Research Articles Base: Sample Survey Results

Feedback from OT staff on 5-day week arrangement

5-Day Week                                                                                                                                            Dear Dr Feedback from OT staff on 5-day week arrangement had been collected for your information and consideration. 30 responses received Staff agreed                   : 5 out of 30 (17%)   Staff disagreed:               : 24 out of 30 (80%)   Staff with No comment:  1 out of 30 ( 3%) 9 responses received    Staff agreed                    :   3 out of 19 (16%)    Staff disagreed               : 15 out of 19 (79%)    Staff with no comment   :   1 out of 19 (5 %) The opinion and suggestions received are summarized as follows: u          5-day week inevitably involves extended working hours in the non-rest days, some staff are concerned that this would affect their family life. u           Some staff may find extended working hours taxing. The staff may become fatigue over time. This may result in increased frequency of medicaattendance, u          If one nurse was deducted from night shift, staff were worried that there would not be adequate manpower to cope with complex/critical cases. Moreover, the one head count saved alone may not be adequate to support the day time session rearrangement. It is also anticipated that there would not be any buffer for staff training or special leave, u          With decreased night shift manpower, the frequency of calling back first call NO would be increased. As a result the manpower for the next day may be affected It seemed feasible to implement 5-day week in our department if the following adjustments could be made: If 5-day week is to be implemented with the present manpower setting , OT sessions need to be reduced from 22 to 20 per week with OT hours rearranged. However, one elective OT session could be extended for 1 to 1.5 hours from Mondays to Thursdays. With OT sessions starting earlier and finishing at a later hour, ward patient care flow may be affected. Therefore, some co-ordination with wards would be required. Another concern is the manpower requirement for releasing staff for PH/SH compensation. Periodic partial suspension of elective sessions may help to solve the problem. Some staff who did not give comment expressed that they would like to see the concrete duty setting before they could make a decision. Perhaps we may need further discussion on the issue.   Credit:ivythesis.typepad.com

Feedback from OT staff on 5-day week arrangement

5-Day Week ...

Feedback from OT staff on 5-day week arrangement

5-Day Week                                                                                                                                            Dear Dr Feedback from OT staff on 5-day week arrangement had been collected for your information and consideration. 30 responses received Staff agreed                   : 5 out of 30 (17%)   Staff disagreed:               : 24 out of 30 (80%)   Staff with No comment:  1 out of 30 ( 3%) 9 responses received    Staff agreed                    :   3 out of 19 (16%)    Staff disagreed               : 15 out of 19 (79%)    Staff with no comment   :   1 out of 19 (5 %) The opinion and suggestions received are summarized as follows: u          5-day week inevitably involves extended working hours in the non-rest days, some staff are concerned that this would affect their family life. u           Some staff may find extended working hours taxing. The staff may become fatigue over time. This may result in increased frequency of medicaattendance, u          If one nurse was deducted from night shift, staff were worried that there would not be adequate manpower to cope with complex/critical cases. Moreover, the one head count saved alone may not be adequate to support the day time session rearrangement. It is also anticipated that there would not be any buffer for staff training or special leave, u          With decreased night shift manpower, the frequency of calling back first call NO would be increased. As a result the manpower for the next day may be affected It seemed feasible to implement 5-day week in our department if the following adjustments could be made: If 5-day week is to be implemented with the present manpower setting , OT sessions need to be reduced from 22 to 20 per week with OT hours rearranged. However, one elective OT session could be extended for 1 to 1.5 hours from Mondays to Thursdays. With OT sessions starting earlier and finishing at a later hour, ward patient care flow may be affected. Therefore, some co-ordination with wards would be required. Another concern is the manpower requirement for releasing staff for PH/SH compensation. Periodic partial suspension of elective sessions may help to solve the problem. Some staff who did not give comment expressed that they would like to see the concrete duty setting before they could make a decision. Perhaps we may need further discussion on the issue.   Credit:ivythesis.typepad.com

Feedback from OT staff on 5-day week arrangement

5-Day Week ...

Sample summary report : Why do some people like New York more than others?

