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  Effects of Digital Badging on Middle School Students’ Writing Motivation

  Zyskowski, Catherine (2024)

  This study explored whether digital badges can effectively increase students’ motivation to write and revise their assignments. Conducted in a seventh-grade Digital Short Stories elective class, the study involved four students who wrote four short stories based on similar prompts. On each assignment, students received feedback through suggestions on their Google Docs, comments in Google Classroom, and scores on the assignment rubric. For the final two writing assignments, students could earn up to five digital badges for demonstrating mastery of the specific components outlined in the rubric. Earned badges were displayed on their Google Sites digital portfolios. Quantitative data were collected through the amount of time students spent writing and revising each assignment, as well as their grades on their first submission and revised resubmission. Qualitative data were collected through surveys administered at the beginning and end of the study, along with observations about the quality of student work on each assignment. Although the small sample size limits the generalizability of its findings, participants had a positive experience with digital badges during this study. The average time students spent writing each assignment increased after the implementation of digital badges, and all students revised at least one writing assignment, with every participant revising the final assignment. In contrast, only one student revised their work before the introduction of digital badges. Participants reported that their attitudes toward writing improved or remained unchanged after their experience with digital badges, and they also performed better on the assignments on which they could earn digital badges. Finally, all students responded that they felt that digital badges were effective at motivating students to write and revise. While more research is needed to determine the broader effectiveness of digital badges, the results of this study suggest that this form of gamification has the potential to enhance students’ motivation and engagement in writing and revision.
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  Exploring the Impact of Gamification on High School Students’ Motivation in Social Studies Learning

  Jimenez, David A (2024)

  This study examines the impact of integrating gamification methods into studying practices on high school students' motivation and behavior. The research aims to assess the effectiveness of gamification techniques in promoting studying behavior and motivation among high school students and exploring their perceptions, experiences, and attitudes towards studying approaches integrating gamification. The core problem addressed is students' struggle to maintain interest and motivation in their studies, potentially leading to negative effects on learning outcomes and assessment grades. Qualitative methods, including interviews and observations, were utilized to delve into students' experiences, perceptions, and attitudes. The study's findings provide insights into the potential benefits and challenges of gamification. The method of technological gamification that was used as the intervention is the online platform Quizizz. Ultimately, this research aims to emphasize or discredit the usefulness of incorporating gamification methods in education to enhance students' motivation and engagement in their studies, with implications for improving learning outcomes and academic performance.
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  Evaluating Nearpod as an Anticipatory Set Tool in Secondary Mathematics Education

  Pastore, Samantha (2024)

  An important aspect to teaching is finding the most effective strategy for starting a class period that allows for continued discussion and connecting key ideas throughout the lesson. The purpose of this qualitative study is to discover how using Nearpod as an anticipatory set encourages students to make connections within the material for high school math students. An Algebra II teacher was the participant of this study. This study was a qualitative case study with notes on lesson plan design, planned Nearpod activities, and a reflection from the teacher through an interview. The data collection consisted of digital notes taken during and after the interview. The data and participant interview supported the idea that Nearpod anticipatory sets increases students’ willingness to participate in discussion both at the beginning and throughout the rest of the class period. The results showed that Nearpod anticipatory sets are beneficial for promoting discussion, reviewing fluency skills quickly, and having students create predictions further into the lesson.
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  Empowering Special Education in the Age of Generative AI: Assessing the Impact of IXL on Reading Comprehension and Student Confidence

  Sevor, Aimee E (2024)

  This action research study investigates the integration of an artificial intelligence (AI) tool, IXL, into a special education classroom to enhance students’ reading comprehension skills. The research explores the efficacy of AI technology to not only personalize learning experiences but also provide targeted support for students with diverse learning needs. This study employs a combination of quantitative and qualitative approaches through the analysis of IXL data, classroom artifacts and pre- and post-surveys of the students' feelings regarding their reading comprehension skills. The participants in this study are 9th-12th grade students in a self-contained special education classroom in a suburban area.
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  The Impacts of iCivics’ Digital Games: Exploring Middle School Students’ Engagement in Social Studies Learning

  Lucia, Michael C (2024)

  This qualitative action research investigates the impacts of integrating iCivics’ digital game Do I Have a Right? on student engagement in a seventh-grade civics elective course. Informed by the New York State Civic Readiness Initiative and the need to improve student engagement in teaching, this study explores the multidimensional nature of student engagement within the context of educational digital games. Utilizing classroom observations, a survey, and interviews, this study aims to understand how this digital game impacts student engagement. By examining these impacts, this research contributes to pedagogy in civic education and the potential of digital games to improve student engagement and learning outcomes.
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  Implementing Gimkit to Examine Effectiveness in Middle School Student Vocabulary Engagement

