The document analyzes questionnaires given to students in two classes (4B and 4C) before and after participating in an English language learning program that incorporated a wiki and learning diary. It finds that:
- Students in 4C had a significantly more positive perception of the program after participating, while students in 4B showed no significant changes.
- The dimension students in both classes disliked most was having their work visible to others (WO), though 4C students' views of this improved significantly.
- More dimensions and items fell below the threshold of satisfaction in 4B after the program, while fewer did so in 4C.
- 4C students significantly improved their views of the dimensions and items that
Subject Area Benchmark Tests: Indicators of Success on the Alabama ...butest
The document discusses several research studies on the use of high-stakes graduation exams and end-of-course exams. One study found that graduation exams can decrease completion rates and increase dropout rates, particularly among minority students. Another study showed students performed poorly on Ohio's new high school graduation exam, failing to meet benchmarks 2 years above their current grade level. The document also discusses the trend of moving from basic skills exams to end-of-course exams measuring mastery of specific subjects. Overall, the research presented questions whether students are being adequately prepared and taught the content measured on high-stakes graduation exams.
This document discusses the early history of validity from the 1800s to 1951. Some key developments include the introduction of standardized exams in the 1800s in England, France, Germany, and the US. In the early 1900s, tests were developed to discriminate between capable and incapable children. The goal was to apply scientific methods to education through tests of achievement and mental ability. This led to more objective and standardized assessment tools. Definitions and approaches to validity evolved over this period from a focus on logical analysis to incorporating empirical evidence through correlations with criteria. Debates emerged around different conceptions of validity, such as practical versus factorial validity, and how to best define criteria.
This document discusses a study that implemented Response to Intervention (RTI) and targeted phoneme segmentation fluency (PSF) instruction for a small group of kindergarten students. RTI is a multi-tiered framework for providing early intervention to struggling students. The study provided 10 lessons focusing on PSF to a Tier 2 group of 4 students over 6 weeks, finding growth in their abilities. A control group of 3 other students who received typical instruction showed less improvement. The study concludes small-group RTI interventions can help improve literacy skills.
This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
1) Participants' scores on the Duolingo English test correlated substantially with their TOEFL total scores, and moderately with TOEFL section scores, providing evidence of the Duolingo test's validity.
2) Participants' scores on the first Duolingo English test correlated highly with their scores on a second test two weeks later, indicating the Duolingo test's scores are reliable.
3) Duolingo English test scores were linked to TOEFL total scores to find comparable scores; a Duolingo score of 5.0 corresponded to the minimum TOEFL cut-off of 80, and a score of 7.2 corresponded to the more selective TOEFL cut-off
The document provides a course report for GEO4120 "Environmental Geophysics" taught in spring 2012.
Key points:
- The course introduced geophysical methods for mapping shallow ground properties, focusing on seismic, GPR and electrical methods. Assignments used commercial software.
- Teaching was 3 hours weekly with lectures, assignments, and a short equipment demo. Fronter was the main information channel.
- 17 students took the final exam, with grades ranging from A to E. Minor issues arose regarding a few grades.
- Student evaluations were generally positive regarding content, teaching methods, and use of Fronter. Some wanted more lessons and lab time.
- Improvements planned include reviewing materials
Subject Area Benchmark Tests: Indicators of Success on the Alabama ...butest
The document discusses several research studies on the use of high-stakes graduation exams and end-of-course exams. One study found that graduation exams can decrease completion rates and increase dropout rates, particularly among minority students. Another study showed students performed poorly on Ohio's new high school graduation exam, failing to meet benchmarks 2 years above their current grade level. The document also discusses the trend of moving from basic skills exams to end-of-course exams measuring mastery of specific subjects. Overall, the research presented questions whether students are being adequately prepared and taught the content measured on high-stakes graduation exams.
