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Title: HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN.
Creator: Stuib, Susan, Sivo, Stephen, University of Central Florida
Abstract / Description: Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental...
Show morePrevious research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
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Date Issued: 2006
Identifier: CFE0001383, ucf:46990
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001383

Title: THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator: Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued: 2006
Identifier: CFE0001455, ucf:47064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001455

Title: THE PROBLEM OF POLYSEMY IN THE FIRST THOUSAND WORDS OF THE GENERAL SERVICE LIST: A CORPUS STUDY OF SECONDARY CHEMISTRY TEXTS.
Creator: Clemmons, Karina, Sivo, Stephen, University of Central Florida
Abstract / Description: Vocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high...
Show moreVocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high level of polysemy of many common English words, nor has it been updated by genre to reflect specific content domains encountered by secondary science students in today's high stakes classes such as chemistry. This study examines how many words of the first 1000 words of the GSL occurred in the secondary chemistry textbooks sampled, how often the first 1000 words of the GSL were polysemous, and specifically which multiple meanings occurred. A discussion of results includes word tables that list multiple meanings present, example phrases that illustrate the context surrounding the target words, suggestions for a GSL that is genre specific to secondary chemistry textbooks and that is ranked by meaning as well as type, and implications for both vocabulary materials and classroom instruction for ELLs in secondary chemistry classes. Findings are essential to second language (L2) researchers, materials developers, publishers, and teachers.
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Date Issued: 2008
Identifier: CFE0002034, ucf:47590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002034

Title: ACCEPTING TECHNOLOGY AND OVERCOMING RESISTANCE TO CHANGE USING THE MOTIVATION AND ACCEPTANCE MODEL.
Creator: Siegel, Daniel, Sivo, Stephen, University of Central Florida
Abstract / Description: This research analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the motivation and acceptance model (MAM), was inspired by the technology acceptance model and the commitment and necessary effort model of motivation. This model was tested on faculty at a college in a large southeastern university who were resisting a new software program called LiveText. This research used regression analysis to determine the...
Show moreThis research analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the motivation and acceptance model (MAM), was inspired by the technology acceptance model and the commitment and necessary effort model of motivation. This model was tested on faculty at a college in a large southeastern university who were resisting a new software program called LiveText. This research used regression analysis to determine the relationship between the variables of the MAM: perceived usefulness, perceived organizational support, perceived ease of use, and attitude toward LiveText. The research was conducted during the Spring 2007 semester. The data were analyzed with regression, independent-sample t-tests, and descriptive statistics using SPSS v15. This research demonstrates that the MAM accurately measured the relationship between professors' perceptions and their use of LiveText. The research also suggests that the perceived utility of LiveText and users' attitudes toward LiveText were statistically significant predictors of LiveText use and that perceived ease of use also predicted whether the professors found LiveText useful. Additional research should seek to develop a greater understanding of technology acceptance and employee resistance to innovations using larger sample sizes, a variety of environments and organizations, diverse populations, and different types of technologies and technology-implementation strategies.
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Date Issued: 2008
Identifier: CFE0002154, ucf:47515
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002154

Title: PERSPECTIVES OF HEALTH INFORMATION MANAGEMENT FACULTY USE OF AN E-LEARNING LABORATORY AND TECHNOLOGY ACCEPTANCE.
Creator: Meli, Peggy, Sivo, Stephen, University of Central Florida
Abstract / Description: "As the delivery of healthcare has become more sophisticated, scientific, and complex, the need for HIM (Health Information Management) professionals at all levels has increased, and the role and status of those managing these functions has increased accordingly." (AHIMA, September 24, 2007). Studies by the Institute of Medicine and others have found suboptimal technology use throughout the healthcare industry. The American Health Information Management Association (AHIMA) developed the e-HIM...
Show more"As the delivery of healthcare has become more sophisticated, scientific, and complex, the need for HIM (Health Information Management) professionals at all levels has increased, and the role and status of those managing these functions has increased accordingly." (AHIMA, September 24, 2007). Studies by the Institute of Medicine and others have found suboptimal technology use throughout the healthcare industry. The American Health Information Management Association (AHIMA) developed the e-HIM Virtual Lab (V-lab) to train students in the use of new technology applications in response to IOM findings. Faculty are the gatekeepers for use of instructional technology in educational settings. Many disciplines have evaluated instructional technology use by students. There are very few studies on faculty use of instructional technology. There are no published studies of the determinant factors influencing health information management (HIM) faculty use of instructional technology. Therefore, the purpose of this study is to evaluate the faculty's attitude and behavior toward the use of the V-lab instructional technology. A non-random one group pretest posttest design was used to test the hypothetical Instructional Perception -Technology Acceptance Model (IP- TAM) for faculty perceptions regarding system functionality, usability and technology acceptance. The Path Analysis determined the strongest construct indicators for intent to use the V-lab were Perceived Usefulness (PU), Perceived Ease Of Use (PEOU), System Functionality and Usability (SFU). These findings support the recommendation for a collaborative examination of the existing V-lab systems to improve utilization and success.
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Date Issued: 2008
Identifier: CFE0002140, ucf:47500
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002140