  Wright, Shanae S (2024)

  This study revolves around the idea of how best to engage students with vocabulary instruction and if Gimkit is the best way to do so. Students have struggled to stay engaged post COVID pandemic, and in recent years, students writing and reading skills have decreased and a portion of that is their lack of vocabulary and the inability to stay engaged with it. The purpose of this study is to better understand how Gimkit engages 8th grade students with vocabulary. This decrease in skills prompts the question how can Gimkit increase student engagement with vocabulary? The participants in this study are 8th grade English Language Arts (ELA) students who were selected with convenient sampling. This study is an action research study that utilizes mix of qualitative and quantitative data. Possible participants were sent home with a consent and ascent form to complete with their parents or guardians and return.
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  Examining The Effect of Sight-Reading Factory on High School Students’ Engagement in Music Learning

  DeNova, Christopher M. (2024)

  Music educators are always looking for new technology to incorporate into their classrooms. The applications educators incorporate into their classrooms must be engaging and motivating for students. This qualitative study aims to address the problem of the need for technology in our music classrooms. This study helped identify the successes and failures of a popular music technology that we could integrate into our classrooms. The participants of this study were 5 music students from my school located in the northern United States. This research was conducted to assist other educators in incorporating music technologies into their classrooms. This helped give insight to new educators as they can see what has already been done by their predecessors.
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  The Impact of Chromebook Integration on Writing Engagement Among Special Education Students

  Ferraiola, Jacob T  (2024)

  Technology profoundly affects the academic success of students, especially those with learning disabilities. The integration of technology into special education has yielded endless positive results over the 21st century. As it pertains to the concept of engagement and motivation, technology can increase these levels within all students regardless of their situation. Informed by the engagement theory, this study explores how Chromebooks have potential to foster secondary school students’ engagement in writing tasks.
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  Exploring the Middle School Student’s Writing Experience: Traditional Pen-and-Paper vs. Computer-Based Writing

  Shields, Katherine (2024)

  This action research study investigates whether typing or handwriting impacts student performance on writing assignments in the middle school setting within the context of English Language Arts (ELA) classrooms. Writing is a high-level skill that students perpetually work on and refine as they go through their secondary education. As technology becomes more prevalent, not only in society but in the education field, students are being required to type their writing assignments for standardized computer-based tests (CBT) while still having handwritten assignments. This dichotomy raises the question of how each format, digital or traditional, should be used in the classroom to be most efficient and comfortable for students at the secondary level to perform their writing abilities. This mixed method, action research study employed quantitative data in student writing samples and rubric-based writing assignments with qualitative data from student surveys and classroom observations. This study's participants include one section of 8th-grade students from a district in Long Island, New York. In this district, students are equipped with 1:1 Chromebooks which sparked the discussion, along with the rise of CBT, amongst the department’s ELA teachers if writing assignments should be created online or if they should be facilitated with pen and paper. This study provides a clearer understanding of how the format of writing tasks impacts student outcomes; analysis of the data gathered offers practical recommendations for educators approaching the nuance of writing engagement design in the 21st Century. Overall, this study contributes to the persisting conversation around technology in pedagogical practices. The results yield a basis for educators to make informed, evidence-based decisions in the ELA classroom to optimize student learning outcomes with a purposeful integration of technology to uplift student writing.
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  Exploring the Digital Frontier: Unveiling the Influence of IXL and First in Math on Fourth-Grade Math Engagement

  Ginley, Kaitlin F. (2024)

  This action research study explored the impact of online learning platforms First in Math and IXL on fourth-grade students’ mathematical engagement. Data collected through surveys, interviews, and observations revealed that the gamified features of these tools, including rewards and competitive leaderboards, increased student motivation and enthusiasm for math practice. However, findings also highlighted limited independent use outside of teacher-guided sessions, emphasizing the need for strategies to promote self-directed engagement. This study underscores the value of integrating digital platforms into traditional math instruction to enhance student engagement.
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  Assessing whether Time Management Impacts Perceptions when it comes to Prioritizing Healthy Eating Habits by Consuming More Home-Cooked Meals

  Domingos, mariane (2024)

