Computed by the researchers
Growth more than average (27%) | (%) | Growth less than average (27%) | (%) |
---|---|---|---|
Yes Bank Ltd | 65 | South Indian Bank | 27 |
Axis Bank | 49 | Kotak Mahindra Bank Ltd | 25 |
Jammu and Kashmir Bank Ltd | 44 | ICICI Bank | 24 |
RBL | 44 | Catholic Syrian Bank Ltd | 22 |
City Union Bank Limited | 33 | Dhanlaxmi Bank | 22 |
Nainital Bank | 32 | Indusind Bank | 22 |
Karur Vysya Bank | 30 | HDFC Bank | 18 |
Tamilnad Mercantile Bank Ltd | 28 | Karnataka Bank Ltd | 16 |
Federal Bank | 11 | ||
Lakshmi Vilas Bank | 10 | ||
DCB Limited | −3 |
Computed by the researchers
Year | 2010-2011 (%) | 2011-2012 (%) | 2012-2013 (%) | 2013-2014 (%) | 2014-2015 (%) | 2015-2016 (%) | 2016-2017 (%) | GM (%) |
---|---|---|---|---|---|---|---|---|
State Bank of Bikaner And Jaipur | 37 | 98 | 28 | 29 | 8 | 22 | 196 | 50 |
State Bank of Hyderabad | 77 | 74 | 59 | 83 | −14 | 32 | 176 | 61 |
State Bank of India | 30 | 57 | 29 | 20 | −8 | 73 | 14 | 28 |
State Bank of Mysore | 45 | 74 | 38 | 35 | −24 | 70 | 173 | 49 |
State Bank of Patiala | 37 | 37 | 30 | 53 | 16 | 55 | 164 | 51 |
State Bank of Travancore | 30 | 78 | 18 | 76 | −23 | 36 | 176 | 45 |
Computed by the researchers
Growth more than average (34%) | (%) | Growth less than average (34%) | (%) |
---|---|---|---|
State Bank of Hyderabad | 61 | State Bank of India | 28 |
State Bank of Patiala | 51 | ||
State Bank of Bikaner And Jaipur | 50 | ||
State Bank of Mysore | 49 | ||
State Bank of Travancore | 45 |
Computed by the researchers
Year | 2010-2011 (%) | 2011-2012 (%) | 2012-2013 (%) | 2013-2014 (%) | 2014-2015 (%) | 2015-2016 (%) | 2016-2017 (%) | GM (%) |
---|---|---|---|---|---|---|---|---|
Allahabad Bank | 35 | 25 | 149 | 57 | 4 | 84 | 34 | 50 |
Andhra Bank | 104 | 81 | 107 | 58 | 17 | 66 | 54 | 67 |
Bank of Baroda | 31 | 42 | 79 | 49 | 37 | 149 | 5 | 51 |
Bank of India | −1 | 34 | 44 | 38 | 72 | 125 | 4 | 40 |
Bank of Maharashtra | −3 | 11 | −12 | 151 | 124 | 62 | 66 | 46 |
Canara Bank | 21 | 29 | 55 | 21 | 72 | 143 | 8 | 45 |
Central Bank of India | −3 | 204 | 16 | 36 | 3 | 91 | 20 | 41 |
Corporation Bank | 21 | 61 | 61 | 131 | 50 | 105 | 17 | 59 |
Dena Bank | 31 | 14 | 52 | 80 | 68 | 95 | 47 | 53 |
IDBI Bank Ltd | 31 | 63 | 42 | 54 | 27 | 96 | 80 | 55 |
Indian Bank | 45 | 150 | 93 | 28 | 24 | 56 | 12 | 53 |
Indian Overseas Bank | −14 | 27 | 69 | 37 | 65 | 101 | 17 | 38 |
Oriental Bank of Commerce | 31 | 86 | 17 | 34 | 36 | 92 | 55 | 48 |
Punjab and Sind Bank | 106 | 80 | 101 | 66 | 21 | 37 | 49 | 63 |
Punjab National Bank | 36 | 99 | 54 | 40 | 36 | 117 | −1 | 50 |
Syndicate Bank | 30 | 22 | −6 | 55 | 40 | 115 | 27 | 36 |
UCO Bank | 89 | 30 | 74 | −7 | 55 | 104 | 8 | 45 |
Union Bank of India | 36 | 50 | 16 | 51 | 36 | 85 | 39 | 44 |
United Bank of India | −1 | 61 | 36 | 140 | −8 | 45 | 16 | 35 |
Vijaya Bank | 27 | 36 | −11 | 30 | 23 | 147 | 6 | 30 |
Computed by the researchers
Growth more than average (46%) | (%) | Growth less than average (46%) | (%) |
---|---|---|---|
Andhra Bank | 67 | Bank of Maharashtra | 46 |
Punjab and Sind Bank | 63 | UCO Bank | 45 |
Corporation Bank | 59 | Canara Bank | 45 |
IDBI Bank Limited | 55 | Union Bank of India | 44 |
Dena Bank | 53 | Central Bank of India | 41 |
Indian Bank | 53 | Bank of India | 40 |
Bank of Baroda | 51 | Indian Overseas Bank | 38 |
Punjab National Bank | 50 | Syndicate Bank | 36 |
Allahabad Bank | 50 | United Bank of India | 35 |
Oriental Bank of Commerce | 48 | Vijaya Bank | 30 |
Source: Computed by the researchers
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www.orfonline.org/research/finding-innovative-solutions-to-indias-npa-woes/
www.google.com/amp/s/m.hindustantimes.com/india-news/rbi-note-shows-worst-of-npa-and-credit-growth-problem-may-be-over/story-oYkiUuayCn3nPBBVHusqOL_amp.html
The authors would like to express their deep gratitude to Dr Abhijit Sinha for mentoring and guiding us in the research work and all the other teachers of the Department of Commerce, Vidyasagar University for their support and encouragement.
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21 Pages Posted: 6 Feb 2003