This document discusses the early history of validity from the 1800s to 1951. Some key developments include the introduction of standardized exams in the 1800s in England, France, Germany, and the US. In the early 1900s, tests were developed to discriminate between capable and incapable children. The goal was to apply scientific methods to education through tests of achievement and mental ability. This led to more objective and standardized assessment tools. Definitions and approaches to validity evolved over this period from a focus on logical analysis to incorporating empirical evidence through correlations with criteria. Debates emerged around different conceptions of validity, such as practical versus factorial validity, and how to best define criteria.
This document discusses a study that implemented Response to Intervention (RTI) and targeted phoneme segmentation fluency (PSF) instruction for a small group of kindergarten students. RTI is a multi-tiered framework for providing early intervention to struggling students. The study provided 10 lessons focusing on PSF to a Tier 2 group of 4 students over 6 weeks, finding growth in their abilities. A control group of 3 other students who received typical instruction showed less improvement. The study concludes small-group RTI interventions can help improve literacy skills.
This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
1) Participants' scores on the Duolingo English test correlated substantially with their TOEFL total scores, and moderately with TOEFL section scores, providing evidence of the Duolingo test's validity.
2) Participants' scores on the first Duolingo English test correlated highly with their scores on a second test two weeks later, indicating the Duolingo test's scores are reliable.
3) Duolingo English test scores were linked to TOEFL total scores to find comparable scores; a Duolingo score of 5.0 corresponded to the minimum TOEFL cut-off of 80, and a score of 7.2 corresponded to the more selective TOEFL cut-off
The document provides a course report for GEO4120 "Environmental Geophysics" taught in spring 2012.
Key points:
- The course introduced geophysical methods for mapping shallow ground properties, focusing on seismic, GPR and electrical methods. Assignments used commercial software.
- Teaching was 3 hours weekly with lectures, assignments, and a short equipment demo. Fronter was the main information channel.
- 17 students took the final exam, with grades ranging from A to E. Minor issues arose regarding a few grades.
- Student evaluations were generally positive regarding content, teaching methods, and use of Fronter. Some wanted more lessons and lab time.
- Improvements planned include reviewing materials
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
Dr. Arthur L. Petter, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, Dissertation Committee for Dr. Arthur L. Petterway, PhD Program in Educational Leadership, Prairie View A&M University/Member of the Texas A&M University System.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Which Test of Which English and Why by Tayyiba Hanif and Colleagues. A very important topic in World Englishes. It may help a lot while understanding the concept/topic. Thanks!
What impact do consolidation sessions have on special needs learners?Eunsook Hong
This study examined the impact of consolidation sessions on the reading, math, and self-efficacy of 10 students with special needs. Students completed reading and math exercises daily for 50 minutes over 4 months. Tests before and after the intervention showed significant improvements in reading levels, math skills, and self-perceptions of ability among most students. While the intervention cannot be singled out as the sole cause of growth, it likely contributed to progress and an improved self-view for the students.
This document summarizes a study on the effect of different high school scheduling types (traditional, block, A/B block) on Advanced Placement (AP) exam scores. The study found no statistically significant difference in AP scores between the different scheduling types, indicating that the type of schedule a student is on does not significantly impact their AP exam scores on average. Previous studies on this topic have also found mixed or inconclusive results regarding the impact of scheduling on standardized test performance.
This study examined the effects of peer teaching on students' performance in mathematics. It involved two groups of college freshmen - an experimental group that received peer teaching and a control group that did not.
In Phase I, both groups took a pre-test on fundamental math operations. The experimental group was then divided into small groups led by top students acting as "little professors." After two weeks of peer teaching, both groups took a post-test.
In Phase II, both groups were tested on College Algebra during midterms and finals. The study aimed to determine if peer teaching improved the experimental group's math foundations and performance compared to the control group.
The researcher hypothesized that peer teaching would lead to significant
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This document contains a 14 question questionnaire about drug use among teenagers in a community. It asks about the respondent's demographics, family situation, drug use, availability and types of drugs used in the community, reasons for drug use, effects of drug abuse, and recommendations to address the problem. Respondents are asked to select answers or fill in blanks. The goal is to gather information on drug use and abuse among teenagers to understand its causes and impacts, and ways to potentially address the issue.