  Purpose: To assess whether an increase in time management, organization and goal setting skills, and perceived level of self-efficacy facilitated meal planning and preparation of homecooked meals. Design: Quasi-experimental design, pre- and post- surveys, and online education sessions. Setting: Private nutrition practice (Rural Roots PLLC). Participants: Clients of a private nutrition practice (Rural Roots PLLC). Measures: Pre- and post-education surveys administered in an online platform were used to assess changes related to time management, organization, and goal setting skills and whether such changes led to a higher frequency of home-cooked meals. Analysis: Wilcoxon Signed-Rank Test. Results: The contrast in pre- and post-test survey scores determined that the online education videos on time management and meal planning/preparation techniques did not elicit a statistically significant (P<0.05) change in increasing meal planning and preparation of whole-food meals at home and less intake of take-out, processed foods. Conclusion: Although this study did not show a statistically significant correlation in this matter, similar studies show a correlation between time management/organization skills and increased engagement in positive health habits. Additional research is needed in the topic.
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  Past vs. present: A survey of the fish parasites of the tributaries of Oneida Lake, NY

  Whitcomb, Hannah (2024)

  In 1934, Van Cleave and Mueller completed a study of the parasite fauna of the fish in Oneida Lake and its tributaries, where they documented over eighty species of parasites, thirty-three of which were new descriptions. Since 1934, the lake has undergone many environmental changes which have impacted the invertebrate fauna, mollusks in particular. The present study is a fish parasite survey of twelve tributaries of Oneida Lake undertaken to compare our results to Van Cleave and Mueller’s survey. The methods of this study included the collection of thirty-three fish species via backpack shocking, e-boat and hook and line fishing, partial necropsy of fish to collect parasites and the mounting of parasites for identification using light and scanning microscopes. During the recent survey of the lake, certain species of trematodes that had been reported by Van Cleave and Mueller were considered ‘missing’. Some of the missing species of parasites were found in the survey of the tributaries. For example, we encountered the trematode Bunodera sacculata in seven of twenty-six Perca flavescens. Bunodera sacculata uses a native clam as its first intermediate host, which is thought to have been extirpated from the lake due to invasive species. Additionally, thirty-two species were documented from three other major groups. This survey fills a knowledge gap on the fish parasite data in the tributaries and will add to the current survey knowledge of the lake system. Through an extensive survey of the fish parasites in Oneida Lake’s tributaries, the comparison of my results to Van Cleave and Mueller’s study demonstrates the parasite community in the tributaries are differs from those found in the lake because of several years of change to the watershed.
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  Parasites of Freshwater Fish of the eastern Everglades

  Sawickij, Katerina Demeitrovna (2024)

  A survey of fish parasites was conducted in the Everglades, Florida and examined 31 species of fish from 15 locations across Lake Okeechobee, Stormwater Treatment Area 3/4 (STA-3/4) and Water Conservation Areas (WCA) 3A and 3B. We documented 30 species of parasites, 19 of which were found as adults from the intestines of fishes. We collected 15 of the fish species and 16 of the parasite species that were examined/documented in Bangham’s 1938 survey. Thirteen established non-native fish species were examined and were found to host 14 species of parasites. There was 1 new species, 19 new host records for 5 species of parasites, and 4 new locality records documented. These new records demonstrate the need for parasite surveys in understudied areas of North America (like the southeastern region) to better understand what species are present and what species are utilized as hosts. The changes in the parasite communities in the area demonstrate the extensive environmental changes of the region. A new species of Neoechinorhynchus was discovered in Largemouth Bass in Florida and is described here. A previously known species, Neoechinorhynchus doryphorus, was re-encountered in the Florida Everglades and redescribed here as well.
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  Population Abundance of Spawning Lake Sturgeon in the St. Lawrence River

  Skelton, John D (2024)