Indian Institute of Management, Ahmedabad
Date Written: October 2002
Financial sector reform in India has progressed rapidly on aspects like interest rate deregulation, reduction in reserve requirements, barriers to entry, prudential norms and risk-based supervision. But progress on the structural-institutional aspects has been much slower and is a cause for concern. The sheltering of weak institutions while liberalizing operational rules of the game is making implementation of operational changes difficult and ineffective. Changes required to tackle the NPA problem would have to span the entire gamut of judiciary, polity and the bureaucracy to be truly effective. This paper deals with the experiences of other Asian countries in handling of NPAs. It further looks into the effect of the reforms on the level of NPAs and suggests mechanisms to handle the problem by drawing on experiences from other countries.
Keywords: NPA India and Asia comparision
Suggested Citation: Suggested Citation
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The Dawn Journal
Shagufta Sahin
Research Analysis And Evaluation--www.ugcjournal.com/IRAE--International Peer Reviewed,Refereed,Indexed,Multilingual,Multidisciplinary,Monthly Research Journal
Professor.Krishan Bir Singh
Non-performing assets is very useful and significant term of banking sector. Simply the profitability and stability of any business concern depends upon the performance of assets available. “Non- performing” itself reflect the poor or null performance of the assets. The Indian banking sector has been facing serious problems of raising Non- Performing Assets. Non-performing assets (NPA) is one of the major concerns for banking system in India. NPAs mirror the performance of banks. A high level of NPAs suggests high likelihood of an oversized range of credit defaults that have an effect on the profitableness and net-worth of banks and additionally erodes the worth of the plus. NPAs have an effect on the liquidity and profitableness, additionally to motility threat on quality of plus and survival of banks. The problem of NPAs is not only affecting the banks but also the whole economy. In fact level of NPAs in Indian banks is nothing but a reflection of the state of health of the industry and trade. The scope of the study is prescribed to the paper that what is NPA? The factors contributing to NPAs, reasons for high NPAs and their impact on Indian banking operations, the trend. Study includes Public Sector Banks, Private Sector Banks, Scheduled Urban Co-operative Banks and Non Banking Financial Institutions and includes the views of borrowers, facilitators who are directly or indirectly connected with the banks and financial institutions.
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The growth of the economy depends upon the efficiency and stability of the banking sector. The most important factor which measures the health of the banking industry is the size of NPAs. Non-Performing assets have direct impact on the financial performance of banks i.e. their profitability. It denotes the efficiency with which a bank is optimizing its total resources and therefore, serving an index to the degree of asset utilization and managerial effectiveness.NPAs affects the profitability of the banks in terms of rising cost of capital, increasing risk perception thereby affecting liquidity position of banks.This paper attempts to first examine the level of NPAs in the banking sector in India and then analyze the causes for increasing NPAs. In the final part of the paper,measures which banks can take to reduce their NPAs have been suggested. The study also compares the performance of the public sector banks with the private sector banks.The secondary data collected from different sources has been used in the study. The study shows that the magnitude of NPAs is increasing in public sector banks as compared to the private sector banks. Therefore banks need to effectively control their NPAs in order to increase their profitability and efficiency.