The document is a questionnaire for students conducted by BBA-H and IUGC students to assess expectations of teachers from students' perspectives. It contains 7 questions regarding appropriate institutional behavior, improving punctuality and discipline, impacts of lack of communication on class participation, fairness and justice, flexibility of rules, reasons for dropping courses, and reducing communication gaps between teachers and students. Response options are provided for each multiple choice question.
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
Effective teaching in clinical simulation development of the student percepti...경인 정
This document describes the development and testing of the Student Perception of Effective Teaching in Clinical Simulation (SPETCS) scale. The author conducted research to create an instrument that can measure effective teaching strategies used by instructors in simulated clinical environments. A literature review informed the development of the scale based on the Nursing Education Simulation Framework. The author then established content validity with expert reviewers and conducted psychometric testing on the scale with undergraduate nursing students. Results provided evidence that the SPETCS has good reliability and validity and can be a useful tool for evaluating teaching in clinical simulation settings.
The campaign aims to educate college students about binge drinking through the theme of "Perception." It will use both traditional and non-traditional media tactics. The campaign objectives are to promote awareness of binge drinking realities, educate students on what constitutes binge drinking, and reinforce the dangers of excessive alcohol consumption. Tactics include a perception bus that visits college campuses providing interactive activities, as well as on-campus guerrilla tactics like serving root beer from kegs and using mirrors to illustrate distorted perceptions of binge drinking.
Questionnaire: Teacher's Perception on Implementation of LINUS program in Mal...Azreen5520
This document is a questionnaire for teachers regarding their perceptions of implementing the Literacy and Numeracy (LINUS) program in Malaysian schools. It contains questions about teachers' readiness and commitment to teaching LINUS, their views on the effectiveness of the program, and their perceptions of support from the school administration. Teachers are asked to rate their level of agreement with statements about their preparation to teach LINUS, the goals and impact of the program, and the resources and guidance provided. The final question asks teachers to explain their view on whether students should have to pass a LINUS threshold before moving to remedial classes.
This document summarizes a lecture on perception. It discusses the stages of perception including figure-ground principle, perceptual schemata, closure, and selective perception. It also addresses how we perceive ourselves through self-concept and the Johari window model, and how we perceive others through first impressions, stereotypes, self-serving bias, and empathy. The lecture highlights how memory and experiences influence our perceptions and the "dark side" of perception through biases.
Perception involves organizing and interpreting sensory information to understand one's environment. Interpersonal perception occurs through a series of continuous processes that can be broken down into five stages: 1) Stimulation of the senses, 2) Organization of sensory data according to rules, schemas, and scripts, 3) Interpretation and evaluation of organized information based on one's experiences and beliefs, 4) Storage of perceptions and interpretations in memory, and 5) Recall or retrieval of stored information from memory.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This research proposal examines the impact of integrating social media in language teaching and learning for students at KPTM Batu Pahat. The study aims to determine students' perceptions of using social media and identify which social media tools best facilitate language learning. A survey will be administered to students to gather data on the impact of social media on teaching and learning, students' views of social media in the classroom, and their use of social media as a learning tool. Results will be analyzed using frequency, mean, standard deviation and categorization to provide insight into effective social media integration for language instruction.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
Dr. Arthur L. Petter, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, Dissertation Committee for Dr. Arthur L. Petterway, PhD Program in Educational Leadership, Prairie View A&M University/Member of the Texas A&M University System.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Which Test of Which English and Why by Tayyiba Hanif and Colleagues. A very important topic in World Englishes. It may help a lot while understanding the concept/topic. Thanks!
What impact do consolidation sessions have on special needs learners?Eunsook Hong
This study examined the impact of consolidation sessions on the reading, math, and self-efficacy of 10 students with special needs. Students completed reading and math exercises daily for 50 minutes over 4 months. Tests before and after the intervention showed significant improvements in reading levels, math skills, and self-perceptions of ability among most students. While the intervention cannot be singled out as the sole cause of growth, it likely contributed to progress and an improved self-view for the students.