Title: SENIOR'S HEALTH INFORMATION WEBSITE: TECHNOLOGY ACCEPTANCE RELATED TO INFORMATION RETENTION.
Creator: Madsen, Jane, Sivo, Stephen, University of Central Florida
Abstract / Description: The formative study investigated health information for seniors on the Internet with consideration of usability of the selected system, user's perceived ease of use, perceived usefulness, system use, and performance, i.e. information retention. A theoretical model was developed by the researcher, i.e. JAM's Senior Health Information Technology Acceptance Model, as an enhanced version of the traditional Davis Technology Acceptance Model. The new model provided the critical relationship...
Show moreThe formative study investigated health information for seniors on the Internet with consideration of usability of the selected system, user's perceived ease of use, perceived usefulness, system use, and performance, i.e. information retention. A theoretical model was developed by the researcher, i.e. JAM's Senior Health Information Technology Acceptance Model, as an enhanced version of the traditional Davis Technology Acceptance Model. The new model provided the critical relationship between the senior health information system and other technology acceptance components. Computer self-efficacy was added to the hypothetical model to better explain the seniors' technology usage and performance. The hypotheses and the research plan included: four professional experts, who assessed the site for usability, and 68 of 145 seniors who began the survey completed a three-part senior participant survey. Data was collected by a third party and the author. Implications for seniors, professionals, and society are presented. The senior population is the subject of the research. Professionals working with seniors, the Internet, health information, and technology acceptance are served by the formative study to further clarify the relationship of the issues. The topic is considered a societal issue as a large segment of the population is composed of seniors. Their welfare and interests impact society and other generations. The results suggested computer self-efficacy is irrelevant for perceived ease of use and perceived usefulness however self-efficacy contributed to information retention. Usability affects perceived ease of use and perceived usefulness. There is a highly significant, though not very strong, relation between those variables. Perceived usefulness is a good indicator of a return visit to the site and senior recommendations of the site to others. These are two new variables that were not included in the model. There is no relationship between usability and computer self-efficacy. There was significance between usability and system use, but little relevance has pointed toward information retention (IR). The results of the analysis suggest that the hypothesized model information retention level did not predict senior IR based on human factor professionals' and senior users' usability ratings. Attrition according to qualitative feedback was the result of browser and equipment issues, ease of use and navigation. Future research endeavors should be devoted to usability and use of other systems for the senior population.
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Date Issued: 2007
Identifier: CFE0001582, ucf:47121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001582

Title: THE EFFECT OF TECHNOLOGY ACCEPTANCE ON UNDERGRADUATE STUDENTS' USAGE OF WEBCT AS A COLLABORATIVE TOOL.
Creator: Yang, Huei-Hsuan, Sivo, Stephen A., University of Central Florida
Abstract / Description: The purpose of this research study was to use the Technology Acceptance Model (Pan, 2003) for re-examination of the relationships between students' attitude toward the use of WebCT and the relevance of the actual usage in light of social presence and sociability. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of...
Show moreThe purpose of this research study was to use the Technology Acceptance Model (Pan, 2003) for re-examination of the relationships between students' attitude toward the use of WebCT and the relevance of the actual usage in light of social presence and sociability. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of WebCT to account for the effect towards the achievement in the exam which is an outcome variable. The data were collected over three different time periods during the spring semester of 2007 to find how these results changed over time. The participants were the students who enrolled in the business marketing course (Principle of marketing) at the University of Central Florida in spring, 2007. The course was divided to three sections: on-campus, video-streaming and online classes. Although there were three different delivery methods, there was only one instructor and they used same material for all sections so the results were used to compare the differences from three classes. The study was conducted by using instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use, attitude, sociability, social presence and an additional demographic instrument.
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Date Issued: 2007
Identifier: CFE0001761, ucf:47262
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001761

