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The Effects of Student-Perceived Instructor Demotivating Behaviors on Doctoral Students' Information Seeking Behaviors

Description: In their studies on student motivation in th4e 1990s, Gorham & Christophel and Christophel & Gorham found that students perceived their own demotivation to be caused by instructor behaviors. While there are studies that explore the topic of student demotivation and other studies that illustrate the great influence instructors have on student information seeking behaviors, research focusing on the connection between these two concepts is almost nonexistent. Using Gorham & Christophel's concept of instructor-owned student demotivation, this mixed-methods study sought to identify which instructor behaviors doctoral computer science and information science students found demotivating and to what extent their perceptions of these demotivating instructor behaviors influenced their information seeking behaviors in a face-to-face classroom. Demographic and student-perceived demotivating instructor behavior surveys along with semi-structured interviews and follow-up questions were used to collect data. The surveys will be analyzed using descriptive statistics in Excel, and the semi-structured interviews and follow up questions were analyzed using content analysis and Colaizzi's method of phenomenological enquiry in NVivo. The findings showed that instructor demotivating behaviors not only influence student information seeking behaviors in the classroom, but they also can lead to lasting effects on the student. In addition, the participants have expectations of instructor behaviors, which come from their own experiences. These expectations also influence the level of demotivation they feel in a face-to-face classroom.
Date: December 2016
Creator: Cantu, Brenda Ann
Partner: UNT Libraries

Effects of Sublethal Copper Exposure on Escape Behavior and Growth of Rana pipiens Tadpoles

Description: This research is designed to test how sublethal exposure to copper affects tadpole predator-escape behavior and how quickly tadpoles recover. After exposure, tadpoles were separated. Escape behavior was recorded for two-thirds of exposed tadpoles while one-third of the exposed population was measured weekly to determine growth and recovery. Control tadpoles were consumed within 15 minutes whereas those exposed to higher concentrations were consumed at a slower rate, which does not support the hypotheses. Although the rate of predation was lower, tadpoles exposed to higher Cu concentrations were on average, 1.47 cm in total body length. Those exposed to 0.93 mg/L averaged 0.86 cm. After being placed into clean water, treatment tadpoles recovered after 20 days.
Date: May 2002
Creator: Redick, Melinda
Partner: UNT Libraries

The Effects of Sucrose on Ethanol Consumption in Ethanol Naïve and Non-naïve Rats

Description: Sucrose fading and intermittent access are two common procedures that induce alcohol consumption in rodents. Sucrose fading procedures involve exposing ethanol naïve rats to a mixture of ethanol and sucrose and gradually reducing the concentration of sugar. Intermittent access procedures involve providing rats with access to ethanol on alternating days. Given that rats will consume ethanol without sucrose, the role of sugar in the sucrose fading procedure is unclear. Rats must be ethanol naïve when they are exposed to treatment with sucrose fading, so there is no point of comparison to show that exposure to sugar in sucrose fading produces higher levels of drinking. There has yet to be any work that isolates the effects of sugar on the consumption of alcohol. The purpose of the present experiment was to examine the effects of sucrose on ethanol consumption in rats with different alcohol histories. Two groups of six rats were exposed to two successive sucrose fading procedures, 30 days apart and their drinking was measured 30 days after each one. One group was exposed to an intermittent access procedure to establish drinking prior to treatment with sucrose fading, the other was ethanol naïve. Following sucrose fading, all rats drank pharmacologically active doses of ethanol. For both groups consumption correlated with the concentration of sucrose and decreased in a step-wise manner as it was faded. For the ethanol experienced rats, consumption dropped below baseline levels as sucrose was faded and decreased further with the second exposure. In contrast, the ethanol-naïve rats did not decrease consumption from the first sucrose fading procedure to the second. Slight differences in peak force of responses were also observed.
Date: May 2014
Creator: Dove, Rachel Jolene
Partner: UNT Libraries

The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities

Description: The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.
Date: May 1993
Creator: Suter, Cheryl L. (Cheryl Lynn)
Partner: UNT Libraries