This document summarizes a study on the effect of different high school scheduling types (traditional, block, A/B block) on Advanced Placement (AP) exam scores. The study found no statistically significant difference in AP scores between the different scheduling types, indicating that the type of schedule a student is on does not significantly impact their AP exam scores on average. Previous studies on this topic have also found mixed or inconclusive results regarding the impact of scheduling on standardized test performance.
This study examined the effects of peer teaching on students' performance in mathematics. It involved two groups of college freshmen - an experimental group that received peer teaching and a control group that did not.
In Phase I, both groups took a pre-test on fundamental math operations. The experimental group was then divided into small groups led by top students acting as "little professors." After two weeks of peer teaching, both groups took a post-test.
In Phase II, both groups were tested on College Algebra during midterms and finals. The study aimed to determine if peer teaching improved the experimental group's math foundations and performance compared to the control group.
The researcher hypothesized that peer teaching would lead to significant
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This document contains a 14 question questionnaire about drug use among teenagers in a community. It asks about the respondent's demographics, family situation, drug use, availability and types of drugs used in the community, reasons for drug use, effects of drug abuse, and recommendations to address the problem. Respondents are asked to select answers or fill in blanks. The goal is to gather information on drug use and abuse among teenagers to understand its causes and impacts, and ways to potentially address the issue.
The document is a questionnaire for students conducted by BBA-H and IUGC students to assess expectations of teachers from students' perspectives. It contains 7 questions regarding appropriate institutional behavior, improving punctuality and discipline, impacts of lack of communication on class participation, fairness and justice, flexibility of rules, reasons for dropping courses, and reducing communication gaps between teachers and students. Response options are provided for each multiple choice question.
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
Effective teaching in clinical simulation development of the student percepti...경인 정
This document describes the development and testing of the Student Perception of Effective Teaching in Clinical Simulation (SPETCS) scale. The author conducted research to create an instrument that can measure effective teaching strategies used by instructors in simulated clinical environments. A literature review informed the development of the scale based on the Nursing Education Simulation Framework. The author then established content validity with expert reviewers and conducted psychometric testing on the scale with undergraduate nursing students. Results provided evidence that the SPETCS has good reliability and validity and can be a useful tool for evaluating teaching in clinical simulation settings.
The campaign aims to educate college students about binge drinking through the theme of "Perception." It will use both traditional and non-traditional media tactics. The campaign objectives are to promote awareness of binge drinking realities, educate students on what constitutes binge drinking, and reinforce the dangers of excessive alcohol consumption. Tactics include a perception bus that visits college campuses providing interactive activities, as well as on-campus guerrilla tactics like serving root beer from kegs and using mirrors to illustrate distorted perceptions of binge drinking.
Questionnaire: Teacher's Perception on Implementation of LINUS program in Mal...Azreen5520
This document is a questionnaire for teachers regarding their perceptions of implementing the Literacy and Numeracy (LINUS) program in Malaysian schools. It contains questions about teachers' readiness and commitment to teaching LINUS, their views on the effectiveness of the program, and their perceptions of support from the school administration. Teachers are asked to rate their level of agreement with statements about their preparation to teach LINUS, the goals and impact of the program, and the resources and guidance provided. The final question asks teachers to explain their view on whether students should have to pass a LINUS threshold before moving to remedial classes.
This document summarizes a lecture on perception. It discusses the stages of perception including figure-ground principle, perceptual schemata, closure, and selective perception. It also addresses how we perceive ourselves through self-concept and the Johari window model, and how we perceive others through first impressions, stereotypes, self-serving bias, and empathy. The lecture highlights how memory and experiences influence our perceptions and the "dark side" of perception through biases.