Sample summary report. Jan. 2008   Why do some people like New York more than others?   _______________, Harvard University            Problem.  Do most New Yorkers live in the City because they “like to,” or because the “have to,” due to job or family duties?  Does one’s inner personality correlate with their liking to live in the City?  Based on prior surveys by Fischer (1984) and Milgram (1970), we expect to find that: (1) People are mixed in their liking or having to live in the city, and (2) those who “like” NYC are higher in arousal-seeking personality.             Method.  MATERIALS: An anonymous 20-item survey was used here to measure several things, including: Whether people like/have to live in New York City, a 6-item Liking scale (6-30 points), a 6-item arousal-seeking tendency scale (AST, 6-30 points), number of years living in NYC, and a 0-9 rating of NYC life.  PROCEDURE: As an exercise, six Ignatius University researchers in 2007 collected a “sample of convenience” of 10 surveys each from New Yorkers. RESPONDENTS:  About __ of __ people agreed, resulting in 60 completed surveys from people of diverse age, gender, and race.             Results.  (1) Yes, people were indeed highly varied: a slim majority of ___% liked to live in the city, while ___% have to.  People were also highly varied in the other measures too. For example: ____________.  (2) Why do some people like NYC more than others?  In Table 1, a few of several factors correlated with dis/liking NYC.  In terms of group differences:  [ANOVA]…   In terms of correlations: …                        NYC       Arousal    Years       love NYC                   (6-30)      (6-30)     in NYC       (0-9)          33 LIKE TO:    21.8        20.8       17.2         7.2         27 HAVE TO:    16.3        16.5       21.2         5.2            Discussion. An item-analysis of the 2 scales revealed alphas of…  Would each of the 6 researchers’ 10 surveys find the same patterns?  This study was limited by time, a small number of respondents, brief questionnaire, and limited data analysis.  Since even this preliminary survey found a connection between personality and preference for city life, future research could well probe what other personality factors may explain our like/dislike of city life — extraversion, trust, honesty, shyness, loneliness? Also, ruralites might be surveyed the same way with a village scale.    References: Fischer, C.S. (1984). The urban experience. NY: Harcourt Brace Jovanovich.  Milgram, S. (1970). The experience of living in cities.  Science, 167, 1461-68.   Y   Some goals:  Interesting magazine article?   Concise?   Data-based?     Credit:ivythesis.typepad.com

Sample summary report : Why do some people like New York more than others?

Sample summary report. Jan. 2008 Why do some people like New York more than others? _______________, Harvard University ...

Research Proposal on the Impact of Applying Computer-Aided Instruction (CAI): Perspective of Experienced and Inexperienced Adult Learners in Bronx Adult Learning Center