Title: THE RELATIONSHIP BETWEEN MENTORING AND ELEMENTARY BEGINNING TEACHERS' INTENT TO STAY IN THE TEACHING FIELD.
Creator: Partridge, Deborah, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between...
Show moreThe purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.
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Date Issued: 2007
Identifier: CFE0001747, ucf:47282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001747

Title: A RELATIONSHIP BETWEEN CAREER DECISION AND MOTIVATION TO PERSIST.
Creator: Ferguson, Patricia, Sivo, Stephen, University of Central Florida
Abstract / Description: During the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a...
Show moreDuring the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a comprehensive community college. Six linear regressions were conducted to determine if there were statistical relationships between:(a) career decision and the motivation to persist and; (b) career indecision and the lack of motivation to persist. Of the three regressions conducted on career decision and motivation to persist; two of the scores from the motivation profile indicated that a statistical relationship existed, whereas the third score did not. Of the three regressions conducted on career indecision and the lack of motivation to persist; two scores from the motivation profile indicated a statistical relationship between career indecision and the lack of motivation to persist, whereas the third score was not statistically significant. Recommendations were made to community colleges and universities to cultivate an environment where major and career decision initiatives become a top priority for students. Suggestions included creating courses in career planning and one-on-one career counseling sessions.
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Date Issued: 2007
Identifier: CFE0001978, ucf:47456
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001978

Title: THE IMPACT OF A MEDIA LITERACY EDUCATION PLAN ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SCORES OF 9TH AND 10TH GRADE STUDENTS.
Creator: Sheehy, Colleen, Stephen Sivo, Jeffrey Kaplan, University of Central Florida
Abstract / Description: This study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and...
Show moreThis study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and the Internet; the lessons were taught during the four months leading to the administration of the 2007 FCAT. Data were gathered from the 2006 and 2007 FCAT scores of students in a control and treatment group. Using these pre test and post test data, statistical analysis comprised two independent t-tests and one repeated measures ANOVA. The data revealed statistical significance at the 9th and 10th grade level, but did not show statistical significance at any particular reading level (Levels 1-5). Implications from this study included strong professional learning communities produce effective teachers and that student achievement increases when a media literacy education plan is included in English Language Arts instruction. Furthermore, this study illustrates the need to embrace modern media as viable classroom instructional tools. Recommendations were made for further research utilizing different materials, different forms of media, different student populations. This study also concluded that further qualitative research be conducted. Ultimately, this study makes a strong argument for the inclusion of media and media literacy education in the secondary English Language Arts classroom.
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Date Issued: 2007
Identifier: CFE0001897, ucf:47416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001897

Title: THE EFFECT OF TECHNOLOGY ACCEPTANCE ON POST SECONDARY AFRICAN- AMERICAN STUDENTS' ACHIEVEMENT IN MATHEMATICS:A PATH ANALYTIC INQUIRY.
Creator: Sen, Sulakshana, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived...
Show moreThe purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of the computer to account the effect towards the achievement in the final exam which is an outcome variable. The data were collected over four different time periods during the fall semester of 2004 to find how these results changed over time. The study was conducted by using six instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use of computer (frequency and duration), attitude and an additional demographic instrument. The data were analyzed by path analysis using multiple regressions (SPSS for windows) to find the contribution of each independent variable to the dependent variable that ultimately predicted the final outcome. Computer self-efficacy and subjective norms were determinants of perceived usefulness and perceived ease of use which in turn determined the attitude of students using computer for enhancing their math score in the final. The findings of path analysis indicated that the research did not support TAM. The results suggested that perceived usefulness is the most significant predictor of perceived ease of use. The duration of actual use of the computer in a single session contributed significantly towards their final score for achievement in mathematics. The students preferred a face-to-face instruction in mathematics by the instructor than interaction with a computer. Additional research endeavors should be devoted to the measurement of system use in different set up with different ethnic background to further analyze students' acceptance or rejection of technology towards their achievement in mathematics.
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Date Issued: 2005
Identifier: CFE0000572, ucf:46435
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000572

