introduction to research

1. Journals

2. • Foreword
• This report describes. The experiences 'of a subset of 1995-96 beginning postsecondary students. It
examines the high school preparation and postsecondary education persistence of first-generation
students that is, students whose parents never enrolled in college and compares them with students
whose parents attended or graduated from college.
• This report uses data from the 199546 Beginning Postsecondary Students Longitudinal Study
(BPS:96/98), First Follow-up, which, tracks the experiences of a cohort of students who began
postsecondary education in 1995-96.. The First Follow-up was conducted in spring 1998,about 3 years
after this cohort of students first enrolled. Unlike the original BPS study, which was administered in 1989-
90 and provided little information on students' high school academic preparation, the BPS:96/98 First
Follow-up includes data on courses completed in high school, as reported by students on SAT or ACT
test questionnaires and student achievement test scores.

3. • I consider that this article is a descriptive
research because it provides the information
about the experiences of a group of students
that were starting high school , which their
parents drop off school and compares them
with another group which their parents were
graduated.
• type of knowledge:
• Applied, I believe this because the researcher
was trying to show why these kind of
experiences affect the students in the process
of learning.

4. • Framework
• Learning within the technology education environment
• includes three primary learning theories:
• construction of knowledge, problem solving, and
• hands-on learning theories (Herschbach, 1998).
• According to Nuthall (1997), the construction of
• knowledge learning theory is an important part of
• education. Piaget (1978) argued that what is internalized
• is not the behavior but the system that organizes
• the specific acts involved. In the technology education
• perspective, Herschbach (1998) stated that,
• The design of instruction based on cognitive the
• ory shifts instructional emphasis from the passive
• learning of formally organized, specific content to
• the active acquisition and use of knowledge.
• Instructional interventions are designed to
• assist students to construct meaning, not to
• memorize information – hence, its usefulness in
• designing integrative and higher-order learning.

5. • This is a quantative article because it provides
the amount of students that were testing to
prove what kind of theories could help them
to acquire knowledge.
• Type of knowledge
Belief , I think this because the researcher
wanted to show that the theory in which he
have been working is the appropriate for the
students to acquire the knowledge instead of
memorize it.