Running head: UNIT 4 – CONDUCTING RESEARCH     Impact of Applying Computer-Aided Instruction (CAI): Perspective of Experienced and Inexperienced Adult Learners in Bronx Adult Learning Center       Abstract This research studies the perspective of familiar and unfamiliar adult learners towards the impact and effectiveness of Computer-Aided Instruction. It uses data gathered from 20 participants which is consists of 10 males and 10 females. Questionnaires were consisted of 18 questions which tackles the background and perception of the respondents regarding the application and impact of CAI in their learning process.  It also included different studies that have been explored and analyzed by other authors or researchers regarding the issue of application of CAI in adult learning environment and process.   Introduction This study focused on the perspective of the adult learners in Bronx Adult Learning Center regarding the importance and impact of the Computer-Aided Instruction (CAI) in their learning process. The said topic is important because of the problems regarding the preferences and perspective of the adult learners towards application of new technologies, primarily in the field of education. Thus, the issue regarding the feelings and reaction of the adult learner who are unfamiliar with the different new technologies are important in the process of planning and implementing different educational policies and lessons. The research question of the study focuses on the perception of the adult learners towards computerized learning approach as an effective teaching method, as well as the different advantages and disadvantages of CAI in their learning process. There are two important variables that are involved in the study, CAI as the independent variables, and the adult learning as the dependent variables.     Review of Literature Computer – Aided Instruction or CAI or also known as computer-assisted instruction is considered as a diverse and rapidly expanding field of computer technologies that support the teaching and learning process (Arnold, 2008). However, there are ongoing debates and discussions regarding its effectiveness, in the entire process of learning. Throughout the entire 20th century, changes in different technologies had affected soCAIl and economic aspect of the world (Imel, 1998). Thus, it has a great impact on the field of education. It has a positive impact, particularly the aid of the Internet, because it is much easier for the students to retrieve and access different information, thus enables some learning activities more interesting than the traditional teaching approach. However, it is important to consider the important impact of technology in adult learning. In connection, the role of technology in the aspect of adult learning, adult educators and learners are facing different challenges and dilemmas which include process of how to respond to the different technologies, at the same time how to exploit it without diminishing the learning experience (Field, 1997). Thus, it is important to consider the different approaches that will integrate technology into the adult learning: technology as curriculum, delivery mechanism, complement to instruction and instructional tool (Ginsburg, 1998).             The study by Winslen et all gather information from 66 subjects and included in three groups: traditional lecture, IATEC and control and uses checklist as research instrument. The result of the study shows that application of CAI is an effective approach of teaching and training, but it is not enough in order to educate student in the cognitive knowledge (Winsten et al., 1998). Furthermore, the action research project that was conducted by the Somerset Country Adult Literacy Council which aimed to determine if a blended learning approach that introduced CAI into the traditional adult education classroom would positively impact retention and goal achievement. The study focused on the case of 10 respondents. The result shows that 5 have enrolled in the post secondary training and all had increased attendance in the adult education classroom (Barron 2004). On the other hand, the result of the study by Ross & Schulz (2002) shows the opposite or negative result. The explanatory study investigated the impact of learning styles on human-computer interaction by gathering data from 70 learners who have enrolled in a large urban post-secondary institution. As a result, based on the primary and secondary data gathered, the authors concluded that CAI many not be the most appropriate method of learning for all students. In connection, the theoretical study of Lowe & Holton (2005) shows critical components that can affect the effectiveness of CAI for adults which explain and predicts the effective learning by adults using a desktop computer.   Methodology Primary data were gathered from 20 respondents or adult learners, composed of 10 males and 10 females in the Bronx Adult Learning Center class located in 500 Grand Concourse, Room B-208, Bronx New York by using survey questionnaire and interview. Thus, it uses qualitative method in order to gather data. The said method s much more objective compare to quantitative because it is vitally systematic and based on the positivism perspective, at the same time, attempt to explain different soCAIl changes by using objective measures and statistical analysis by focusing on the procedures, methodologies as well as statistics. As a result, objectives can be measured so that comparisons can be made (LAMP, n.d.). The respondents are grouped by 2: the first one have their past experience or encounter of CAI, while the other group are those inexperienced or not familiar with CAI. The respondents were asked to answer 18 questions which is consists of 2 parts: background information and the actual questions about the impact of CAI in their learning process (answerable by Yes, No, Maybe).     