Title: THE EFFECT OF THE MATH CONCEPTS AND SKILLS (MCS) COMPUTER PROGRAM ON STANDARDIZED TEST SCORES AT A MIDDLE SCHOOL IN EAST CENTRAL FLORIDA.
Creator: Manning, Cheryl, Sivo, Stephen, University of Central Florida
Abstract / Description: This study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly...
Show moreThis study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly related to the length of time the students' spend using the program; 3. The software package grading system is equivalent to the FCAT scoring. This study was designed to evaluate each claim. To test the first claim, the FCAT Norm Referenced Test (NRT) Mathematics scale scores of the 6th-grade middle school students were compared to the same students' previous FCAT scores. The scores were compared before and after they used the Math Concepts and Skills program. An independent t test was used to compare the scores. There was a statistically significant difference in scale scores when the students used the MCS program for 30 hours or more. Further investigation is needed to establish the causal effect for the observed differences. To test the second claim, the 6th- and 8th-grade students' time on task in the laboratory was compared to their change in FCAT scores. A Pearson correlation coefficient of 0.58 was found to exist for the complete 6th-grade data set and a 0.71 correlation for the 8th-grade group. To test the third claim, the MCS computer program grade equivalent scores were compared to the mathematics FCAT Level using the dependent t test to see if the two scores were equal. The analysis revealed that the difference in the two scores was statistically significant. Therefore the claim that the two scores are equivalent was not true for this data set. Recommendations were made for future studies to include qualitative data, a control group, and larger sample sizes. Studying the effect of the Math Concepts and Skills program on FCAT scores continues to be a project for investigation as implementation of the computer software is contingent on improving FCAT scores.
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Date Issued: 2004
Identifier: CFE0000227, ucf:46267
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000227

Title: PRODUCING A MEASURE FOR ASSESSING MOTIVATING CAREER INFLUENCESFOR COUNSELORS-IN-TRAINING.
Creator: Kuch, Tyson, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this study was to describe an appropriate protocol for developing a psychometrically sound instrument to assess perceived influences motivating graduate students to enter the counseling profession. The self-report, 124-item inventory was administered to a sample of 347 graduate students pursuing counseling as a profession. All participants responded to the inventory anonymously. A factor analysis from responses grouped scale items into six different factors, and helped condense...
Show moreThe purpose of this study was to describe an appropriate protocol for developing a psychometrically sound instrument to assess perceived influences motivating graduate students to enter the counseling profession. The self-report, 124-item inventory was administered to a sample of 347 graduate students pursuing counseling as a profession. All participants responded to the inventory anonymously. A factor analysis from responses grouped scale items into six different factors, and helped condense the scale into a shorter, more psychometrically sound instrument by identifying those items with low or ambiguous factor loadings, suitable for removal. A factor analysis also identified those items most relevant for interpretation, ultimately yielding six major factors, operationalized by a variety of statements regarding various influences most consistent with students' decisions to pursue a career in the field of counseling. The literature review for this study proposes a model with four "hypotheses" of altruism upon which scale items were based. These theories identified possible motivating influences for prosocial behavior- further generalized to one's the decision to enter the helping-oriented career of counseling. This study may benefit the profession by adding to the research base on scale construction and career choice as well as offering a new inventory suitable for use with future research.
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Date Issued: 2008
Identifier: CFE0002334, ucf:47781
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002334

Title: FOREIGN LANGUAGE ORAL ASSESSMENT PRACTICES IN FLORIDA MIDDLE AND HIGH SCHOOLS.
Creator: Kellermeier, Grace, Sivo, Stephen, University of Central Florida
Abstract / Description: Current foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify...
Show moreCurrent foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify how much of a typical class period is dedicated to each of the five skills, and how much of a typical unit test is dedicated to the same five skills. The research showed that only the instruction and assessment of writing were aligned. Instruction and assessment of the other skills were unequal. A comparison of the means revealed that listening was actually instructed much more than assessed. The other means were similar, including writing. Reading was found to be the only skill that was assessed more than instructed. The variables examined in this study included the level of fluency, level of education, and amount of experience of the teacher, available resources, amount of the target language used in the classroom, as well as demographic information. The interaction of the level of education and experience of the teacher was significant. Teacher gender was also significant, although the disparate gender groups made it difficult to compare means. The other variables revealed no statistical significance. Slightly less than half of the respondents stated that they do not believe that they include enough oral assessment as a part of instruction. They reported a lack of time, student resistance, class size and unreliable technology as reasons for not including what they perceived to be enough oral assessment.
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Date Issued: 2010
Identifier: CFE0003557, ucf:48912
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003557