CHIEF PATRON
Rajni Saluja
IJAR Indexing
There has been an increase in the Credit flow to various sectors of the economy such as infrastructure, industry, services and agriculture. But simultaneously there has also been an increase in the Non-Performing Assets (NPAs) in the Indian banking sector. NPAs have direct impact on the profitability and the net-worth of the banks. The banks have to take initiatives to bring down the Non-Performing Assets. Gross NPA reflects the quality of the bank loans and the Net NPA reflect the actual burden of the banks. This paper makes an attempt to study the trends of Gross NPA, Net NPA, the impact of NPAs and the recent measures taken by the government to decrease the NPAs.
Academician Researcher
The strength and soundness of a banking system primarily depends upon the quality of the assets. Non-performing assets (NPA) is one of the major concerns for banking system in India. This study analyzes NPA management in Indian banks for the period 2004-2013. The data for the study pertained to gross and net NPAs of different bank groups over the research period, and was collected from the Reserve Bank of India (RBI) website. The results of the study show that there has been a reduction in the NPA ratios over the research period, which indicates improvement in the asset quality of Indian public sector banks, private sector banks, and foreign banks. There was significant improvement in the management of NPAs of the public sector banks. The stringent prudential and provisioning norms and other initiatives taken by the regulatory bodies have pressurized banks to improve their performance, and consequently resulted in reduction of NPA as well as improvement in the financial health of the Indian banking system. The various steps initiated by the RBI and the Government of India in strengthening/improving the functioning of the Debt Recovery Tribunals, Lok Adalats, and SARFAESI Act as a comprehensive settlement policy certainly has resulted in improved recovery of NPA accounts. All these efforts have improved the efficiency and profitability of Indian banks, and have strengthened the financial position of the public sector banks and private sector banks. The study further reveals that despite the huge NPA level of public sector banks, they have been successful in reducing their respective gross and net NPA ratios at par with the private sector banks.
ketan mehta
Non-Performing Assets have become a serious issue in the Indian banking industry, As the NPAs is one of the major indicators of a bank's performance. The high proportion of non-performing assets in Indian banks is simply a reflection of the industry's and trade's overall health. To strengthen the financial health of the banking sector, it is vital to reduce the level of NPAs. The objectives of the study are to Analyse the trend of NPAs and their influence on Indian banks' operations; the pattern and magnitude of NPAs in selected Public and Private sector banks; and the causes contributing to NPAs. The findings indicate that there has been an upward trend in the proportion of NPAs at both private and public sector banks. In 2010, gross non-performing assets (NPAs) as a percentage of total loans given by SBI,
Indian banking sector faced the many challenges due to enlarging NPAs in the banks. The profitability of the banks is not only adversely affected due to these NPAs’ but also enhanced the carrying cost. The net worth of the banks is also adversely affected. Due to the enlarging NPAs in banks, the RBI made stringent rules to curb the alarming situation. But in 2009, the RBI has to liberalised the norms in January 2009 due to the slowdown of Indian Economy. The private sector banks and the foreign banks exhibited the good show in bringing down the NPAs as most of the private and foreign banks brought down the NPA level up to 2 percent. Their sub-standard assets, doubtful assets and loss assets have decreased considerably over the time. The present paper is an attempt to study NPA problem in Private Sector and Foreign Banks in India.
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Virtual reality immersive simulations for a forensic molecular biology course—a quantitative comparative study.
2. materials and methods, 2.1. vr simulation design and development, 2.2. forensic molecular biology vr prototype, 2.3. simulation scenario and activities.
3.1. data analysis, 3.2. findings, 3.2.1. demographics, 3.2.2. impact of instructional modalities on learners’ perceptions, 3.2.3. factors influencing learners’ attitude toward vr-based simulations, 4. discussion and conclusions, 5. limitations and future work recommendations, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest, appendix a. data collection instrument.