Results Background 		Age 		N 		21 – 		30 		5 		31 – 		40 		7 		41 – 		50 		2 		51 – 		60 		4 		61 – 		70 		2 		Sex 		N 		Male 		10 		 		Female 		10 		 		Experienced/Familiar 		N 		Yes 		10 		No 		10 		 		Educational Attainment 		N 		 		Illiterate 		  		 		Elementary 		4 		 		Secondary 		6 		 		Tertiary (Bachelor) 		5 		 		Masters 		3 		 		Doctoral 		2 		 		Working? 		  		Yes 		17 		No 		3               Table above shows the result of the study regarding the background information of the respondents. Like what have mentioned in the first part of the paper, half or 10 of the respondents are male and female, experienced or familiar and unfamiliar with CAI. It can be seen that majority of the respondent came from the age group of 31 – 40. Furthermore, majority of the respondents had attained secondary education. Above all, most of them are working.   CAI – Perspective   		  		Yes 		(3) 		No 		(2) 		Maybe 		(1) 		  		*F 		*N 		*F 		*N 		*F 		*N 		1. 		Computer-Aided Instruction will help me to learn more quickly 		  		7 		  		2 		  		3 		  		4 		  		0 		  		6 		2. 		Computer-Aided Instruction will enable me to work at my own speed 		  		9 		  		3 		  		0 		  		2 		  		1 		  		5 		3. 		Computer-Aided Instruction will make it easier for me to learn than with 		the traditional (teacher) approach 		  		  		5 		  		  		3 		  		  		2 		  		  		4 		  		  		3 		  		  		3 		4. I 		am more comfortable in sitting and working alone 		7 		6 		1 		2 		2 		2 		5. I 		will recommend Computer-Aided Instruction to other adult learners like 		me. 		  		6 		  		2 		  		1 		  		2 		  		3 		  		6 		6. It 		would be easier to learn by computer compare to other traditional 		learning instrument such as film and slide 		  		  		5 		  		  		2 		  		  		2 		  		  		3 		  		  		3 		  		  		5 		7. I 		am afraid I could not learn to use computer very well. 		  		10 		  		7 		  		0 		  		1 		  		0 		  		2 		8. I 		would need a teacher as I work on the computer 		2 		10 		8 		0 		0 		0 		9. 		Computer-Aided Instruction gives me an idea of having a friendly teacher 		  		10 		  		6 		  		0 		  		2 		  		0 		  		2 		10. 		Computer-Aided Instruction will go too fast 		2 		7 		8 		0 		0 		3 		11. I 		would not mind if I missed a question while I am working on my lessons 		and my computer because no one would be watching me 		  		  		8 		  		  		7 		  		  		2 		  		  		1 		  		  		0 		  		  		2   *F = familiar with CAI *N = unfamiliar with CAI             The table above shows the result of the 11 questions that have been gathered from the 20 respondents. It shows the total number of responses per question, answered both by the familiar and unfamiliar to CAI. Based on the table, it can be observed that most of the unfamiliar with the CAI are not that confident with the said learning approach, which is opposite from those who are already familiar.   References   Arnold, D. (2008). Computer-Aided Instruction. Retrieved from MSN Encarta March 3, 2009, from Encarta MSNwebsite: http://encarta.msn.com/encyclopedia_761553343/computer-aided_instruction.html   Baron, J 2004, The Impact of Introducing a Blended Learning Approach in the Adult Literacy Classroom, Pensylvannia Action Research Network, Retrieved March 5, 2009, from PDE website: http://www.pde.state.pa.us/able/lib/able/lfp/lfp04barron.pdf.     Field, J. (1997). ‘Passive or Proactive?’ ADULTS LEARNING,  8 (6), 160-161.     Ginsburg, L. (1998) ‘Integrating Technology into Adult Learning.’ In TECHNOLOGY, BASIC SKILLS, AND ADULT EDUCATION: GETTING READY AND MOVING FORWARD, INFORMATION SERIES No. 372, edited by C. Hopey, pp. 37-45. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, The Ohio State University.   Imel, S. (1998). Technology and Adult Learning: Current Perspectives. ERIC Digest No. 197, Retrieved March 3, 2009, from ERIC Digest website: http://www.ericdigests.org/1999-2/current.htm   LAMP. Research Methods, Retrieved March 3, 2009, from LAMP website: http://lamp.ac.uk/mit/pdf/report6.pdf   Lowe, J. & Holton, E. (2005). ‘A Theory of Effective Computer-Based Instruction for Adults’, Human Resource Development Review, 4(2), 159-188.   Ross, J. & Schulz, R. (2002). ‘Can Computer-Aided Instruction Accommodate All Learners Equally?’, British Journal of Educational Technology, 30(1), 5 – 24.   Winsten, D. L., Antonio, K., Buxton, B. (1998). ‘The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education’. Journal of Athletic Training. 33(3), 238 – 243, Retrieved February 11, 2009, from PubMedCentral website: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1320430&blobtype=pdf   Credit:ivythesis.typepad.com

Research Proposal on the Impact of Applying Computer-Aided Instruction (CAI): Perspective of Experienced and Inexperienced Adult Learners in Bronx Adult Learning Center

Running head: UNIT 4 – CONDUCTING RESEARCH Impact of Applying Computer-Aided Instruction (CAI): Perspective of Experienced and ...

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