  The Lake Sturgeon Acipenser fulvescens is a large, long-lived freshwater fish that completes its entire lifecycle in freshwater, but migrates long distances. Human modifications to critical spawning habitats and migration corridors due to pollution and dams, coupled with high historical fishing mortality, have reduced most populations to all-time low abundances. In New York, USA, the species remains listed as threatened but recovery efforts including fishing moratoria, propagation and stocking, and habitat improvements have recovered 4 of the 7 remaining distinct population segments to interim targets for abundance. We assessed trends in Lake Sturgeon population abundance at two artificial spawning beds near Iroquois Dam for the aggregations on either side of the impassable barrier in the St. Lawrence River, North America. Fish were counted on 10 replicated video transects throughout the spawning season from 2011 through 2022 using underwater video. Counts of Lake Sturgeon in 30 m × 30 m grid cells along these transects were used to estimate population density at spawning beds upstream and downstream of the dam while accounting for imperfect detection within spatially explicit count models. Overall detection probability of the sturgeon was low (mean: 0.04, 95% CRI: 0.006-0.113) but was highest during the middle of the spawning season, reaching a maximum of 0.12 (0.10-0.13). Mean abundance was 10 (0-58) fish per 900 m2 at the downstream bed and 5 (0-30) at the upstream bed, with a mean difference of 5 (4-6) fish per 900 m2 across years. Periodicity in abundance was noted at the downstream bed. Abundance decreased slightly 2011-2023, with a mean population growth rate of -0.006 (-0.017 to -0.001) across beds. The approach we adopted for analysis could potentially be adapted to a wide range of data sources within Lake Sturgeon monitoring programs, particularly if combined with auxiliary demographic information. Future studies could improve understanding and interpretation of trends from these models with information regarding immigration and emigration from the study area and recruitment to this population segment.
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  Does the implementation of nutrition education improve habits and nutritional knowledge in elementary students

  Romero, Isabella (2024)

  Objective: Assess the effect of nutrition education on the knowledge and habits of elementary students in order to determine effective ways to improve healthy habits Design: Quasi experimental design Setting: Ossining Elementary School, in person Participants: Elementary students (n=18) ages from 9 to 10 Intervention: A one day nutrition education PowerPoint lesson on the five food groups/ vitamins and an activity. The effects were measure using a pre- and post- exam taken by each participant. Hypothesis: The implementation of the intervention will improve the student's nutritional knowledge as well as excite the students to continue to learn about nutrition among elementary school children at Ossining Elementary school. Results: The primary finding resulted the implementation did impact the student’s nutrition knowledge positively. Conclusion: The study can conclude the implementation of nutrition education did increase the elementary student’s knowledge of the five food groups and vitamins.
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  Assessing The Effectiveness of Using Nutrition Intervention Utilizing Behavior Change Techniques (BCT) on Nutrition Knowledge and Confidence Levels Among Older Adults

  Holohan, Erin, J (2024)

  Objective: To evaluate the effectiveness of the nutrition intervention design using behavior change techniques (BCT) on nutrition knowledge and confidence levels among older adults. Design: Quasi-experimental. Methods: Nutrition knowledge and confidence levels were evaluated using a pre- and post-test. Final scores were compared using sample t-tests and the IBM SPSS statistical software. Setting: Congregate meal site in Ilion, NY. Participants: 6 individuals agreed to participate in the study. Participants were recruited at the congregate meal site in Ilion, NY between February, and March 2023. Intervention: A nutrition intervention using BCT, including 1 group educational session and 3 cooking demonstrations lasting 15 minutes each were given to participants in a group-setting. Results: There was no significant difference among final scores in nutrition knowledge or confidence levels post-intervention. Conclusions and Implications: This intervention design using BCT is not an effective way to affect nutrition knowledge or confidence levels among participants.
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  Positive Pathways 4-Week Self-Paced Virtual Nutrition and Lifestyle Program

  Krause, Brittney Marie (2024)

  Objective: To evaluate the effectiveness of joining a four-week self-paced nutrition and lifestyle program with weekly meetings led by nutrition experts alongside other adults seeking a comprehensive approach to developing substantial healthy habits. Methods: The effectiveness of the program was assessed via pre- and post-survey and analyzed using the Wilcoxon test via SPSS Statistics software. Setting: Virtual (synchronous and asynchronous) Participants: In March of 2024, 4 adults enrolled in the program. Intervention: The participants completed the virtual program over 4 weeks in 2024. Results: The primary findings of this study were that a 4-week virtual nutrition and lifestyle program did not elicit a statistically significant change in the nutrition confidence in individuals Conclusion: In conclusion, results from the present study indicated the 4-week self-paced nutrition and lifestyle program impacted participants' behavioral confidence but not significantly enough to know if changes in sustainable habits will follow.
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  Assessing the Effectiveness of a Self-Efficacy and MyPlate-Based Intervention on Nutrition Knowledge of Crunch Fitness Members

  Drago, Serena G (2024)