Instructional Group | 1. In which format was your training course delivered? | Dichotomous | 1: Face-to-Face, 2: Online |
Background information | Please indicate your gender. | Nominal | 1: Male, 2: Female, 3: Prefer not to answer |
Background information | Please indicate your age group. | Ordinal | 1: 18–20 years old, 2: 21–23 years old, 3: 24 years old and above |
Background information | How would you rate your experience with computer-based games? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Background information | How would you rate your experience with 3D virtual environments? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Perceived Quality of the Virtual Environment | Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q2. How would you rate the visual quality of the 3D objects in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q3. How would you rate the smoothness and realism of the animations in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q4. How would you rate the overall quality of the learning materials in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q5. How would you rate the clarity and readability of the texts in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | Likert scale | 1: Not at all, 2: Very little, 3: Somewhat, 4: To a great extent |
Perceived Quality of the Virtual Environment | Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | Likert scale | 1: No, not really, 2: Neutral, 3: Yes, definitely |
Perceived Quality of the Virtual Environment | Q8. What is your overall impression of learning in a 3D virtual environment? | Likert scale | 1: Very negative, 2: Negative, 3: Neutral, 4: Positive, 5: Very positive |
Perceived Quality of the Virtual Environment | Q9. How would you rate your overall immersive learning experience in the virtual environment? | Likert scale | 1: Very uninteresting, 2: Uninteresting, 3: Neutral, 4: Interesting, 5: Very interesting |
Adoption Perception | Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | Likert scale | 1: Not necessary at all, 2: Somewhat necessary, 3: Absolutely necessary |
Adoption Perception | Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | Likert scale | 1: No, not really, 2: Maybe, 3: Yes, definitely |
Adoption Perception | Q12. How likely are you to recommend this learning approach to other students? | Likert scale | 1: Not likely at all, 2: Somewhat likely, 3: Very likely |
Click here to enlarge figure
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | −0.64 | −0.07 |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | −0.55 | −0.33 |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | −0.47 | −0.43 |
Q4. How would you rate the overall quality of the learning materials in the scenario? | −0.59 | −0.16 |
Q5. How would you rate the clarity and readability of the texts in the scenario? | −0.33 | −0.6 |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | −0.67 | 0.29 |
Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | −0.58 | −0.04 |
Q8. What is your overall impression of learning in a 3D virtual environment? | −0.74 | −0.01 |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | −0.59 | 0.43 |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | −0.23 | −0.11 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | −0.53 | 0.33 |
Q12. How likely are you to recommend this learning approach to other students? | −0.57 | 0.1 |
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | 0.85 | - |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | 0.78 | - |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | 0.75 | - |
Q4. How would you rate the overall quality of the learning materials in the scenario? | 0.8 | - |
Q5. How would you rate the clarity and readability of the texts in the scenario? | 0.68 | - |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | 0.85 | - |
Q7. Do you feel that this tool positively impact-ed your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 0.8 | - |
Q8. What is your overall impression of learning in a 3D virtual environment? | 0.9 | - |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | 0.82 | - |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | - | 0.72 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | - | 0.8 |
Q12. How likely are you to recommend this learning approach to other students? | - | 0.85 |
Group/Category | Face-to-Face | Online | ||
---|---|---|---|---|
n | Percent | n | Percent | |
Gender | ||||
Males | 14 | 60.87 | 16 | 69.57 |
Females | 9 | 39.13 | 7 | 30.43 |
Age group | ||||
18–20 years old | 8 | 34.78 | 12 | 52.17 |
21–23 years old | 12 | 52.17 | 8 | 34.78 |
24 years old and above | 3 | 13.04 | 3 | 13.04 |
Experience with computer-based games | ||||
No experience | 1 | 4.35 | 0 | 0 |
Beginner | 2 | 8.7 | 0 | 0 |
Intermediate | 9 | 39.13 | 3 | 13.04 |
Advanced | 8 | 34.78 | 12 | 52.17 |
Expert | 3 | 13.04 | 8 | 34.78 |
Experience with Virtual Reality | ||||
No experience | 2 | 8.7 | 0 | 0 |
Beginner | 5 | 21.74 | 12 | 52.17 |
Intermediate | 10 | 43.48 | 4 | 17.39 |
Advanced | 5 | 21.74 | 6 | 26.09 |
Expert | 1 | 4.35 | 1 | 4.35 |
Group/Category | Face-to-Face | Online | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
M | Med | Std Dev | Min | Max | M | Med | Std Dev | Min | Max | |
Age group | 20.96 | 21 | 1.97 | 18 | 24 | 20.65 | 20 | 2.21 | 18 | 24 |
Experience with computer-based games | 3.43 | 3 | 0.99 | 1 | 5 | 4.22 | 4 | 0.67 | 3 | 5 |
Experience with virtual 3D virtual environments | 2.91 | 3 | 1 | 1 | 5 | 2.83 | 2 | 0.98 | 2 | 5 |
Perceived Quality of the Virtual Environment | 3.35 | 3.45 | 0.85 | 2 | 5 | 2.95 | 3 | 0.82 | 1 | 4 |
Adoption Perception | 2.5 | 2.67 | 0.67 | 1 | 3 | 2.43 | 3 | 0.66 | 1 | 3 |
Face-to-Face | Online | |
---|---|---|
1.1 How would you rate of the content of the scenario? | 2.95 | 3.65 |
1.2 How would you rate the quality of the 3D objects? | 3.17 | 3.43 |
1.3 How would you rate the quality of the animations? | 3.21 | 3.21 |
1.4 How would you rate the quality of the learning material (in the scenario) in general? | 3.30 | 3.6 |
1.5 How would you rate the quality of the texts (in the scenario)? | 3.39 | 3.52 |
1.6 Did your activities in the virtual world help you comprehend the presented topics? | 2.73 | 3.39 |
1.7 Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 2.39 | 2.56 |
1.8 What is your overall impression of having a class in TESLA virtual world? | 2.82 | 3.69 |
1.9 How interesting did you find your time in the virtual world? | 2.95 | 3.13 |
2.1 Is there a need of a real teacher to be present in the classroom when learning in the virtual world? | 2.43 | 2.47 |
2.2 Would you use a similar educational Virtual World in the future? | 2.34 | 2.43 |
2.3 Would you recommend this Virtual World to other students? | 2.52 | 2.6 |
Variable | χ (Statistic) | DF | p |
---|---|---|---|
Gender | 0.096 | 1 | 0.75 |
Age Group | 4.533 | 2 | 0.6 |
Computer Game Experience | 9.073 | 4 | 0.05 |
3D Virtual Environment Experience | 7.545 | 4 | 0.11 |
Variable | U | Z | p |
---|---|---|---|
Q1. Content Relevance | 158.5 | −2.48 | 0.01 * |
Q2. Visual Quality | 211.5 | −1.26 | 0.2 |
Q3. Animation Quality | 262 | −0.05 | 0.96 |
Q4. Material Quality | 198 | −1.64 | 0.1 |
Q5. Text Quality | 234.5 | −0.74 | 0.46 |
Q6. Topic Comprehension | 189.5 | −1.69 | 0.09 |
Q7. Transversal Skill Development | 225 | −0.98 | 0.32 |
Q8. Overall Impression | 165 | −2.33 | 0.02* |
Q9. Interest Level | 243.5 | −0.5 | 0.62 |
Q10. Teacher Necessity | 244 | −0.5 | 0.61 |
Q11. Future Use | 252.5 | −0.28 | 0.77 |
Q12. Recommendation | 236.5 | −0.71 | 0.47 |
Age | Exp. Games | Exp. 3D Env. | Content Rel. | Visual Qual. | Anim. Real. | Learn. Mat. Qual. | Text Clar. | Comp. | Skill Dev. | Imp. | Experience | Teacher Pres. | Future Use | Recommend | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Age | 1 | ||||||||||||||
Experience with Games | −0.21 | 1 | |||||||||||||
Experience with 3D Environments | −0.18 | 0.16 | |||||||||||||
Content Realism | 0.02 | 0.53 ** | −0.11 | 1 | |||||||||||
Visual Quality | −0.08 | 0.31 * | 0.07 | 0.31 * | 1 | ||||||||||
Animation Realism | −0.05 | 0.12 | −0.07 | 0.36 * | 0.30 * | 1 | |||||||||
Learning Material Quality | 0.06 | 0.26 | 0.22 | 0.33 * | 0.47 ** | 0.39 ** | 1 | ||||||||
Text Clarity | 0 | 0.15 | −0.2 | 0.33 * | 0.33 * | 0.44 ** | 0.26 | 1 | |||||||
