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14 hours ago
TALAL ALSHAMMARI
The Effects of a New Online Learning Platform on Student Achievement in Mathematics
COLLAPSE
The Effects of a New Online Learning Platform on Student Achievement in
Mathematics
The study’s main aim was to determine if a new online learning platform would positively
impact student achievement in mathematics. The researchers hypothesized that students who used
the online learning platform would perform better on a standardized mathematics test than those
who used traditional instruction methods (Smith et al., 2023).
The study used a non-randomized control group design. Students in the treatment group were
given access to a new online learning platform, while students in the control group received
instruction using traditional methods. Both groups were given the same pre- and post-test in
mathematics.
Strengths and Weaknesses
The study’s strengths used a quasi-experimental design, which is stronger than a correlational
design, as it allows for a causal relationship to be inferred. The study also used a pre-and post-test
design, which allowed for assessing change over time (Cook et al., 1979).
The study’s weaknesses did not use random assignment, a limitation of quasi-experimental
designs. This means that it is possible that the treatment group differed from the control group in
other ways that could have affected the results.
Role of 2-group tests, regression analysis, and time-series analysis
2-group tests, such as the t-test and ANOVA, can be used to compare the means of two groups.
In this study, the t-test was used to compare the mean scores of the treatment and control groups
on the post-test.
Regression analysis: Regression analysis can be used to control confounding variables in quasiexperimental designs. In this study, regression analysis could have been used to control differences
between the treatment and control groups regarding their pre-test scores and other relevant factors.
Time-series analysis: Time-series analysis can examine trends over time. In this study, timeseries analysis could have been used to examine the trends in student achievement in mathematics
in the treatment and control groups over time.
Challenges and limitations
The study did not use random assignment, a limitation of quasi-experimental designs. The study
was conducted in a single school, limiting the findings’ generalizability. Also, the study was
relatively short-term, so it is impossible to say whether the effects of the online learning platform
would persist over time.
In conclusion, the study provides evidence that the new online learning platform can improve
student achievement in mathematics. However, the study has some limitations, such as the lack of
random assignment and the short-term nature of the study. Future research should replicate the
study using a larger sample and a longer-term design to confirm the findings and assess the longterm effects of the online learning platform (Smith et al., 2023).
References
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for
field settings. Houghton Mifflin.
Smith, J. D., & Jones, B. F. (2023). The effects of a new online learning platform on student
achievement in mathematics. Journal of Educational Research, 116(3), 253-265.
3 hours ago
OMAR AL ABBASI
The Effect of 4 Weeks of High-Intensity Interval Training and 2 Weeks of Detraining on
Cardiovascular Disease Risk Factors in Male Adolescents
COLLAPSE
The Effect of 4 Weeks of High-Intensity Interval Training and 2 Weeks
of Detraining on Cardiovascular Disease Risk Factors in Male Adolescents
The study aimed to investigate the effects of a 4-week High-Intensity Interval Training
(HIIT) program followed by a 2-week detraining period on vascular function and traditional
cardiovascular disease (CVD) risk factors in adolescent boys. The study included 19 male
adolescents, with 10 in the training group (TRAIN) and 9 in the control group (CON). The
participants in TRAIN completed HIIT sessions for 4 weeks, while CON did not undergo any
specific training. Vascular function, body composition, and blood biomarkers were assessed
before the training intervention (PRE), 48 hours after the last training session (POST), and after
2 weeks of detraining (DT).
Methods and analyses
– Group Comparison (Independent t-test): The study compared participant characteristics,
including age, height, and body mass, between the TRAIN and CON groups using independent ttests.
– Linear Mixed Model (LMM) Analysis: The LMM analysis was employed to assess the effects
of training and detraining on various outcome measures, including vascular function
(macrovascular and microvascular), body composition (e.g., BMI, fat mass, fat-free mass), and
blood biomarkers (e.g., glucose, insulin, cholesterol levels). This analysis considered the pretraining (PRE) and post-training (POST) measurements as covariates.
Strengths of the study design
– The study used a randomized controlled trial (RCT) design, which is considered a strong
method for assessing cause-and-effect relationships.
– The inclusion of a detraining period allowed for the investigation of how changes in vascular
function and CVD risk factors persisted or reversed after cessation of training.
– The use of both macrovascular (flow-mediated dilatation) and microvascular (peak reactive
hyperemia) function assessments provided a comprehensive view of vascular health.
Weaknesses of the study design
– The relatively small sample size may limit the ability to generalize the findings to a broader
population.
– Lack of control for physical activity outside the study introduces the potential for confounding
variables that could influence the observed outcomes.
– Missing data, particularly in post-training blood lipid measurements, may affect the accuracy
and reliability of the results, potentially introducing bias.
Limitations of the study
– Limited Generalizability: Participants in the current study were adolescent males aged 12–14
years old. Consequently, the results may not directly translate to other demographic groups, such
as female adolescents. While previous research by Bond et al. (2015c) demonstrated no
significant differences in vascular function between sexes following an acute bout of exercise,
future studies involving female adolescents undergoing chronic exercise interventions are
warranted to assess potential gender-specific effects.
– Restricted to Healthy and Fit Youth: All participants, except one, in the present investigation
exhibited fitness levels exceeding the 60th percentile for their age. Therefore, the findings are
primarily applicable to a healthy and fit youth population. It remains uncertain how HIIT may
impact individuals with lower fitness levels or those with specific health conditions.
– Incomplete Post-Training Blood Lipid Data: Post-training blood lipid data were incomplete,
with missing values from three participants in both the TRAIN and CON groups. While Linear
Mixed Model (LMM) analysis was chosen to accommodate missing data, the presence of
missing values could potentially introduce bias or limit the precision of the analysis.
