The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special ...emphasis was placed on longitudinal investigations of the development of mathematics skills in children with learning difficulties in mathematics over a 2-year and 4-month period. Participants were 553 fourth-graders, 85 of whom identified with mathematical learning difficulties were classified into two subgroups: children with low mathematics achievement and children with limited mathematics ability. Results have shown that there were no gender differences in mathematics achievement. Children's living areas as well as their socio-economic status were observed to have a substantial impact on math performance. The performance level of limited math ability children was lower as compared to low math achieving children on all of the measures assessing math outcomes and reading comprehension. Findings indicate that a majority of the limited math ability group members still met the cutoff criterion after more than 2 years of school attendance.
Ovim istraživanjem želio se ispitati učinak vrste povratnih informacija (feedback-a) na učenje i motivaciju djece s teškoćama u učenju matematike. Procijenjena je izvedba 76-ero djece - polaznika ...petih razreda na zadacima računanja, kao i njihova motivacija za rješavanje matematičkih zadataka, s obzirom na vrstu povratne informacije: trenutnu korektivnu povratnu informaciju te odgođenu konvencionalnu povratnu informaciju. Rezultati istraživanja pokazali su da su djeca imala značajno bolji rezultat kada im je bila pružena trenutna korektivna povratna informacija, nego kada im je pružena odgođena konvencionalna povratna informacija. Rezultati također ukazuju da pružanje trenutne povratne informacije povećava motivaciju učenika za rješavanje zadataka. S druge strane, pružanje odgođene povratne informacije imalo je negativan utjecaj na motivaciju, kao i na izvedbu u rješavanju matematičkih zadataka. Rezultati također pokazuju da su prisutnost matematičkih teškoća i prethodna razina razvoja matematičkih vještina bili značajni prediktori kasnije uspješnosti u rješavanju vremenski ograničenih zadataka, što, međutim, nije bio slučaj s promjenama u motiviranosti učenika.
The present study was designed to examine the effects of feedback conditions on learning and motivation of children identified with mathematical learning difficulties (MLDs). The performance of 76 fifth grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned to one of two treatment conditions: immediate corrective feedback or delayed conventional feedback on two occasions. Results showed that children performed significantly better when they were provided with the immediate corrective feedback than when they were provided with the delayed conventional feedback. The findings suggest that provision of the immediate corrective feedback also enhanced task motivation in children. In contrast, provision of the delayed conventional feedback had a negative impact on children’s task motivation and also on their performance in math. Moreover, the results indicated that in the long term, children’s subgroup (MLDs) and their previous math skills were powerful predictors of subsequent performance on a limited-time math task, whereas the change in task motivation did not contribute significantly to the same task.
The present study was designed to examine the effects of feedback conditions on learning and motivation of children identified with mathematical learning difficulties (MLDs). The performance of 76 ...fifth-grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned to one of two treatment conditions: immediate corrective feedback or delayed conventional feedback on two occasions. Results showed that children performed significantly better when they were provided with the immediate corrective feedback than when they were provided with the delayed conventional feedback. The findings suggest that provision of the immediate corrective feedback also enhanced task motivation in children. In contrast, provision of the delayed conventional feedback had a negative impact on children s task motivation and also on their performance in math. Moreover, the results indicated that in the long term, children s subgroup (MLDs) and their previous math skills were powerful predictors of subsequent performance on a limited-time math task, whereas the change in task motivation did not contribute significantly to the same task. Keywords: immediate corrective feedback, delayed conventional feedback, mathematical learning difficulties, mathematical performance, task motivation Ovim istrazivanjem zelio se ispitati ucinak vrste povratnih informacija (feedback-a) na ucenje i motivaciju djece s teskocama u ucenju matematike. Procijenjena je izvedba 76-ero djece--polaznika petih razreda na zadacima racunanja, kao I njihova motivacija za rjesavanje matematickih zadataka, s obzirom na vrstu povratne informacije: trenutnu korektivnu povratnu informaciju te odgodenu konvencionalnu povratnu informaciju. Rezultati istrazivanja pokazali su da su djeca imala znacajno bolji rezultat kada im je bila pruzena trenutna korektivna povratna informacija, nego kada im je pruzena odgodena konvencionalna povratna informacija. Rezultati takoder ukazuju da pruzanje trenutne povratne informacije povecava motivaciju ucenika za rjesavanje zadataka. S druge strane, pruzanje odgodene povratne informacije imalo je negativan utjecaj na motivaciju, kao i na izvedbu u rjesavanju matematickih zadataka. Rezultati takoder pokazuju da su prisutnost matematickih teskoca i prethodna razina razvoja matematickih vjestina bili znacajni prediktori kasnije uspjesnosti u rjesavanju vremenski ogranicenih zadataka, sto, medutim, nije bio slucaj s promjenama u motiviranosti ucenika. Kljucne rijeci: trenutna korektivna povratna informacija, odgodena konvencionalna povratna informacija, teskoce u ucenju matematike, motivacija za ucenje matematike
The present study was designed to examine the effects of feedback conditions on learning and motivation of children identified with mathematical learning difficulties (MLDs). The performance of 76 ...fifth grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned to one of two treatment conditions: immediate corrective feedback or delayed conventional feedback on two occasions. Results showed that children performed significantly better when they were provided with the immediate corrective feedback than when they were provided with the delayed conventional feedback. The findings suggest that provision of the immediate corrective feedback also enhanced task motivation in children. In contrast, provision of the delayed conventional feedback had a negative impact on children’s task motivation and also on their performance in math. Moreover, the results indicated that in the long term, children’s subgroup (MLDs) and their previous math skills were powerful predictors of subsequent performance on a limited-time math task, whereas the change in task motivation did not contribute significantly to the same task.