The Effects of Supportive and Non-Supportive Nonverbal Movements Upon the Acquisition of a Gross Motor Skill

Description: The purposes of the study were (1) to validate five selected supportive and five selected non-supportive nonverbal movements, and (2) to determine the effects of the nonverbal expressions upon subjects' learning of a gross motor skill. Subjects were twenty-eight college women who met the established criteria. The testing instrument was the Bachman Ladder. Fourteen subjects received the supportive-- non-supportive nonverbal treatment sequence; fourteen subjects received the reverse treatment sequence. Subjects numerically ranked the degree of treatment following each experimental session. Data were analyzed by analysis of variance method. Alpha was .05. Conclusions of this study were (1) that nonverbal supportive and non-supportive treatments do not significantly affect gross motor learning, and (2) the selected expressions are valid techniques for nonverbal communications.
Date: May 1974
Creator: Laflin, Joyce
Partner: UNT Libraries

The Effects of Surface Type on Experienced Foot Contact Pressures and Lower Limb Functioning During Running Performance

Description: The purpose of this study was to examine the effects of different surfaces on lower limb motion and encountered pressures at two locations on the plantar surface of the right foot. Nine females performed five trials for each of four surface conditions. The results provided no evidence for surface-related changes in experienced foot contact pressures. Both asphalt and grass surfaces resulted in the shortest relative time of forefoot immobility. No surface related differences were found for the range of pronation.
Date: December 1983
Creator: Denniston, Nancy L. (Nancy Louise)
Partner: UNT Libraries

Effects of Suspended Multi-Walled Carbon Nanotubes on Daphnid Growth and Reproduction

Description: Multi-walled carbon nanotube aggregates can be suspended in the aqueous phase by natural organic matter. These aggregates are ingested by filter feeding zooplankton. Ingested aggregates result in decreased growth and decreased reproduction. These effects may be caused by reduction in energy input from normal feeding behavior. pH alters natural organic matter structure through changes in electrostatic repulsion. Altered natural organic matter structure changes multi-walled carbon nanotube aggregate size. This size variation with variation in pH is significant, but not large enough a change in size to alter toxicity, as the aggregate size range remains well within the particle size selection of the organisms.
Date: May 2010
Creator: Alloy, Matthew Michael
Partner: UNT Libraries

Effects of Suspended Solids on Bioavailability of Chemicals to Daphnia magna and Pimephales promelas

Description: Three suspended solids types containing a range of physicochemical characteristics were used to determine the effect of suspended solids on the bioavailability of acenaphthene, 1,2,4,5-tetrachlorobenzene, zinc, and chlordane to Daphnia magna and Pimephales promelas. Generally, the bioavailability of zinc and chlordane decreased due to interactions with all suspended solids types while bioavailability of acenaphthene and 1,2,4,5-tetrachlorobenzene were not clearly reduced. Partition coefficients and slope of dose-response curves related chemical characteristics and organism sensitivity, respectively, to experimentally determined results. It is believed that the biologically available form of these chemicals to Daphnia magna and Pimephales promelas resides in the aqueous phase.
Date: December 1984
Creator: Hall, W. Scott (Warren Scott)
Partner: UNT Libraries

Effects of Tasks on Information-Seeking Behavior in a Police Work Environment in the Context of Criminal Intelligence

