Evaluating students constructively through a host of self-assessment tools can help create engaged and committed learners which are a requisite for the current educational scenario. This study was attempted in an English writing class at a Pre-Service Teacher Education Institution in India to deconstruct the significance of rubrics as a self-assessment tool leading to the attainment of better learning experiences. For an empirical investigation of relationships between variables, the authors designed a Rubric Table, collected data using a Questionnaire and conducted a statistical analysis of the responses recorded. Preliminary findings suggested that students believed the process of teaching-learning to be more empowering and structured as rubrics not only enhance student learning but also involve the elimination of failure by asserting that every learner can succeed. Rubrics, thus are a functional tool that offer room for reflection and self-independent learning.
Background Diabetic Ketoacidosis (DKA) is a potentially life-threatening diabetic emergency requiring prompt recognition and care. The prognosis of DKA has improved over time with the availability of evidence-based protocols and resources. However, in Kenya, there are limited resources for the appropriate diagnosis and management of DKA, and these are limited to tertiary-level referral facilities. This study aimed to review the clinical presentation, management, and outcomes of adult patients admitted with DKA at the Aga Khan University Hospital, Nairobi, over five years and assess differences in these parameters before and during the COVID-19 pandemic. Methods This was a retrospective study of DKA admissions from January 2017 to December 2021. Patient data were retrieved from the medical records department using ICD-10 codes, and individual details were abstracted on clinical presentation, management, and outcomes of DKA. Comparisons were made between pre-COVID-19 and during COVID-19 durations. Results 150 patients admitted with DKA were included (n = 48 pre- COVID-19, n = 102 during COVID-19 (n = 23 COVID-19 positive, n = 79 COVID-19 negative)). Median age was 47 years (IQR 33.0, 59.0), median HbA1C was 12.4% [IQR 10.8, 14.6]), and most patients had severe DKA (46%). Most common DKA precipitants were infections (40.7%), newly diagnosed diabetes (33.3%) and missed medication (25.3%). There was a significant difference in pulmonary infections as a DKA precipitant, between the pre- COVID and during COVID-19 pandemic (21.6% during COVID-19 versus 6.3% pre- COVID-19; p = 0.012). Median total insulin dose used was 110.0 units [IQR 76.0, 173.0], and a 100% of patients received basal insulin. The median length of hospital stay was 4.0 days [IQR 3.0, 6.0] and time to DKA resolution was 30.0 hours [IQR 24.0, 48.0]. There were 2 deaths (1.3%), none directly attributable to DKA. Severity of DKA significantly differed between pre- COVID-19, COVID-19 positive and COVID-19 negative DKA (52.2% of COVID-19 positive had moderate DKA compared to 26.6% of COVID-19 negative and 22.9% of Pre-COVID-19 (p = 0.006)). Conclusion These findings indicate that even in developing regions, good outcomes can be achieved with the appropriate facilities for DKA management. Clinician and patient education is necessary to ensure early detection and prompt referral to avoid patients presenting with severe DKA. Exploratory studies are needed to assess reasons for prolonged time to DKA resolution found in this study.
The current research explored the effectiveness of using Indian Sign Language (ISL) as an instructional medium for developing Science Practical skills among LwPHI. Methodologically, the research falls under the mixed-method research paradigm. This study had one group, pretest post-test design and the sample was selected through purposive sampling. The data was collected from 10 Science teachers and 20 LwPHI studying at the upper primary sage in the Inclusive schools of Delhi, India. The researcher used interview schedule, rubrics, and Science practical lesson plans as the tools. The intervention phase was designed to develop the skills related to 4 important components of science practical i.e. procedural and manipulative skills, observational skills, drawing skills, and Interpretive & reporting skills. On analysis of the descriptive statistics, it was found that there was a mean gain difference of 14.95 between the pre-post test scores and 0.423 in the standard deviation. The hypothesis testing was done through Wilcoxon signed-rank test statistical analysis, Z: -3.936, P-value was less than 0.05 (0.000<0.05), indicated that there was a significant difference in the performance and hence, H0 was rejected. The qualitative analysis of the rubrics and interview revealed that the LwPHI not only had limited ability to connect the science content taught in the classrooms to their daily life but also were less aware of science as a subject and had many misconceptions. And, due to the communication gap, this learning gap was widening. The analysis of data collected after the intervention indicated improved content understanding, a rise in science vocabulary, and awareness of scientific terminologies. The finding of this study is in coherence with the preceding researches and acknowledges that the curriculum objectives are better attained by learners if they are delivered in the respective learner’s first language.
The promotion of critical thinking and communication skills has become more crucial in the present. Enhancing the capabilities of elementary school children, enables them to solve the kinds of complex problems encountered in real life situations. Rolling a role play as an innovative teaching technique can be considered as useful for enhancing critical thinking and communication skills. It provides a platform where students work together in potentially real life situations. The use of role play in teachinglearning situations emphasizes on cognitive, affective and psychomotor aspects of children. The aim of the present paper is to probe the usefulness of role play in promoting critical thinking and communication skills amongst elementary school children. Descriptive research design has been taken up wherein the investigators have attempted to study the identification of role play activities and its significance in enhancing critical thinking and communication skills amongst elementary school children. The present paper also probes the level of critical thinking amongst elementary school children.
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