A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.
The investigation is carried out by the necessity of replacing the theoretical-methodological inadequacies that limit the development of the psicomotricidad of the scholars limited physical motors diagnosed with cerebral paralysis when preparing them for its future social inclusion. To solve it is problematic it is summed up in the methodology that favors the development of the psicomotricidad that has as distinctive features, the precision of the relationships among the characteristic neurofisiológicas, neuropsicológicas and neurocognitivas and the conception of the categories individuality and integrality like premises to elevate the quality from the attention to the scholars limited physical motors diagnosed with cerebral paralysis, having like base the periodization of the educational attention to these in the classes of Physical Education, starting from the historical-cultural theory and the physical-educational integral focus. It is a topic of current investigation that belongs together with the politics of the continuous improvement of the subsystem of Special Education; their partial application allows to verify its effectiveness in the pedagogic practice by means of the study of cases, the pedagogic test and the approach of specialists ; La investigación se lleva a cabo por la necesidad de suplir las insuficiencias teórico-metodológicas que limitan el desarrollo de la psicomotricidad de los escolares limitados físico motores diagnosticados con parálisis cerebral al prepararlos para su inclusión social futura. Para solucionar esta problemática se concreta en la metodología que favorece el desarrollo de la psicomotricidad, que tiene como rasgos distintivos, la precisión de las relaciones entre las características neurofisiológicas, neuropsicológicas y neurocognitivas y la concepción de las categorías individualidad e integralidad como premisas para elevar la calidad de la atención a los escolares limitados físico motores diagnosticados con parálisis cerebral, teniendo como base la periodización de la atención educativa a estos en las clases de Educación Física, a partir de la teoría histórico-cultural y el enfoque integral físico-educativo. Es un tema de investigación actual que se corresponde con la política del perfeccionamiento continuo del subsistema de Educación Especial; su aplicación parcial permite constatar su efectividad en la práctica pedagógica mediante el estudio de casos, la prueba pedagógica y el criterio de especialistas.
The purpose of this study was to compare the psychomotor performance of students taught woodwork technology with classroom as against online mode of instruction in Nigerian Universities. Two research questions guided the study, as well, one (1) hypothesis was formulated and tested at .05 level of significance. The quasi experimental design was used and the population of the study was 67Undergraduate Students from the Department of Technical Education, Ebonyi State University Abakiliki. The sample of the study was 48 students comprising of 30 and 18 students from 100level and 200level respectively. The instrument for data collection was the Woodwork Technology Practical Skills Assessment Instrument (WTPSAI) for measuring the psycho-performance of Woodwork Technology students in the manufacturing of stool, office chairs, door frame, panel door, and brace and batten door. The instrument was developed by the researcher which was content and face validated by 3 research experts from Delta State University Abraka, one from Measurement and Evaluation and the other two from Technical Education. Treatment was administered to the two experimental groups using two different mode of instruction, after which data were collected by the researcher through the administration of WTPSAI by lecturer from the institution selected for the study. Data collected were analysed using T-test to test the hypothesis. The study revealed that classroom and online mode of instruction for teaching and learning woodwork technology have significant effects on students' psychomotor performance in Woodwork Technology. Furthermore, unlike Classroom mode of instruction, Online Mode of Instruction appears to be more effective in terms of the acquisition of psychomotor skills. Based on the findings of the study, it was recommended among others that Woodwork Technology lecturers and instructors should integrate online mode of instruction in the implementation of Woodwork Technology curriculum which will aid in the production of competent woodwork Technology graduates that will be useful to him/her self and to the society.
Skill acquisition follows a pattern of rapid improvement early on, followed by decreasing performance increments as the skill continues to be practiced, a pattern captured by the "power law of practice," (P = BNα). The purpose of these studies was to extend previous research by investigating the impact of individual differences on the course of adult communicative-skill acquisition. In Study 1, participants learned a sequence for describing geometric arrays and then executed 90 performance trials. Individual differences in working memory capacity, speed of information processing, and psychomotor ability were assessed. It was found that counter to expectations, speed of information processing was negatively correlated with overall learning rate and that psychomotor ability was related to asymptotic performance. In Study 2, employing a more complex communication task, speed of information processing was positively correlated with learning rate, working memory capacity predicted initial performance speed, and psychomotor ability was associated with asymptotic performance.
