotel Websites. Based on an in-depth literature review, a theory-driven model was proposed and ten hypotheses were developed. The dissertation employed an empirical study based on a survey design, and collected data via a marketing company. Respondents who booked a hotel room online using hotel branded Websites in the last 12 months...
Show moreThe dissertation explored the relationships among Website interactivity, brand knowledge, consumer-based brand equity and behavioral intentions in the context of hotel Websites. Based on an in-depth literature review, a theory-driven model was proposed and ten hypotheses were developed. The dissertation employed an empirical study based on a survey design, and collected data via a marketing company. Respondents who booked a hotel room online using hotel branded Websites in the last 12 months were approached to complete the online questionnaire. Four hundred ninety six (496) respondents completed the online questionnaire by answering to questions related to their last hotel booking experience. Analysis was conducted in two phases: (1) Confirmatory Factor Analysis (CFA) and (2) Structural Equation Modeling (SEM). The overall fit of the CFA model and the final SEM model were acceptable, indicating an adequate fit to the data. The results suggested that the two dimensions of Website interactivity, namely system interactivity and social interactivity, positively impacted the components of brand knowledge, and that system interactivity had a stronger impact as compared to social interactivity. Although, social interactivity was not found to have a significant direct effect on brand awareness, the results showed that social interactivity had a significant impact on brand image. Furthermore, the relationship between brand equity and behavioral intentions was positive and significant. The empirical study offered theoretical for utilizing Website interactivity as a branding tool in the hotel context. Additionally, the results provide practical insights into branding strategies, Website development, and behavioral intentions enhancement. Very few studies have empirically examined and incorporated Website interactivity dimensions and brand knowledge with consumer-based brand equity and behavioral intentions. This gap in the literature has been compounded by an absence of empirical studies on Website interactivity as a tool to develop brands and behavioral intentions in the context of hotel Websites. The present dissertation closes this gap in the literature by reporting on a questionnaire of US adult travelers that offered data on those theoretical associations. Conceptually, the results support the influential impact of Website interactivity on brand elements and behavioral intentions.
Show less
Date Issued: 2014
Identifier: CFE0005302, ucf:50512
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005302

counseling (3)	+ -
College Students (2)	+ -
Exceptional Student Education (2)	+ -
academic performance (2)	+ -
counselor education (2)	+ -

meta-analysis (2)	+ -
Anxiety (1)	+ -
Assessment (1)	+ -
Attention Deficit-Hyperactivity Disorder (1)	+ -
Augmentative-Alternative Communication (1)	+ -
Behavioral Intentions (1)	+ -
Brand Equity (1)	+ -
Branding (1)	+ -
CGI (1)	+ -
Client Feedback (1)	+ -
Client Ratings (1)	+ -
Cognitively guided instruction (1)	+ -
Computer Adaptive Programs (1)	+ -
Cortisol (1)	+ -
Counseling (1)	+ -
Counselor Competence (1)	+ -
Counselor Education (1)	+ -
Decomposed Theory of Planned Behavior (1)	+ -
Delphi method (1)	+ -
Depression (1)	+ -
Developmental Scale Scores (1)	+ -
ESL (1)	+ -
Education (1)	+ -
Educational Decision Making (1)	+ -
Educational Leadership (1)	+ -

Bai, Haiyan (38)	+ -
University of Central Florida (38)	+ -
Doherty, Walter (5)	+ -
Lambie, Glenn (5)	+ -
Murray, Kenneth (4)	+ -

Sivo, Stephen (4)	+ -
Barden, Sejal (3)	+ -
Biraimah, Karen (3)	+ -
Hundley, Gulnora (3)	+ -
Mihai, Florin (3)	+ -
Zygouris-Coe, Vassiliki (3)	+ -
Boote, David (2)	+ -
Butler, S. Kent (2)	+ -
Dixon, Juli (2)	+ -
Folse, Keith (2)	+ -
Haciomeroglu, Erhan (2)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Hirumi, Atsusi (2)	+ -
Kaplan, Jeffrey (2)	+ -
Kelchner, Viki (2)	+ -
Murray, Barbara (2)	+ -
Nusair, Khaldoon (2)	+ -
Nutta, Joyce (2)	+ -
Okumus, Fevzi (2)	+ -
Roberts, Sherron (2)	+ -
Robinson, Edward (2)	+ -
Taylor, Dalena (2)	+ -
Taylor, Rosemarye (2)	+ -
Alashwal, May (1)	+ -
Amrein-Beardsley, Audrey (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner