Comparative and non comparative study
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This study compared teacher preparation and qualifications across six nations. 200 elementary school teachers from Japan, China, USA, UK, Korea and India were observed using a checklist. The study found that prospective teachers who met the graduation requirements specified in the Teacher Certification Authorization Act received a teaching certificate.
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The document summarizes a study on the effect of ability-grouping for English instruction at a university in Taichung City. The study examined 2,330 students who took English proficiency pre- and post-tests and questionnaires on the psychological impacts. The methodology involved analyzing test score data using t-tests and ANOVA and surveying randomly selected students in ability-grouped classes in May to understand their opinions on tracking. Previous literature found that ability grouping has small positive effects on achievement when instruction is appropriately differentiated for different groups.
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Ppt Comparitive1
The document summarizes two studies: a comparative study and a non-comparative study.
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Comparative & non comparative studies
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences except that traditional students found lectures more interesting and the course more enjoyable. The non-comparative study compared two designs for online discussions - one with more student-student interaction and one with more instructor responses. It found that the design with more student-student interaction led to more forum visits and engagement from students.
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The document summarizes a study on the effect of ability-grouping for English instruction at a university in Taichung City. The study examined 2,330 students who took English proficiency pre- and post-tests and questionnaires on the psychological impacts. The methodology involved analyzing test score data using t-tests and ANOVA and surveying randomly selected students in ability-grouped classes in May to understand their opinions on tracking. Previous literature found that ability grouping has small positive effects on achievement when instruction is appropriately differentiated for different groups.
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The document summarizes two studies: a comparative study and a non-comparative study.
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This document discusses Heather Milam's top 5 connections to issues in education: No Child Left Behind, alternatives to retention, maintaining high expectations, differentiating instruction, and literacy coaching. For each connection, she provides an example of how it relates to supporting students. Her role is to ensure all students receive quality education and opportunities to succeed.
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This document compares the quality of education provided by public schools versus home schools. It aims to determine which system better teaches students skills like adapting to new environments, generalizing information, and critical thinking. Research arguments presented claim that home schooling can provide a superior, more individualized education at lower cost. Data shows home school students scoring higher than public school students on achievement tests. The purpose is to better understand effective education approaches. The significance is that it may help improve education quality and student outcomes, benefiting students, teachers, families and society. The conclusion is that home schooling provides a higher quality, more personalized education compared to public schools, which often focus more on testing than skill generalization.
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1) A study comparing traditional and distance learning formats for a philosophy course, finding few differences in learning outcomes or satisfaction except that traditional students found lectures more interesting.
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Comparative and non comparative evaluation in educational technology
The document summarizes two studies that evaluated educational technology:
The first was a comparative study that examined student learning and perceptions in a horticulture course delivered either via live instruction or web-based instruction. Surveys found that while both groups improved their quiz scores, the increase was greater for students who received live instruction.
The second was a non-comparative study that investigated how learning styles, computer skills, and prior online course experience influenced knowledge gain for adults in an online special education course. The study found that identifying individual differences like learning styles and computer abilities can help optimize online course design and address diverse student needs.
Gender Difference In Reading Strategy Use Among Esl Version3 2003
This document summarizes a study that examined potential gender differences in reading strategy use among English as a second language (ESL) college students. The study surveyed 248 ESL students about their use of global reading strategies, problem-solving strategies, and support strategies. The results showed no significant differences between male and female students in their overall strategy use or use of individual strategy categories. The researcher reflected that other factors beyond gender may be more influential on reading strategy use, and noted limitations around details on placement tests and reading materials.
Oral defense presentation_Ennis Brinson
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Article review #9
This article summarizes a study that surveyed 32 students across three grade levels about their perceptions of inclusion classrooms versus pull-out classrooms for special education services. The study found that most students preferred pull-out over inclusion, finding inclusion classrooms focused more on learning but pull-out provided extra help. However, student views varied and both models were seen as meeting student needs, supporting a continuum of special education delivery models based on individual student need.
Comparative & Non-comparative Studies
This document summarizes two studies: a comparative study and a non-comparative study.
The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences in performance, expectations, perceived learning, or willingness to take another philosophy course between the two formats. However, traditional students found lectures more interesting and the course more enjoyable overall.
The non-comparative study compared two designs for online discussions - one with little instructor involvement where students responded to each other, and one where students responded directly to the instructor. It found that less instructor involvement led to more forum visits and meaningful student-to-student engagement.
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This document summarizes Amy Ballew's Education Specialist project which examined the effects of multiple intelligence-based strategies on fifth grade math students' learning. The study involved two groups of 24 students - a control group that received traditional instruction and an experimental group that received instruction based on multiple intelligences. Pre- and post-tests showed the experimental group had a statistically significant larger increase in scores, supporting the idea that MI strategies can positively impact student learning. The discussion notes this aligns with other findings and suggests MI theory better engages 21st century learners.
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The document summarizes research on the relationship between student housing and success in computer-based learning. It finds that students who live on campus tend to have higher academic success compared to those who live off campus. Specifically, the study conducted at Liberty University's math emporium found that on-campus housing predicted higher scores in math courses compared to off-campus housing. The document also discusses other research showing benefits of on-campus living such as higher sense of community and involvement. It provides implications for universities to optimize on-campus housing to promote student academic success.
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E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments
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There is no denying the success and popularity of WebQuests among teachers. WebQuests are very creative and very useful. For those of us interested in technology integration in the schools, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction (albeit some teachers have students create their own WebQuests). We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software tool and PowerPoint games are already a familiar part of many classrooms, though usually in the form of already existing games (such as Jeopardy) that a teacher modifies for instruction. This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of their mid-term examination.
SCiP poster-2016Final
Struggling adult readers and college students used an intelligent tutoring system to learn reading comprehension strategies. The study found that:
1) Struggling readers spent significantly more time (13.2 minutes vs 8.8 minutes) completing the tutorial, but achieved comparable comprehension scores to college students.
2) Both groups selected easy and hard questions in the tutorial at similar rates, contrary to expectations that struggling readers would choose easier questions.
3) While struggling readers took longer to answer questions, their performance on first attempts was comparable to college students, suggesting the tutorial helped both groups improve reading comprehension.
Mc henry ibis_presentation1
1. This document summarizes a blended learning course on Women's Studies that utilized both in-class and online components.
2. The course used group work, writing assignments, discussions, wiki projects, and exercises both in and outside of class. An online course site provided resources and materials for students.
3. Assessments of student learning, including grades on assignments and final grades, showed no significant difference between the blended course and traditional courses. However, student and instructor feedback noted increased participation, critical thinking, and independence through the blended approach.
Compartive and non- compartive studies
This study compared learning outcomes between students taking two courses, one online and one face-to-face. It examined how student motivation, attitude, and learning styles influenced achievement. The study found no significant differences in learning outcomes, as assessed through pre- and post-tests, student grades, and portfolios, between the online and face-to-face courses. Student satisfaction was also similar between the two formats. Learning styles and attitudes did not impact student achievement in the web-based course.
EDPR 7521 presentation
This document outlines a research study that will examine whether the use of technology can improve test scores for 6th grade students in operations with fractions. The study will involve 30 students from each of 6 schools in Shelby County who will use touch-screen technology like iPads for 30 minutes, 2 times per week for 3 weeks. Students will be given pre- and post-tests consisting of 40 fraction operation questions to compare their performance before and after the interactive technology intervention. The dependent variable is students' pre- and post-test scores and intervention performance.
Proposal defense
The document summarizes a study that explores the effects of cooperative learning on English listening, reading, oral proficiency, and learning motivation in college conversation classes. It presents the purposes of the study, research questions, literature review, methodology used, and findings. The methodology section describes using experimental and control groups, pre- and post-tests, and questionnaires to measure the impact of cooperative versus traditional learning approaches.
Learning Diversity
A survey of students in an online western civilization course found that most students prefer a more structured learning environment with clear guidance from the instructor. While some students saw themselves as independent learners, most wanted direction, feedback, and frequent contact with the instructor. Students also indicated a preference for learning materials that provided frameworks to guide their discovery and repetition of key concepts, rather than just presenting facts.
Research article #1
This critique analyzes a research article that studied the impact of homework and homework preferences on quiz scores in a 9th grade geography class. The study examined:
1) The effect of assigning homework versus no homework on quiz scores.
2) The relationship between students' preferred homework conditions and actual conditions on homework completion rates.
3) The relationship between preferred and actual homework conditions on quiz scores.
The study found inconclusive relationships between these factors. The critique evaluates the research design and methodology, finding the participants, setting, and variables were adequately described but notes some confusions in the research.