Education is a liberating force, and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances. In the post-take of stage of distance education in India, it has attained tremendous growth in terms of proliferating the educated manpower starting from womenfolk to unemployed youth. The reasons for sending wards to schooling are two folds: gaining knowledge and getting employment. Employability determines the success of the student in Higher education whether he draws higher salary or lower salary, for which everyone has been trying to achieve it. When employment is denied to the educated individual, the duties and responsibilities of the welfare state are at stake. Education, skill development and employability have to go hand in hand, if the relation between academics and employability has to be sustained. With a view to increasing employability among distance learners, the following strategies may be followed: framing of effective curriculum for the development of professional skills, inter disciplinary approaches, organizing training programmes for skill developments, developing psychomotor skills by making writing assignments compulsory for distance learners, timely correction and feed back to the students, effective students support services, supplementing education through media and academic-industry partnership at higher education level. With the following objectives, the study was carried out: 1. To identify various developmental skills to be used in Distance education2. To understand the suitability of distance education courses with regard to the development of employability skills among the distance learners. 3. To work out the strategies for maintaining Quality Distance Education. With normative survey method, the study was conducted in consultation with various primary and secondary sources of distance education materials including recently published Education Policy of Open and Distance Learning from MHRD, New Delhi.
Measurement and assessment of operator performance of complex tasks with decisional and psychomotor components of which only ultimate outcome measures are well defined provide difficult methodological challenges. One such task is the practice of air-to-air combat skills in simulated combat environments such as the Air Force Air Combat Maneuvering Instrumentation (ACMI) or ground-based visual flight simulators. Measurement and assessment of pilot performance in these environments are especially challenging because of the special cognitive and psychomotor skills involved in the freeplay and gamesmanship of two or more competing pilots. A review of the existing approaches to automated aircrew performance measurement was performed. Although the most common measurement models, using positional advantage or disadvantage, provide an adequate performance metric, other measures, such as control manipulation and the management of kinetic and potential energy, must be added to provide a refined performance measurement algorithm.
The literature suggests that work values and attitudes are just as important, if not more so, than cognitive and psychomotor skills. However, there is little data in the literature which actually describes the work values and attitudes that trade and industrial instructors teach and the pedagogical techniques they employ to teach them. The primary objectives of this study were to identify the work values and attitudes that trade and industrial instructors teach and to describe the pedagogical techniques they use to teach these skills. Another objective of this study was to deter mine whether work values and attitudes are taught incidentally with cognitive and psychomotor skills, or via targeted learning activities. This study utilized the face-to-face interview technique to collect data. The sample for this study was composed of 5O secondary trade and industrial instructors who were nominated by their administrators as successful in teaching work values and attitudes. Because of the qualitative nature of this study, the analysis explored relationships between the specific occupational area of trade and industrial instructors and the work: values and attitudes they reported teaching. In addition, relationships were explored between the occupational area of the instructors and the pedagogical techniques they employed to teach the work values and attitudes. During analysis, examples and behavioral events provided by the instructors were examined. The major conclusions of this study were: (1) Instructors directly and indirectly teach numerous types of work: values and attitudes to their students. However, the most emphasized work values and attitude clusters were Ambitious, Cooperative/Helpful, Accurate/Quality of Work, Dependable/ Reliable/Responsible, and Dedicated/Devoted/Honest/ Loyal/Conscientious. (2) Instructors teach work: values and attitudes that have been identified in the literature as most important. Though it became evident that instructors emphasized some work values and attitudes more than others, all the identified work values and attitudes have been recognized in the literature as important. (3) The instructors reported using several different pedagogical strategies to teach work values and attitudes. The most frequently identified pedagogical strategies were: reward structure, group discussion, one on one counseling, role modeling, and role playing. (4) The majority of these secondary trade and industrial instructors taught work values and attitudes incidentally with cognitive and psychomotor skills. (5) These secondary trade and industrial instructors used both democratic and indoctrinational pedagogical techniques extensively to teach work values and attitudes. ; Ed. D.
Khalid M Al-Jubran Clinical Laboratory Science Department, Prince Sultan Military College of Health Science, Dammam, Kingdom of Saudi ArabiaCorrespondence: Khalid M Al-Jubran Clinical Laboratory Science DepartmentPrince Sultan Military College of Health Science, P.O. Box 33048, Dammam 31448, Kingdom of Saudi ArabiaTel +966 13 8405512Fax +966 13 8405577Email khalid187@hotmail.comBackground: Curriculum development is a multi-processing activity that involves many academic and professional stakeholders. In order to detect the curriculum components, it is very helpful to determine the needs and expectations of the stakeholders concerning the graduate's competencies. The main objective of this work is to develop a curriculum for a master's degree in molecular diagnostics based on a survey of key stakeholders and according to the requirements of accreditation and certification, while maintaining its relevance with the rapidly advancing diverse techniques.Methods: Experts and supervisors including professors of molecular diagnostics at the various universities and consultants and supervisors at health-care centers performing molecular testing were surveyed to assess their expected cognitive and psychomotor molecular skills from a master's degree graduate. A validated questionnaire that included demographic information, current practiced molecular techniques, the level of expected expertise, and the educational requirements for each.Results: Thirty-six respondents, mostly with a doctorate degree and more than 10 years' experience, have successfully completed the questionnaire. More than 60% of the participating laboratories are commonly used or planned to be used within the next five years. About 57.4% required expert and familiar with skills and concepts. In general, the overall score of skills expectations was 2.8± 5 0.out of four. The practice level for molecular techniques was in favor of a master's degree (53.8%). The level of skills expectation is very high for the specific managerial and quality activities with an overall value of 3.7± 0.3 out of four.Conclusion: We gathered information on the standard requirements of the professional practice and on its anticipated future directions through surveys and interviews with the professional practitioners and educators to develop a curriculum for a master's degree in molecular diagnostics. The two major messages from the stakeholders are that both cognitive and psychomotor skills of the mentioned molecular techniques are required for the program and there is a need to include extensive laboratory training during the courses.Keywords: curriculum, stakeholder, molecular diagnostics, cognitive skills, psychomotor skills
Purpose:to identify the level of the individual application of psychomotor skills and physical fitness of students of the Law University. Material: the study involved 48 boys and 19 girls 1 Course Military Law Faculty. Results: notes professionally applied physical training future military lawyer should focus on the assimilation of certain knowledge and skills, among them – professionally important psychomotor quality, providing a high degree of readiness to perform their duties. Conclusions: the level of physical fitness, which was determined by the results of the test exercises for strength, endurance, coordination, insufficient set of girls and middle men. For all tests, the level of development harkterizuyuschim psychomotor qualities (reaction time to light and sound hand, the sound leg, with a choice reaction time and individual minutes), except for the reaction time to the light footed, indicators are within normal limits. ; Цель: выявить уровень развития отдельных прикладных психомоторных качеств и физической подготовленности студентов юридического университета. Материал: в исследованиях приняли участие 48 юношей и 19 девушек 1 курса военно-юридического факультета. Результаты: отмечается, профессионально-прикладная физическая подготовка будущего военного юриста должна ориентироваться на усвоение определенных знаний, умений и навыков, среди которых – профессионально важные психомоторные качества, обеспечивающие высокую степень готовности к выполнению служебных обязанностей. Выводы: уровень физической подготовленности, который определялся по результатам выполнения тестовых упражнений на силу, выносливость, координацию установлен недостаточный у девочек и средний у мужчин. По всем тестам, харктеризующим уровень развития психомоторных качеств (время реакции на свет и звук рукой, на звук ногой, время реакции с выбором и индивидуальной минуты), кроме времени реакции на свет ногой, показатели находятся в пределах нормы. ; Мета: виявити рівень розвитку окремих прикладних психомоторних якостей та фізичної підготовленості студентів юридичного університету. Матеріал: у дослідженнях узяли участь 48 хлопців і 19 дівчат 1 курсу військово-юридичного факультету. Результати: відмічається, що професійно-прикладна фізична підготовка майбутнього військового юриста повинна орієнтуватися на засвоєння визначених знань, умінь та навиків, серед яких – професійно важливі психомоторні якості, що забезпечують високу ступінь готовності до виконання службових обов'язків. Висновки: рівень фізичної підготовленості, що визначався за результатами виконання тестових вправ на силу, витривалість, координацію встановлений недостатній в дівчат і середній у хлопців. За всіма тестами, що характеризують рівень розвитку психомоторних якостей (час реакції на світло і звук рукою, на звук ногою, час реакції за вибором і індивідуальної хвилини), окрім часу реакції на світло ногою, показники знаходяться в межах норми.
The aspects of political education are one of the substance of the study of Political Education which is explored in educational institutions. These aspects of political education consist of three aspects, namely cognitive, affective, and psychomotor aspects. First, the cognitive aspect of political education is an aspect that contributes to building citizens' political knowledge. The main problems of citizens' political knowledge that need to be built include the problem of democracy and the rights of citizens, people's sovereignty, state institutional systems, relations between central and regional powers, the political system, general elections and so on. Second, the affective aspect of political education is an aspect that contributes to building the character and alignments of citizens. This affective aspect process is a process of introducing and instilling values to shape the character and partisanship of citizens as well as implementing them in daily life both in their capacity as autonomous free individuals and as responsible citizens. Third, the psychomotor aspect of political education that contributes to building citizen skills which includes intellectual and participatory skills. Intellectual skills are critical thinking skills which include the ability to hear, identify and describe problems, analyze, and carry out an evaluation of public issues. While citizen participatory skills include interacting skills, expertise in monitoring public issues, and expertise influencing public policy.
This study describes the psychological dynamics of Pesantren Salafiyah Syafiiyah Pekalongan early childhood students, which focused on their parenting, cognitive development, emotional and social behavior. Qualitative research data was obtained by interview, observation and documentation. The results of this study reveal: (1) caregivers parenting style were both on authoritarian and democratic. (2) types of parenting and child motivation on boarding school contribute to cognitive and psychosocial development of the child. Students who split up his guardian, and cared for on semi-authoritarian way will be less reasoning person, slow psychomotor skills, and less socialize. In contrast to students whom their parents support them and want their children to be good at lessons will master general science, able to memorize the Koran, and be better person.