Perception involves organizing and interpreting sensory information to understand one's environment. Interpersonal perception occurs through a series of continuous processes that can be broken down into five stages: 1) Stimulation of the senses, 2) Organization of sensory data according to rules, schemas, and scripts, 3) Interpretation and evaluation of organized information based on one's experiences and beliefs, 4) Storage of perceptions and interpretations in memory, and 5) Recall or retrieval of stored information from memory.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This research proposal examines the impact of integrating social media in language teaching and learning for students at KPTM Batu Pahat. The study aims to determine students' perceptions of using social media and identify which social media tools best facilitate language learning. A survey will be administered to students to gather data on the impact of social media on teaching and learning, students' views of social media in the classroom, and their use of social media as a learning tool. Results will be analyzed using frequency, mean, standard deviation and categorization to provide insight into effective social media integration for language instruction.
a Questionnaire on gsrtc,( consumer perception towards GSRTC of people of sac...Sunny Gandhi
The document is a questionnaire about consumer perceptions of bus services provided by GSRTC between January and March 2014 in the Sachin area of Surat, India. It contains 25 questions to gather information on respondents' awareness and usage of GSRTC services, ratings of comfort, prices, cleanliness, routes, and facilities. It also asks about preferences between GSRTC and other transportation providers. The final questions are optional for providing respondents' contact information. The goal is to understand public views of GSRTC to analyze the topic in detail.
Milagrow Business and Knowledge Solutions did a dipstick market research on Mobile Phone brands in India, reasons why people buy particular phones, what price range they prefer etc.
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
The document appears to be a survey for an MBA research thesis investigating customer attitudes towards luxury brands and mobile phones among Pakistani youth. It contains a table for respondents to provide their name, age, gender, mobile number, education and indicate their level of agreement on various statements related to social needs, materialism, consumer attitudes, experiential needs, fashion trends, need for uniqueness, and conformity in relation to luxury brands and mobile phones. Respondents are asked to rate their level of agreement on a 5-point scale from strongly agree to strongly disagree. All information provided will be kept confidential.
Questionnaire for the survey of electronics market(for school/college projects)Dan John
The document is a 15 question questionnaire about consumer electronics. It asks respondents for their name, age, gender and occupation. It then asks questions to gauge the respondent's satisfaction with consumer electronics brands, purchase history of electronic gadgets, preferences between brands like Samsung and Apple, and perceptions of Samsung's products and market position.
The document contains samples of questionnaires to assess different aspects of branding: brand perception, brand preference, brand image, and brand loyalty. The questionnaires include multiple choice and open-ended questions about the respondent's attitudes toward brands, factors influencing purchase decisions, assessment of a particular brand's image and performance, and areas for potential improvement.
The document is a survey questionnaire for a study on the influence of advertisements on teenagers' buying behavior. It contains questions in three sections: background information of respondents, perceptions on advertisements, and personal experiences purchasing products after seeing advertisements. The background section collects demographic data on respondents like gender, age, education level, and monthly allowance. The perceptions section asks questions about beliefs in advertising, influence of ads on shopping trends, and media attention. The personal experience section inquires about recent purchases influenced by ads and satisfaction with those purchases. The survey aims to understand teenagers' views and behaviors regarding advertisements.
This document summarizes a study that examined the relationship between students' educational aspirations and their educational outcomes using data from the Educational Longitudinal Study of 2002. The study found:
1) Students who aspired to graduate from a 4-year college were over 2 times more likely to obtain a postsecondary degree than students who did not know how far they would go or did not aspire to a degree.
2) Students who planned to attend postsecondary education right after high school were over 3 times more likely to obtain a degree than students who did not plan to attend right after high school.
3) Students who planned to attend postsecondary education right after high school were almost 3 times more likely to obtain
This document summarizes the evaluation report for Year 4 of the NSF MSP LEADERS project. Key findings include:
1) Teacher leaders showed statistically significant increases in science teaching efficacy and preference for inquiry-based instruction. Case studies showed improvements in implementing project-based science lessons over the school year.
2) District teachers rated LEADERS professional development sessions highly and appreciated access to science resources. Focus groups found the sessions relevant but some needed time to adjust to the instructional approach.