Comprehension | −0.13 | 0.33 * | −0.09 | 0.46 ** | 0.30 * | 0.21 | 0.30 * | 0.13 | 1 | ||||||
Transversal Skill Dev. | 0.13 | 0.25 | −0.15 | 0.32 * | 0.27 | 0.37 * | 0.2 | 0.23 | 0.41 ** | 1 | |||||
Impression | 0.05 | 0.30 * | −0.17 | 0.56 ** | 0.53 ** | 0.31 * | 0.44 ** | 0.2 | 0.45 ** | 0.49 ** | 1 | ||||
Immersive Learning Experience | −0.04 | 0.27 | −0.13 | 0.50 ** | 0.18 | 0.06 | 0.29 * | −0.03 | 0.56 ** | 0.22 | 0.51 ** | 1 | |||
Teacher Pres. | 0.31 * | 0 | −0.05 | 0.17 | 0.38 ** | −0.02 | 0.39 ** | 0.16 | 0.07 | 0.27 | 0.28 | 0.11 | 1 | ||
Future Use | 0.21 | 0.19 | −0.04 | 0.30 * | 0.18 | 0.14 | 0.27 | −0.03 | 0.44 ** | 0.33 * | 0.36 * | 0.41 ** | 0.30 * | 1 | |
Recommend | −0.05 | 0.22 | −0.09 | 0.17 | 0.27 | 0.17 | 0.42 ** | 0.17 | 0.47 ** | 0.45 ** | 0.39 ** | 0.26 | 0.15 | 0.43 ** | 1 |
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Ewais, A.; Mystakidis, S.; Khalilia, W.; Diab, S.; Christopoulos, A.; Khasib, S.; Yahya, B.; Hatzilygeroudis, I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Appl. Sci. 2024 , 14 , 7513. https://doi.org/10.3390/app14177513
Ewais A, Mystakidis S, Khalilia W, Diab S, Christopoulos A, Khasib S, Yahya B, Hatzilygeroudis I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Applied Sciences . 2024; 14(17):7513. https://doi.org/10.3390/app14177513
Ewais, Ahmed, Stylianos Mystakidis, Walid Khalilia, Shadi Diab, Athanasios Christopoulos, Said Khasib, Baha Yahya, and Ioannis Hatzilygeroudis. 2024. "Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study" Applied Sciences 14, no. 17: 7513. https://doi.org/10.3390/app14177513
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Luders, Jack G. 1,2 ; Garrett, Joel M. 3 ; Gleadhill, Sam 1,2,4 ; Mathews, Liam O. 1,2 ; Bennett, Hunter J. 1,2
1 Unit of Allied Health and Human Performance, University of South Australia, Adelaide, Australia;
2 Alliance for Research in Exercise, Nutrition, and Activity, University of South Australia, Adelaide, Australia;
3 Griffith University, School of Health Sciences and Social Work, Southport, Queensland, Australia; and
4 UniSA Online, University of South Australia, Adelaide, Australia
Address correspondence to Jack Luders, [email protected] .
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site ( http://journals.lww.com/nsca-jscr ).
Luders, J, Garrett, J, Gleadhill, S, Mathews, L, and Bennett, H. Comparative effects of complex contrast training and traditional training methods on physical performance within female, semiprofessional Australian Rules Football players. J Strength Cond Res XX(X): 000–000, 2024—This study aimed to explore whether complex contrast training (CCT) would elicit greater strength and power adaptations than traditional (TRAD) training methods using a volume- and intensity-matched design. Fourteen semiprofessional female Australian Football players completed the study. Both CCT and TRAD saw improvements in all performance outcomes: 1 repetition maximum (1RM) back squat (21.3 ± 8.2 and 16.7 ± 6.8 kg), 1RM bench press (5.3 ± 3.6 and 2.1 ± 4.0 kg), 1RM trap bar deadlift (5.0 ± 6.6 and 11.3 ± 2.5 kg), 5 m sprint (0.002 ± 0.09 and 0.02 ± 0.2 s), 10 m sprint (0.04 ± 0.17 and 0.02 ± 0.1 s), 15 m sprint (0.009 ± 0.15 and 0.08 ± 0.2 s), countermovement jump (CMJ) height (230 ± 150 and 340 ± 390 cm), CMJ absolute peak power (158.5 ± 69.6 and 235.6 ± 229.6 N), CMJ relative peak power (3.46 ± 4.1 and 2.68 ± 1.4 N·kg −1 )), and plyometric push-up peak relative power (20.5 ± 13.4 and 15.2 ± 13.5 N). There were no between-group differences except for TRAD recording slightly greater improvements in 1RM Trap bar deadlift (Bayes factor [BF 10 ] = 1.210). Complex contrast training completed sessions on average ∼7 minutes quicker than TRAD (BF 10 = 5.722), while both groups reporting similar ratings of perceived exertion (RPE) with CCT (± SD ) 58.4 ± 6.7 minutes and TRAD 65.5 ± 4.8. Based on the results, CCT training provides the same performance outcomes as traditional training methods across a period of 8 weeks, while taking less time to achieve these outcomes and with similar RPE.
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