– Uncontrolled Physical Activity Outside the Study: The study was unable to control for physical
activity levels outside the research setting, a challenge shared with the broader literature on
exercise interventions. Although participants were instructed and regularly reminded to maintain
their usual exercise routines throughout the study, variations in external physical activity levels
could have influenced the study outcomes and introduced additional variability.
In summary, the study design’s strengths include its RCT nature and comprehensive
assessment of vascular function, while limitations include the small sample size and potential
confounding factors related to physical activity outside the study. The use of LMM analysis
helped address some of these limitations by accommodating missing data and assessing the
effects of training and detraining over time. However, further research with larger and more
diverse populations is needed to confirm and extend these findings (Kranen et al., 2023).
Reference
Kranen, S. H., Oliveira, R. S., Bond, B., Williams, C. A., & Barker, A. R. (2023). The effect of 4
weeks of high-intensity interval training and 2 weeks of detraining on cardiovascular
disease risk factors in male adolescents. Experimental Physiology, 108(4), 595–
606. https://doi.org/10.1113/EP090340.
14 hours ago
TALAL ALSHAMMARI
Performance Management Approach
COLLAPSE
Whether Show Me the Money should use a behavior approach, a results approach, or a
combination of both to measure performance for account executives depends on several factors,
including the specific goals of the performance measurement system, the job duties of account
executives, and the organization’s culture (Latham & Locke, 1979).
In the case of Show Me the Money, a combination approach is likely to be most effective. This
is because the job duties of account executives are complex and involve various behavioral and
results-oriented activities. For example, account executives need to be able to build relationships
with clients, identify and qualify for new opportunities, develop, and deliver proposals, and close
deals. They also need to be able to provide customer service and support to existing clients.
A combination approach would allow Show Me the Money to measure account executives’
behaviors and results. For example, they could track the number of calls and emails made weekly,
the number of meetings held monthly, and the number of new clients acquired per quarter. They
could also track customer satisfaction scores and revenue generated per account executive (DeNisi
& Murphy, 2017).
By tracking both behavior and results metrics, Show Me the Money can get a more complete
picture of the performance of each account executive. This information can be used to identify and
reward high-performing account executives, provide feedback to underperforming account
executives, and develop training programs to help all account executives improve their
performance (Aguinis – 2013 – Performance Management.Pdf, n.d.).
Overall, a combination approach to performance measurement is likely to be most effective for
Show Me the Money, given the complex job duties of account executives and the need to measure
both behaviors and results.
References
Aguinis—2013—Performance management.pdf. (n.d.). Retrieved September 26, 2023, from
http://elibrary.gci.edu.np/bitstream/123456789/805/1/MBA763%20Performance%20Management.pdf
DeNisi, A. S., & Murphy, K. R. (2017). Performance appraisal and performance management: 100
years
of
progress? Journal
of
Applied
Psychology, 102(3),
421–433.
https://doi.org/10.1037/apl0000085
Latham, G. P., & Locke, E. A. (1979). Goal setting—A motivational technique that
works. Organizational Dynamics, 8(2), 68–80. https://doi.org/10.1016/0090-2616(79)90032-9
19 hours ago
OMAR AL ABBASI
Performance Management Approach
COLLAPSE
Show Me the Money
Based on the provided job description of the account executive at Show Me the Money, a
combination of both the behavior and results approach to measure performance would be most
appropriate (Aguinis, 2019; Kadak & Laitinen, 2023). The behavior approach is suitable because
account executives have specific responsibilities that involve observable behaviors. For example,
they must perform client needs analysis, establish clients on the host processing system, and
complete necessary documentation. These tasks require adherence to specific processes and
procedures, making it important to evaluate the quality of these behaviors (Aguinis, 2019).
Additionally, account executives are responsible for training new account executives and
networking in relevant industries. These activities, such as attending trade shows and meetings,
are also behavior-driven and should be assessed to ensure they are carried out effectively (Kadak
& Laitinen, 2023). The behavior approach is especially relevant when it comes to client
interactions and training responsibilities, where consistency and adherence to best practices are
essential.
On the other hand, the results approach is equally important for measuring the
performance of account executives. Their roles involve achieving specific outcomes, such as
successful client conversions, client satisfaction during the first few payrolls, and providing
support during the conversion process. Furthermore, they play a role in client calls and
supporting sales representatives in presales efforts, which contribute directly to sales outcomes.
Their responsibility to stay informed about industry trends and regulatory changes is also vital
for the overall success of the company (Aguinis, 2019; Kadak & Laitinen, 2023).
Turning to the specific job descriptions for account executives at Show Me the Money, it
becomes evident that both behavior and results approaches are applicable (Aguinis, 2019; Kadak
& Laitinen, 2023). All the listed job descriptions involve a combination of behaviors, such as
establishing clients, completing documentation, and making client calls, as well as results,
including client satisfaction, successful conversions, and staying updated with industry changes.
Therefore, a balanced approach that considers both the behaviors required to perform the job
effectively and the results achieved in terms of client satisfaction, conversions, and sales growth
is the most suitable way to measure performance for account executives at Show Me the Money.
In conclusion, adopting a performance measurement approach that combines the
evaluation of behaviors and results is the most effective way to assess the performance of
account executives in a complex role like this one. This approach ensures that employees not
only follow the correct procedures and behaviors but also achieve the desired outcomes,
ultimately contributing to the success of Show Me the Money in providing payroll and HR
solutions to their clients.
References
Aguinis, H. (2019). Performance management. 5th ed. Upper Saddle River, NJ: Pearson
Prentice Hall.
Kadak, T., & Laitinen, E. K. (2023). How different are performance management systems?
Empirical typology of performance management systems. Journal of Business Economics
and Management, 24(2), 368-386.
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