Matching Items (3)
Filtering by

Clear all filters

137579-Thumbnail Image.png

On Effective Instruction of the Japanese Relative Clause

Description
This study was designed to test a new method of instruction for Japanese language students' re-acquisition of the Japanese relative clause structure. 10 Japanese language students who had already been exposed to the Japanese relative clause in their previous semester were asked to take a pretest that assessed their (a)…

This study was designed to test a new method of instruction for Japanese language students' re-acquisition of the Japanese relative clause structure. 10 Japanese language students who had already been exposed to the Japanese relative clause in their previous semester were asked to take a pretest that assessed their (a) knowledge of basic grammar concepts such as a "subject" and "predicate," (b) their ability to apply those basic grammar concepts to the Japanese language, and (c) their grasp of the rules applying to the formation of the Japanese relative clause. Students were then placed into a control group containing 6 students and an experimental group containing four students. The experimental group received additional lessons consisting of explicit instruction of basic grammar in both Japanese and English, as well as basic noun relativization rules in each language. The study found that the explicit instruction helped student comprehension of the relative clause structure, although some difficulties remain in identifying the relative clause and in constructing it on their own.
ContributorsHinojosa, Katie Crystine (Author) / Tomoko, Shimomura (Thesis director) / Ghanem, Carla (Committee member) / Chambers, Anthony (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-05
165060-Thumbnail Image.png

On the Importance of Peer-to-Peer Interaction

Description

Due to the elimination of the established instructional methods from the impact of COVID-19, the implementation of mass synchronous learning created a new strain of educational experiences for students that took a toll on social interaction. In the Spring 2022 semester, a survey was conducted of students that were previously…

Due to the elimination of the established instructional methods from the impact of COVID-19, the implementation of mass synchronous learning created a new strain of educational experiences for students that took a toll on social interaction. In the Spring 2022 semester, a survey was conducted of students that were previously or currently enrolled in the principal undergraduate biological sciences course, BIO 340: General Genetics, to assess both the prevalence of social interaction in the lives of the students and the potential ways this information could be molded to improve student’s educational and motivational experience. The results of this survey indicated that there was a considerable lack of social interaction and motivation among students that have taken or are taking BIO 340. Through a process of collecting qualitative data of students by 1-on-1 interviews, the majority of students requested that professors communicate with each other to learn more about ways they can incorporate social interaction as external technological applications and tools have been developed. Students brought up many external tools that professors in other biological sciences courses have been utilizing to engage student-to-student interaction and found these resources to increase their level of understanding and motivation. The driving interest behind this creative project is to understand the importance of peer-to-peer learning that may help guide professors that are new to synchronous teaching so that they may increase their level of understanding and comfortability of accessing resources that students themselves have shown to increase their educational experiences. The mixed-method design served as a means to understand what types of social interaction enhance students’ education and motivation.
ContributorsMisra, Radhika (Author) / Hartwell, Leland (Thesis director) / Pate, Amy (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2022-05
165450-Thumbnail Image.png

Effect of Diet Quality, FODMAP Consumption, and Gluten Consumption on Non–Celiac Gluten Sensitivity (NCGS) Symptoms

Description
Despite widespread self-diagnosis of non-celiac gluten sensitivity (NCGS) a variety of studies have shown that most patients with NCGS experience no symptoms from the consumption of gluten. Rather, many studies have shown that FODMAPs are the likely culprit of NCGS symptoms. To further explore the causes of NCGS symptoms this…

Despite widespread self-diagnosis of non-celiac gluten sensitivity (NCGS) a variety of studies have shown that most patients with NCGS experience no symptoms from the consumption of gluten. Rather, many studies have shown that FODMAPs are the likely culprit of NCGS symptoms. To further explore the causes of NCGS symptoms this study surveyed participants on their diet quality, FODMAP consumption, and gluten consumption while also determining NCGS symptom level using the GSRS-IBS survey and IBS-SSS survey. The results showed that diet quality was not correlated with IBS-SSS score or GSRS-IBS score. However, certain dietary components that negatively affected diet quality did correlate with NCGS symptom level. Similarly, FODMAP consumption was correlated with GSRS-IBS score while gluten consumption was correlated with both IBS-SSS and GSRS-IBS score. Overall, the results of this study suggest that limiting the consumption of FODMAPs, gluten, and foods that negatively contribute to diet quality can help reduce NCGS symptom level.
ContributorsAraya, Gabriel (Author) / Johnston, Carol (Thesis director) / Hartwell, Leland (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-05