Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting improved for all students, (b) reading performance in the school setting showed improvement, but data should be interpreted with some considerations; and (3) peer comparison data revealed that although two students reached average levels of performance at least one time during the study, students did not catch up to these levels of performance.
In addition, student’s attitudes toward reading remained stable or improved and favorable acceptability ratings were obtained from teachers, parents and students. Limitations and implications for practice and further research were discussed.
Reaction:
A number of implications can be generated from this study for educators attempting to implement a parent intervention program for students with ADHD. First, it appeared that the subjects, a very small sample, shared certain characteristics which may have assisted in the successful completion of the study. Students selected did not possess a high level of noncompliance and they had a good rapport with parents and teachers. Second, the parents involved in the study were proficient in the academic domain and, therefore, able to provide the additional support needed for student success.
In a diverse educational arena, all things not being equal, the implementation of this procedure with other populations (e.g., parents/teachers with minimum student rapport, lower academically inclined parents, etc.) may yield very dissimilar results.
You may double space if you elect.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting imp ...
1. Does Homework Improve 1
DOES HOMEWORK IMPROVE ACADEMIC ACHIEVEMENT?
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003
Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall
Review of Educational Research Spring 2006, Vol. 76, No. 1, pp. 1-62
Touro University
EDU 710
College of Education
March 2010
2. Does Homework Improve 2
Abstract
The purpose of this paper is to synthesize and analyze information gathered from a large variety
of studies over a long time period and update and reassess that information. Over 69 prior
research studies were analyzed. Homework was defined as any task assigned by schoolteachers
intended for students to carry out during non-school hours. Researchers conducted their analysis
twice; once employing fixed error assumptions and once using random error assumptions.
Recognition was made that the homework impact varies from student to student depending on
how much each student is assigned or completes and the amount of homework reported varied
depending on how the question is asked. Finally, researchers aligned similar studies and
excluded those done without proper methodology.
3. Does Homework Improve 3
Analysis of “Does Homework Improve Academic Achievement? A Synthesis of Research,
1987-2003”
The question guiding the research is “Does Homework Improve Academic
Achievement?” 69 research studies carried out between the years 1987 and 2003 were
reanalyzed and compared using four research designs. Since advocates for or against homework
have been able to cite single studies to support or refute their positions, the intent of the
researchers was to collect as much evidence as possible on the effects of homework using
research conducted since 1987. Researchers were looking to define the best policies and
practices that will (a) help students to obtain the optimum education benefit from homework, and
(b) help parents to find ways to integrate homework into a healthy and well-rounded family life.
The purpose of conducting this new analysis of the past studies was to update the evidence about
the effects of homework, to determine if questions left unanswered in the past can now be
answered, and to apply new methods of analyzing the data.
Methods
Researchers collected data from a Eric, PsycINFO, Sociological Abstracts, and
Dissertation Abstracts electronic databases. They also searched the Science Citation Index
Expanded and the Social Sciences Citation Index databases from 1987-2004.
In addition, Deans of 77 colleges, school, or departments of education at research-intensive
institutions were asked to share any similar studies. They also contacted 21 researchers who had
been major authors on similar studies. Lastly, they sent letters to research directors of over a
4. Does Homework Improve 4
hundred school districts. An overwhelming 4,400 studies were identified. Two researchers then
examined the title, abstract or document.
Included studies had to have estimated the relationship between a measure of homework
activity on the part of students and a measure of achievement. Studies had to assess students in
kindergarten through 12th grade. Studies on preschool children or postsecondary students were
excluded. Also, only studies conducted in the United States were included.
In the first design, exogenous manipulation of homework, researchers recorded the
number of students and classroom included in the homework and no-homework conditions at the
beginning and end of the experiment; the grade level of the students; the subject matter; the
number of assignments per week and their durations; the measure of achievement; and the
magnitude of the relationship between homework and achievement.
The next design analyzed studies that took naturalistic, cross-sectional measure of the
amount of time the students spent on homework without any intervention on the part of the
researchers and related these to an achievement-related measure. They looked at the same
variables as in the exogenous manipulation studies.
The third type of design was a simpler comparison of time spent on homework and the
measure of achievement. They again recorded the same variables. These studies did include
information on the students’ sex, socioeconomic status, and if any academic labels (gifted,
average, “at risk”, under-achieveing/below grade level, possessing a learning disability, over-
achieveing/above grade level) were applied to the students.
Since three different measure of association were used, they employed a beta-weight
correlation coefficient which they developed. Data integration was achieved by (a) calculating
average effect size, (b) a shifting unit of analysis approach, (c) using homogeneity analyses, (d)
5. Does Homework Improve 5
conducting the analysis twice, employing fixed-error assumptions once and random-error
assumptions once.
Results
No matter what type of study was conducted the results indicated a positive relationship
between homework and achievement. Although each of the set of studies contained flaws, the
studies tended not to share the same flaws. There was a wide variety of students providing data.
In addition, the studies were conducted in multiple subject areas.
60 correlations between homework and achievement were reported in 32 documents. 50
correlations were in a positive direction and 19 in a negative direction.
Caution was suggested that this was just an association between the variables and not a
causal connection. Noted was the fact that there was strong evidence that homework and
achievement were positively related for secondary school students. A small negative relationship
was found for elementary school students. Student reports about the relationship of homework
and achievement were significant but parent reports produced a near-zero correlation. Since this
analysis came from only parents of elementary school students this analysis was excluded. While
there were a few exceptions, the overwhelming conclusion was that homework causes improved
academic achievement.
Discussion
This research was incredibly thorough and accounted for almost every variable a
researcher could think of. Researchers were careful to point out that they were only looking at
the effect of homework on achievement, not the effect of achievement on homework. Remaining
questions include: (a) the socioeconomic differences between reporting schools (b) what type of
homework was analyzed? (c) were completion rates and achievement rates higher for project
6. Does Homework Improve 6
based homework versus traditional worksheets? (d) was length of school day a factor in
completion versus achievement rates? (e) how were homework conditions analyzed?