Title: GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
Creator: Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
Abstract / Description: The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃ‚Â's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
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Date Issued: 2010
Identifier: CFE0003439, ucf:48387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003439

Title: EXTENDING THE TECHNOLOGY ACCEPTANCE MODEL USING PERCEIVED USER RESOURCES IN HIGHER EDUCATION WEB-BASED ONLINE LEARNING COURSES.
Creator: KU, CHENG-HSIN, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the...
Show moreThe purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the causal relationships regarding students' acceptance behaviors when using WebCT. While institutions are expecting to adopt online learning to reach more students, there are still many challenges for institutions to retain students in their online courses. The literature review conducted in this research indicated that the Technology Acceptance Model (TAM) has successfully explained students' behaviors when they use educational information systems. In addition, the additional perceived resources variable in the PRATAM also showed a significant influence on the other belief and intention variables. The study analyzed a total of 115 students responses in two surveys administered during two WebCT based courses taught at a large southeastern public university. The beliefs, attitudes, intentions, and behavioral constructs of PRATAM showed significant goodness-of-fit indices and coefficient of determination after analyzing the data in both surveys. However, the results indicated several exceptions on PRATAM's constructs and causal relationships. First, the path coefficient between perceived resources to behavioral intention to use in both pre-test and post-test were insignificant. Second, the path coefficient between behavioral intention to use and actual system use in pre-test was insignificant. Third, the path coefficient between perceived resources and perceived usefulness in post-test were insignificant. In addition, the research also suggested an additional link between perceived ease of use and behavioral intention to use at the pre-test data. Overall, this research validated the influences of PRATAM's constructs factors to students' acceptance behaviors toward WebCT. The findings of this research could provide a guideline for future implementations of online learning systems in higher education.
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Date Issued: 2009
Identifier: CFE0002635, ucf:48233
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002635

Title: AN ACCOUNT OF HOW CHINESE GRADUATE STUDENTS IN THE UNITED STATES VIEW THE FULL SPAN OF THEIR EDUCATIONAL EXPERIENCES: A GROUNDED THEORY INVESTIGATION.
Creator: Tsai, Ming-Che, Sivo, Stephen, University of Central Florida
Abstract / Description: Many teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and...
Show moreMany teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and Taiwan who are currently studying at a large metropolitan university in the Southeastern United States. After data collection and analysis procedure, I hoped there are some things valued for international student who just arrived at the new environment and provides the reference to those students and college with the similar situation as UCF all over the world.
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Date Issued: 2009
Identifier: CFE0002680, ucf:48239
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002680

Title: The Effects of Regulatory Orientation on Subjective Task Values, Ability Beliefs, and Gameplay in a Grammar Editing Computer Game.
Creator: Strnad, Stephen, Hoffman, Bobby, Hartshorne, Richard, Sivo, Stephen, University of Central Florida
Abstract / Description: This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an...
Show moreThis study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were conducted to determine any statistically significant group differences between groups in terms of subjective task values, ability beliefs, and gameplay behaviors. Results indicated no statistically significant differences between groups for any of the composite dependent variables tested. However, two individual items measuring utility and attainment value indicated significant group differences. The findings of this study both supported and contradicted aspects of regulatory orientation theory and previous regulatory orientation research. This research contributed to the need for motivation studies in the field of digital game-based learning utilizing well-established theoretical frameworks. In addition, this study offered researchers, teachers, instructional designers, and video game designers insights into the effects of regulatory orientations in the digital game-based learning context.
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Date Issued: 2018
Identifier: CFE0007105, ucf:51939
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007105