Description: Although dominant effects of tasks on individuals' information-seeking behavior is accepted by many scholars, a limited number of studies has been conducted to reveal the nature of the relationship between tasks and information-seeking behavior. In their studies, some earlier researchers categorized tasks according to their complexity while others did the same according to the specifications of tasks. Two of the groundbreaking researchers in this area are Katriina Byström and Kalervo Järvelin who contributed to the understanding of the relationship between task complexity and information-seeking behavior. However, their findings also need empirical support for theory growth. In response to this need, this study attempts to test Byström and Järvelin's findings through a research using different research methods and applied in a police work environment. Other than providing empirical support for theory growth, this research is also expected to contribute to the understudied area of police information-seeking behavior. Both qualitative and quantitative data were collected from the participants who came from traffic, homicide, and anti-terrorism divisions of Ankara, Eskisehir, and Kirikkale Police Departments in Turkey. The participants identified terrorism cases as the most complex cases to solve, followed by homicide and traffic accident cases. Differences in the information-seeking behavior of three groups of police officers were examined through qualitative and quantitative data analysis. Oneway ANOVA technique and post hoc comparisons were used to analyze the quantitative data. In addition to shedding light on information-seeking behavior of police officers investigating related cases in Turkey, the results provided support for Byström and Järvelin's findings. For instance, the officers investigating more complex tasks used significantly more information sources than the others, while the use of external information sources was significantly higher in more complex cases.
Date: May 2010
Creator: Tatil, Serkan
Partner: UNT Libraries

The Effects of Teacher Certification on Freshman High School Students' Algebra I Achievement

Description: The purpose of this study was to determine whether students taught by certified teachers and those taught by uncertified teachers had significantly different achievement on a state Algebra I End of Course examination. The specific research questions were: (1) Does type of teacher certification impact Algebra I End of Course (EOC) Exam scores for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores and teachers' years of experience? (2) Does type of teacher certification impact Algebra I End of Course (EOC) Exam passage rates for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores, socio-economic status, ethnicity, gender, and teachers' years of experience? This research was conducted in a large north Texas suburban school district. The entire population (N=1,433) of freshman students enrolled in year-long Algebra I was included for this study. Three statistical tests were used in data analysis for the first question. Analysis of covariance using student as well as teacher as the unit of analysis and hierarchical multiple regression were used to analyze students' specific scores. Logistic regression was used for the second research question. This study found that students in classes with non-certified teachers scored eight points lower on the Algebra I EOC Exam than those in classes with certified teachers. However, when controlling for students' prior mathematics achievement and other variables, the difference was of no practical significance. There was no practical significance in a student's odds of passing the examination between students in certified teachers' classrooms and those in uncertified teachers' classrooms. The results of this study offer further understanding of the debate over type of certification.
Date: May 2004
Creator: Ringrose, Laura Chamberlin
Partner: UNT Libraries

Effects of Teaching Reading Through Discussion of Text Structures.

Description: The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.
Date: December 2001
Creator: Piyanukool, Surachai
Partner: UNT Libraries

The Effects of Teaching Study Skills and Reading, Writing, and Listening Skills as a Specific Course of Study for Ninth Grade Students

Description: The problem of this study was to test the effects of teaching selected study skills and reading, writing, and listening skills as a specific course of study for ninth grade students. To study this problem, the performance of students enrolled in a study skills and reading, writing, and listening skills course was compared to that of a comparable group of ninth graders, electing the course but not permitted to take it, on the basis of performance as measured by mean gain on alternate forms of the Spitzer Study Skills Test and on the Sequential Test of Educational Progress--Reading-Writing-Listening.
Date: May 1969
Creator: Fillman, Tony Wayne
Partner: UNT Libraries

The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance

Description: Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in conceptual data modeling tasks. Additional research in this area would need to clarify what about this particular experiment might have contributed to these results.
Date: December 2006
Creator: Menking, Ricky Arnold
Partner: UNT Libraries

Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students

Description: Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality ...
Date: December 2004
Creator: Oxford, Raquel Malia Nitta
Partner: UNT Libraries

The Effects of Technology Integration Techniques in Elementary Mathematics Methods Courses on Elementary Preservice Teachers' Computer Self-Efficacy, Software Integration Confidence, and Lesson Planning