Proposal Defense Power Point
This document outlines the agenda and background for a proposal defense on examining the correlations between African American students' beliefs and academic outcomes. The study aims to explore how teachers' beliefs and school cultures affect African American students' attitudes, achievement, discipline referrals, and special education services. It will use a quantitative research design and collect data on students' and teachers' beliefs using instruments measuring stereotype threats, classroom environment, and discipline behaviors.
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Comparative and non comparative evaluation in educational technology
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E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments
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大四論文Motivation(Iris)
This document discusses intrinsic and extrinsic motivation in second language learning. It reviews literature showing intrinsic motivation is superior because it involves learning for personal goals and satisfaction rather than external rewards. The study examines 30 junior high students' language learning motivation through questionnaires. Most students said their motivation was passive and reluctant due to outside pressures rather than interest in English. While participation was high, motivation was mostly passive and reluctant rather than intrinsic. The findings support that intrinsic motivation leads to better second language acquisition.
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2) A study comparing online discussion formats where students replied to each other versus replying directly to the instructor, finding greater participation and deeper discussion when students replied to each other with minimal instructor involvement.
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This study examined the impact of online instruction versus traditional instruction on K-12 teachers' attitudes toward technology integration and learning performance. Nineteen teachers participated in either an online graduate course or a traditional course. Questionnaires assessed teachers' concerns before and after the courses. While the online course promoted personal growth, there were no other significant differences in concerns between the groups. Both instruction methods were equally effective in improving teachers' attitudes toward technology integration and learning. Student engagement and responses differed between online discussions and face-to-face conversations.
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Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced...
Radcliff, S. & Wong, E. Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced-Based Instruction. Presented at California Academic and Research Libraries (CARL) 2014 conference.
Librarians at Saint Mary’s College of California will present part two of their study, following their 2012 CARL conference presentation: “English Composition Students: How Are They Using Their Sources?” Having discovered through this research that students do have problems paraphrasing, quoting, integrating and citing their sources, Librarians, in collaboration with English Composition faculty, designed a new study to test out three instructional methods (behaviorist, cognitive and social constructivist) on teaching integration and citing of sources in six sections of advanced English Composition classes. Results of the three methods will be evaluated through pre/post test scores and correlated with a content analysis of the students’ research papers. The results of the content analysis will also be used to compare past studies’ results and presented to English Composition faculty in part three of the librarians’ study. All three methods and the lesson plans will be made available for faculty to use with the knowledge of how effective the methods are in relation to specific student learning outcomes.
Tracking: Investigating the Positives and Negatives
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Comparative And Non Comparative Study
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. It used multiple data collection instruments but had a small sample size.
Comparative And Non Comparative Study
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute significantly to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. Both studies used student surveys and collected data at the end of the semester from hundreds of students across multiple courses.
1142 2617-1-sm
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
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Tracking: Investigating the Positives and Negatives
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In a mathematics course, 98 posts were made by students in the discussion forum, showing interest in the topic. The posts covered a variety of responses, such as self-introductions, commenting on others' posts, and asking or answering questions. Analysis of the posts found that over 75% provided solutions to problems, either with or without explanation. Around 15% responded to the teacher's views, while smaller percentages accepted or rejected others' views or asked clarification questions.
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This document outlines a quality assurance plan for Polyglot Institute Oman. The plan aims to evaluate personnel, content, and environment. To assess personnel, tools like observation, surveys, and interviews will be used. Content will be evaluated through surveys to check understandability and standards. The environment will be assessed using checklists to ensure labs and classrooms meet quality standards. Recommendations include providing qualified instructors and effective content tailored to students.
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The document proposes a quality assurance plan for Kaab School to ensure it meets ministry standards. The plan involves assessing the school across three dimensions: personnel, environment, and curriculum. For personnel, teacher performance will be evaluated through questionnaires on their teaching methods, technology use, attendance, and subject knowledge. The curriculum will be assessed using checklists to determine if books achieve ministry goals and are compatible with the school's resources. Environmental assessments will use checklists to ensure classrooms have suitable conditions for learning, including functioning technology. The goal is for the school to improve and achieve the standards set by the ministry.
Assignment from page 36 41.don by abdullah alkaabi 68713
The document discusses issues with the quality of service at the library of the College of Education and proposes solutions. The library has limited hours, space, staff, books and computers. It is only open 2 days for males, 2 days for females and 1 day for MA students. The suggestions are to open the library longer hours, separate male and female areas, expand the space, add more staff and resources, increase the number of tables, chairs and computers, merge the days for MA and BA students by gender, ensure all course materials are available, extend borrowing times, relocate to the center of campus.
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