Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Student t Distribution01:31

Student t Distribution

14.2K
The population standard deviation is rarely known in many day-to-day examples of statistics. When the sample sizes are large, it is easy to estimate the population standard deviation using a confidence interval, which provides results close enough to the original value. However, statisticians ran into problems when the sample size was small. A small sample size caused inaccuracies in the confidence interval.
The Student t distribution was developed by William S. Goset (1876–1937) of the...
14.2K
Microsoft Excel: Student's t-Test01:25

Microsoft Excel: Student's t-Test

1.7K
Student's t-test in Microsoft Excel is a statistical method used to compare the means of two groups to determine if they are significantly different from each other. It's commonly used to evaluate hypotheses, such as testing whether a treatment has an effect compared to a control group. Excel provides built-in functions to perform t-tests, making it accessible for users needing to conduct basic statistical analysis.
To conduct a t-test in Excel, use the T.TEST function or the "Data...
1.7K
Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

6.0K
The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
6.0K
Transcription Factors02:16

Transcription Factors

82.7K
Tissue-specific transcription factors contribute to diverse cellular functions in mammals. For example, the gene for beta globin, a major component of hemoglobin, is present in all cells of the body. However, it is only expressed in red blood cells because the transcription factors that can bind to the promoter sequences of the beta globin gene are only expressed in these cells. Tissue-specific transcription factors also ensure that mutations in these factors may impair only the function of...
82.7K
Factors Affecting Solubility04:01

Factors Affecting Solubility

37.1K
Compared with pure water, the solubility of an ionic compound is less in aqueous solutions containing a common ion (one also produced by dissolution of the ionic compound). This is an example of a phenomenon known as the common ion effect, which is a consequence of the law of mass action that may be explained using Le Chȃtelier’s principle. Consider the dissolution of silver iodide:
37.1K
Transcription Elongation Factors02:35

Transcription Elongation Factors

13.9K
Transcription elongation is a dynamic process that alters depending upon the sequence heterogeneity of the DNA being transcribed. Hence, it is not surprising that the elongation complex's composition also varies along the way while transcribing a gene.
The transcription elongation is regulated via pausing of RNA polymerase on several occasions during transcription. In bacteria, these halts are necessary because the transcription of DNA into mRNA is coupled to the translation of that mRNA...
13.9K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Consequences of Historical Exam Access vs Timely Exam Feedback on Knowledge Retention (CHEATER).

American journal of pharmaceutical education·2025
Same author

Redesigned Entrustable Professional Activity (EPA) Assessments Reduce Grade Inflation in the Experiential Setting.

American journal of pharmaceutical education·2024
Same author

Exploring the use of ChatGPT to analyze student course evaluation comments.

BMC medical education·2024
Same author

Pharmacy Leaders' Advice to Students Pursuing Leadership: A Qualitative Study.

Innovations in pharmacy·2024
Same author

Pharmacy Leaders' Reflections on Leadership and Legacy.

American journal of pharmaceutical education·2023
Same author

Faculty Process for Reviewing and Utilizing a School's Course Evaluation Comments.

American journal of pharmaceutical education·2023
Same journal

NIH-funded Institutional Training Programs in Colleges and Schools of Pharmacy.

American journal of pharmaceutical education·2026
Same journal

Responding to: July 1 Licensure Pressure for Pharmacy Residents - Why Early Licensure Matters.

American journal of pharmaceutical education·2026
Same journal

Behind the Skills Lab: A Qualitative Study of Skills Lab Faculty Workload.

American journal of pharmaceutical education·2026
Same journal

Response to "Using the ACCP Toolkit to evolve the PharmD curriculum".

American journal of pharmaceutical education·2026
Same journal

Response to Johnson & Smith, Jozefczyk, and Posen et al. Regarding "Stop Pressuring Pharmacy Residents to be Licensed by July 1".

American journal of pharmaceutical education·2026
Same journal

Influence of Board-Certified Preceptors on Pharmacy Students' Intention to Pursue Specialty Certification.

American journal of pharmaceutical education·2026
See all related articles

Related Experiment Video

Updated: Feb 3, 2026

A Neuroscientific Approach to the Examination of Concussions in Student-Athletes
11:32

A Neuroscientific Approach to the Examination of Concussions in Student-Athletes

Published on: December 8, 2014

13.2K

Factors Affecting Student Time to Examination Completion.

Adam M Persky1,2, Hannah Mierzwa1

  • 1Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

American Journal of Pharmaceutical Education
|October 17, 2018
PubMed
Summary
This summary is machine-generated.

Student examination completion time is influenced by current knowledge and agreeableness, a personality trait. Metacognitive accuracy showed limited impact on how long students took to finish their exams.

Keywords:
metacognitionpersonalitypharmacokineticstime on task

More Related Videos

Diagnosis of Musculus Gastrocnemius Tightness - Key Factors for the Clinical Examination
08:43

Diagnosis of Musculus Gastrocnemius Tightness - Key Factors for the Clinical Examination

Published on: July 7, 2016

15.0K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.5K

Related Experiment Videos

Last Updated: Feb 3, 2026

A Neuroscientific Approach to the Examination of Concussions in Student-Athletes
11:32

A Neuroscientific Approach to the Examination of Concussions in Student-Athletes

Published on: December 8, 2014

13.2K
Diagnosis of Musculus Gastrocnemius Tightness - Key Factors for the Clinical Examination
08:43

Diagnosis of Musculus Gastrocnemius Tightness - Key Factors for the Clinical Examination

Published on: July 7, 2016

15.0K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.5K

Area of Science:

  • Educational Psychology
  • Cognitive Psychology

Background:

  • Understanding factors influencing student examination duration is crucial for educational assessment.
  • Prior research has explored cognitive and personality factors in academic performance, but less on completion time.

Purpose of the Study:

  • To investigate the impact of prior/current knowledge, metacognitive accuracy, and personality on student examination completion time.
  • To identify key predictors of how long students take to finish a final examination.

Main Methods:

  • Recorded final examination completion times.
  • Assessed personality using the five-factor model.
  • Measured metacognitive accuracy through prospective judgments of performance compared to actual scores.
  • Evaluated prior knowledge via a cumulative assessment preceding the final exam.

Main Results:

  • Examination completion time was negatively correlated with scores and positively with Agreeableness and metacognitive bias.
  • Current knowledge (β=-.35) and Agreeableness (β=.12) were significant predictors of completion time, explaining 14% of variability.
  • Regional differences observed among fastest, intermediate, and slowest completers.

Conclusions:

  • Current knowledge and Agreeableness significantly influence examination completion time.
  • Metacognitive accuracy demonstrated limited predictive power for examination completion time.
  • Pro-social behavior, indicated by Agreeableness, plays a role in academic task duration.