Description: The purpose of this study was to demonstrate the effect of computer technology integration techniques on preservice teachers' feelings of computer self-efficacy and feelings of confidence in software integration. It was also the purpose of this study to interpret these preservice teachers' confidence in using computer technology integration techniques in their own planning and instruction during student teaching. The participants in this study were from two intact, non-randomly-formed classrooms. They were 27 preservice teachers enrolled in the College of Education at a university in north central Texas in two sections of a course entitled EDEE 4350, Mathematics in the Elementary School. This study was quasi-experimental, with a nonequivalent pretest-posttest control group design. The independent variable was the type of instruction experienced in an elementary mathematics methods course: novel instruction with specialized computer technology integration techniques versus traditional instruction with no specialized technology integration techniques. The dependant variables were measured using the following instruments: the Demographic Data and Previous Context Use of the Computer Survey which described participants' demographics and their previous usage of the computer; the Self-Efficacy With Computer Technologies Scale; the Preservice Teacher Software Integration Confidence Scale; and the Lesson Plan Infusion/Integration Scale. The results of the data analysis revealed, through the inferential statistics run on the Self-Efficacy with Computer Technology Scale pretest and posttest, that there was no statistically significant difference between treatment groups (p < .05). The posttest-only Preservice Teachers Software Integration Confidence Scale revealed a statistically significant difference between treatment groups (p < .05). The posttest-only Lesson Plan Technology Infusion/Integration Scale revealed no statistical significance between treatment groups (p < .05). The study provides insight into the benefits of instruction in specific software integration techniques instruction. It suggests that when preservice teachers are given instruction in specific computer software integration techniques, they are more confident in ...
Date: August 2003
Creator: Maninger, Robert M.
Partner: UNT Libraries

Effects of Ten Weeks of Deep Water Running or Land Based Run Training

Description: Populations that utilize deep water running (DWR) are described in Chapter I. A review of the literature concerning studies comparing peak physiological variables of water exercises (swimming, DWR, & land based running) to land based exercises (cycle ergometer, walking, & running) are presented in Chapter II. The protocols utilized for obtaining peak values on land and in the water along with subject characteristics, statistical methods and description of the training regimen are discussed in Chapter HI. The results, presented in Chapter IV, indicate no interaction between any of the variables measured but a main effect for treadmill V02 peak for the pre- and post testing. Chapter V discusses factors which may limit physiological changes within each training group. Chapter VI contains suggestions for further research.
Date: May 1995
Creator: Morrow, Matthew J. (Matthew John)
Partner: UNT Libraries

Effects of Tenderness on Problem Solving.

Description: The purpose of this study was to determine the effects of tenderness on problem solving. Thirty-four female undergraduates participated. In the experimental condition, participants received instructions to reproduce a specific respiratory-posturo-facial pattern that had induced tenderness in previous studies. Participants in the control condition performed a non-emotional exercise. After either the pattern or the control exercise, participants completed one of two jigsaw puzzles. One puzzle had only an empty room while the other had a family scene. For participants who worked on the room puzzle, the tenderness pattern led to longer completion times. In contrast, for participants who worked on the family puzzle, the tenderness pattern led to shorter completion times.
Date: December 2003
Creator: Kalawski, Juan Pablo
Partner: UNT Libraries

The Effects of Tests and Praise on Children's Hear-write and See-say Responses.

Description: Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.
Date: December 2006
Creator: Edwards, Bobbie
Partner: UNT Libraries

The Effects of Textual Fluency on the Rate of Acquisition and Application of Intraverbal Relations

Description: Intraverbal behavior governs core elements of academic and intellectual behavior. These intraverbal relations can be explicitly taught when an individual is prompted to provide an appropriate response with pictures, text, or other stimuli following a verbal stimulus. It is possible that a focus on fluency of the target repertoires may lead to more conclusive data. the current study assessed the effects of precision teaching based instruction for component textual repertoires on the acquisition of intraverbal relations. Specifically, this study compared the effectiveness of two textual prompting procedures (with and without fluency-based instruction) on the acquisition and application of intraverbal relations using time-delay and a carefully controlled set of intraverbal stimuli. Results indicate that the use of textual prompts and an errorless time-delay transfer of stimulus control procedure were effective strategies for teaching intraverbal responses regardless of the inclusion of fluency-based instruction.
Date: May 2012
Creator: Shrontz, Rachael E.
Partner: UNT Libraries