Title: FACTORS THAT INFLUENCE TRANSFER OF HAZARDOUS MATERIAL TRAINING: THE PERCEPTION OF SELECTED FIRE-FIGHTER TRAINEES AND SUPERVISORS.
Creator: Bhati, Divya, Gary Orwig, Stephen A. Sivo,, University of Central Florida
Abstract / Description: This study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5)...
Show moreThis study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5) trainees' perception of relevant training content; (6) trainees' being comfortable with change and associated effort; (7) trainer being supportive and inspiring; (8) trainees' perception of training being well designed/delivered, and (9) peer support. This study explored the degree to which these factors influenced transfer of training in terms of on-the-job application. The study found supportive organizational culture to be the strongest predictor of transfer of training to on-the-job application. In addition, the degree of influence of Broad and Newstrom's (1992) nine factors varied with the thirteen locations. The study also found perception gaps between fire fighter trainees and their supervisor on factors influencing transfer of training. They differed on four factors: Supportive organizational culture, Perception of training programs being practical, Trainer being supportive and inspiring, and Perception of training being well designed/delivered.
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Date Issued: 2007
Identifier: CFE0001850, ucf:47353
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001850

Title: A Causal Comparative Analysis of a Computer Adaptive Mathematics Program Using Multilevel Propensity Score Matching.
Creator: Seabolt, Justin, Sivo, Stephen, Bai, Haiyan, Swan, Bonnie, Vitale, Thomas, University of Central Florida
Abstract / Description: The purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics...
Show moreThe purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics Instruction for a minimum of 45 minutes per subject per week for at least 25 weeks show significantly greater gains than those who do not (Curriculum Associates, 2017b). Therefore, two propensity score matching methods (one considering the multilevel structure of the data) were examined and compared to split students into the following two comparison groups: those who used the program with fidelity and those who did not. Next, a series of multilevel models, using both propensity score matching methods, and dependent t-tests were examined to evaluate the effectiveness of i-Ready(&)#174; Mathematics Instruction. In conclusion, the use of the multilevel propensity score matching technique yielded a better fit for explaining the variation in relation to gains students in the fifth grade made on the FSA Math assessment. Additionally, i-Ready(&)#174; Mathematics Instruction did positively impact fifth grade students in Central Florida School District who used the program with fidelity with relation to their FSA Math score gains, compared to those who did not use the program with fidelity.
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Date Issued: 2018
Identifier: CFE0007245, ucf:52210
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007245

TAM (4)	+ -
ESL (3)	+ -
motivation (3)	+ -
Instrument Development (2)	+ -
Propensity Score Matching (2)	+ -

Response to Intervention (2)	+ -
RtI (2)	+ -
Technology Acceptance Model (2)	+ -
WebCT (2)	+ -
counseling (2)	+ -
grounded theory (2)	+ -
technology acceptance model (2)	+ -
Academic Adjustment (1)	+ -
Academic Performance (1)	+ -
Acceptance (1)	+ -
Achievement in Mathematics (1)	+ -
Adaptive Instruction (1)	+ -
Adjustment Challenges (1)	+ -
African-American (1)	+ -
Ambulatory Surgery (1)	+ -
Arab Students (1)	+ -
Arabian Gulf Students (1)	+ -
Autocorrelation (1)	+ -
Automated Sequencing (1)	+ -
Autoregressive (1)	+ -
Beverage Establishments (1)	+ -
BlackBoard (1)	+ -
CANE (1)	+ -
Chinese (1)	+ -
Clinical Reasoning (1)	+ -

University of Central Florida (61)	+ -
Sivo, Stephen (58)	+ -
Boote, David (5)	+ -
Bai, Haiyan (4)	+ -
Hahs-Vaughn, Debbie (4)	+ -

Butler, Malcolm (3)	+ -
Hoffman, Bobby (3)	+ -
Roberts, Sherron (3)	+ -
Schminke, Marshall (3)	+ -
Young, Mark (3)	+ -
Ambrose, Maureen (2)	+ -
Crossley, Craig (2)	+ -
Edwards, Oliver (2)	+ -
Folger, Robert (2)	+ -
Ford, Cameron (2)	+ -
Gunter, Glenda (2)	+ -
Hagedorn, William (2)	+ -
Hartshorne, Richard (2)	+ -
He, Xin (2)	+ -
Hewitt, Randall (2)	+ -
Hopp, Carolyn (2)	+ -
Katzenmeyer, Conrad (2)	+ -
Munyon, Matthew (2)	+ -
Robinson, Edward (2)	+ -
Swan, Bonnie (2)	+ -
Thomson, Arlene (2)	+ -
Van Horn, Stacy (2)	+ -
Vitale, Thomas (2)	+ -
Wang, Ze (2)	+ -
Witta, Eleanor (2)	+ -

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