Ovim istraživanjem želio se ispitati učinak vrste povratnih informacija (feedback-a) na učenje i motivaciju djece s teškoćama u učenju matematike. Procijenjena je izvedba 76-ero djece - polaznika ...petih razreda na zadacima računanja, kao i njihova motivacija za rješavanje matematičkih zadataka, s obzirom na vrstu povratne informacije: trenutnu korektivnu povratnu informaciju te odgođenu konvencionalnu povratnu informaciju. Rezultati istraživanja pokazali su da su djeca imala značajno bolji rezultat kada im je bila pružena trenutna korektivna povratna informacija, nego kada im je pružena odgođena konvencionalna povratna informacija. Rezultati također ukazuju da pružanje trenutne povratne informacije povećava motivaciju učenika za rješavanje zadataka. S druge strane, pružanje odgođene povratne informacije imalo je negativan utjecaj na motivaciju, kao i na izvedbu u rješavanju matematičkih zadataka. Rezultati također pokazuju da su prisutnost matematičkih teškoća i prethodna razina razvoja matematičkih vještina bili značajni prediktori kasnije uspješnosti u rješavanju vremenski ograničenih zadataka, što, međutim, nije bio slučaj s promjenama u motiviranosti učenika.
The COVID-19 pandemic continues, and evidence on infection- and vaccine-induced immunity is key. We assessed COVID-19 immunity and the neutralizing antibody response to virus variants across age ...groups in the Swiss population.
We conducted a cohort study in representative community-dwelling residents aged five years or older in southern Switzerland (total population 353,343), and we collected blood samples in July 2020 (in adults only, N = 646), November-December 2020 (N = 1457), and June-July 2021 (N = 885).
We used a previously validated Luminex assay to measure antibodies targeting the spike (S) and the nucleocapsid (N) proteins of the virus and a high-throughput cell-free neutralization assay optimized for multiple spike protein variants. We calculated seroprevalence with a Bayesian logistic regression model accounting for the population's sociodemographic structure and the test performance, and we compared the neutralizing activity between vaccinated and convalescent participants across virus variants.
The overall seroprevalence was 7.8% (95% CI: 5.4-10.4) by July 2020 and 20.2% (16.4-24.4) by December 2020. By July 2021, the overall seroprevalence increased substantially to 72.5% (69.1-76.4), with the highest estimates of 95.6% (92.8-97.8) among older adults, who developed up to 10.3 more antibodies via vaccination than after infection compared to 3.7 times more in adults. The neutralizing activity was significantly higher for vaccine-induced than infection-induced antibodies for all virus variants (all
values < 0.037).
Vaccination chiefly contributed to the reduction in immunonaive individuals, particularly those in older age groups. Our findings on the greater neutralizing activity of vaccine-induced antibodies than infection-induced antibodies are greatly informative for future vaccination campaigns.
Purpose
To explore the psycho-social impact of vesico-vaginal fistula (VVF) on women in Niger.
Study design
We conducted a qualitative study on 21 women in convalescence at the DIMOL Reproductive ...Health Center in Niamey, Niger, in 2008 and 2009. The women had undergone 1–3 fistula repair operations and all had stillborn infants.
Results
Women reported many psychological consequences of VVF including depression, feelings of shame, and loneliness. Others reported feeling devalued as a woman and wanting to end their lives. Social consequences of fistula reported by these women included rejection from society, isolation, rejection from husband and/or divorce. Almost half of the women reported of having lost their social network and support as a result of the fistula. Women with VVF were deemed unworthy, and their illness was often attributed to some fault of their own.
Conclusions
Our findings support the notion that socio-economic factors, though they certainly contribute to obstetric fistula, are not the primary reason for fistula, particularly in Niger. Fistula is a direct result of lack of access to skilled birth attendants and emergency obstetric care.
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