  Background: Nutrition-related chronic diseases represent a significant health and economic burden in the United States. Despite established dietary guidelines, a gap exists in translating nutrition knowledge into lifestyle choices, particularly among individuals engaged in regular exercise, necessitating targeted interventions to bridge this knowledge gap. Objective: To evaluate the effectiveness of the nutrition education intervention designed to increase nutrition knowledge in Crunch Fitness members. Methods: A quasi-experimental design study and pre/post-intervention assessments were used to measure the effectiveness of two 60-minute intervention sessions based on enhancing self-efficacy through the Social Cognitive Theory, improving knowledge about MyPlate, food groups, and the drawbacks of short-term diets to Crunch Fitness members (n=12) voluntarily participating in the intervention. Participants underwent pre- and post- intervention surveys, with a follow-up survey one month later. Independent two-sample t tests were used to assess for significant changes in nutrition-related knowledge/skills and improvement in self-efficacy. Results: The results reveal there was a significant difference in posttest scores when compared to the pretest scores of the knowledge section of the survey immediately following the intervention (p =.001) and at the one-month follow-up (p =.025). For the self-efficacy questions section of the survey, results reveal there was a significant difference in posttest scores when compared to pretest scores, (p =.002) immediately following the intervention, but not at the one-month follow up (p=.054). Conclusion: In conclusion, the nutrition education intervention given at Crunch Fitness effectively increased participants' nutrition knowledge long-term, as evidenced by significant improvements in posttest survey scores one-month following the intervention
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  Evaluating the Effectiveness of a Hydration Education Session on the Older Adult Population’s Knowledge of Hydration Needs

  Jacullo, Alyssa R (2024)

  Background: Dehydration is one of the most common causes of hospitalizations in the older adult population. As we age our thirst sensation decreases, increasing our risk for dehydration. Older adults are at a greater risk of dehydration due to body composition changes. The purpose of this study was to assess the effectiveness of an education session on increasing the awareness and importance of maintaining proper hydration and the possible implications associated with decreased hydrations status. Objective: To evaluate the effectiveness of a lesson on hydration importance in the older adult population. Methods: Twenty-five participants were provided an education lesson on hydration needs and importance of hydration in the older adult population. The participants were given a pre and post-test to complete before and after the lesson. The total score of the pre-test and post-test were compared. Confidence in hydration knowledge was also captured on the post-test. The quantitative data collected from the pre and post-tests and were compared using paired t-tests with a p value of <0.05 as statistically significant. Participants: 25 older adults (ages 65 or older) participated in the study. Intervention: A 30-minute lesson plan which explained the importance of hydration in the older adult population was given at the St. Barts facility. Results: From the intervention education session, there is statistical significance between the education session and the knowledge of the older adults based on the mean of the total scores increasing from the pre and post-test. The data proved to be statistically significant, that after the education session the 25 participants felt more confident in their ability to meet their hydration requirements each day. The participants also were able to understand how important hydration status is and what some of the common signs and symptoms are to help prevent becoming dehydrated. For this study specifically it was important to determine the increase in knowledge and understanding of how important hydration is to the participants overall health. Conclusion: The hydration education session was effective in teaching the older adults the importance of hydration in this population. It is imperative to continue to provide hydration education to this vulnerable population to help eliminate unnecessary hospitalizations and shorten the length of stay while in the hospital.
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  Impact of Eating Disorder Course for Nutrition Students: Shifts in comfort, confidence, and eating disorder knowledge

  Haefele, Jennifer (2024)

  ABSTRACT Objective: To evaluate the effectiveness of an educational intervention to improve comfort, confidence, and knowledge in working with eating disorders for nutrition students Design: Quasi-experimental Methods: The study examined the impact of a four-module course on nutrition students’ (nutrition undergraduate, dietetic internship, or graduate) comfort and confidence levels in working with individuals with eating disorders, risk of development of an eating disorder, and their knowledge of working with eating disorders. The study employed a pre-test/post-test design to assess changes in participants before and after the intervention. Setting: Virtual administration Participants: 5 participants completed pre- and post-test data Intervention: Participants completed a four-hour course on eating disorders written by an eating disorder expert in the spring of 2024. Results: The use of an eating disorder course for nutrition students increased students’ self-reported levels of confidence and comfort when thinking about working with eating disorders in their future careers. There was not a significant difference in pre-test and post-test knowledge assessment, however participants’ scores remained the same or increased. The average of the participants’ pre-test and post-test EAT-26 assessment did not show a significant change. Conclusions and Implications: The use of an eating disorder course for nutrition students has the potential to improve student comfort and confidence in working with eating disorders, as well as their overall knowledge of nutrition counseling for eating disorders. It is imperative to continue to consider the impact that eating disorder education may have on the risk of eating disorder development for nutrition students.

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