3) While no significant differences were found between student groups, business partners were positive about their involvement and saw potential for improved science education through the partnership.
Action Research Proposal: Problem, Purpose, and Research Questions J'Nai Whitehead, MSHRM
This is a draft of an action research proposal that includes an identified problem (issue, concern, or need) in my professional practice/workplace setting. I composed a problem, purpose, and research question(s) to guide my literature review and the action research study.
This document discusses exploring the impact of integrating related art experiences into core subject teaching to provide differentiated learning opportunities for students. It describes a study where students participated in a basketball activity counting baskets in multiples of 2, then were tested on their understanding of multiples of 2. On average, students scored similarly on pre- and post-tests, though some individual scores improved. The lack of overall significant difference may have been because students' math skills had not progressed enough in basic operations or because many students were absent due to illness impacting results. Further research with a control group and better-timed intervention is needed.
The document describes the methodology used to answer the research question "To what extent and how do selected art teachers and students perceive and define caring behaviors in the art classroom?". The researcher used both quantitative and qualitative methods, including administering surveys to art teachers and students as well as conducting a phenomenological study. The surveys were designed to gather perspectives on caring behaviors from both teachers and students. Questions addressed both professional and personal caring behaviors in order to compare teacher and student views on what constitutes caring.
Individualized teaching session on learners with special needs joanne whitingEunsook Hong
This study examined the impact of individualized teaching sessions on the reading, math, and self-efficacy of 10 students with special needs. Pre- and post-tests showed that students made improvements in reading comprehension, math skills, and sight word recognition after receiving 50 minutes of individualized instruction 4 days a week. Students also reported higher self-efficacy in reading and math. While the individualized sessions cannot be solely credited for the progress, they likely contributed to improved performance and self-perception.
WEEK 5 DISCUSSION RELATING TO ASSIGNMENT-FOR INFORMATIVE ESSAY REL.docxcockekeshia
WEEK 5 DISCUSSION RELATING TO ASSIGNMENT-FOR INFORMATIVE ESSAY RELATING TO THE FIRST ASSIGNMENT OF –WORKING REMOTELY.
Thesis Statement and Body Paragraph
Please share your thesis statement and one complete body paragraph from your Informative Essay - Draft, and then respond to the following question:
1. How does your body paragraph directly support your thesis statement?
2. Did you use rich, relevant examples or statistics?
Peer Feedback:
After you have posted, provide a classmate with feedback.
1. Discuss your observations regarding how well your classmate’s body paragraph directly supports his or her thesis statement.
2. Offer ideas for improvement where needed, and celebrate one or more strengths in your classmate’s writing.
How to give feedback: A “good” peer review is specific and combines suggestions for improvement and praise for what works well. A “poor” peer review does not give specifics and does not offer insight to help your classmate reflect on or improve his or her writing.
WEEK 5 DISCUSSION RELATING TO ASSIGNMENT
-
FOR INFORMATIVE ESSAY RELATING TO THE FIRST
ASSIGNMENT OF
–
WORKING
REMOTELY.
Thesis Statement and Body Paragraph
Please share your thesis statement and one complete body paragraph from your Informative Essay
-
Draft, and then r
espond to the following question:
1.
How does your body paragraph directly support your thesis statement?
2.
Did you use rich, relevant examples or statistics?
Peer Feedback:
After you have posted, provide a classmate with feedback.
1.
Discuss your observations regarding how well your classmate’s body paragraph directly supports
his or her thesis statement.
2.
Offer ideas for improvement where needed, and celebrate one or more strengths in your
classmate’s writing.
How to give feedback:
A “
good” peer review is specific and combines suggestions for improvement and
praise for what works well. A “poor” peer review does not give specifics and does not offer insight to
help your classmate reflect on or improve his or her writing.
WEEK 5 DISCUSSION RELATING TO ASSIGNMENT-FOR INFORMATIVE ESSAY RELATING TO THE FIRST
ASSIGNMENT OF –WORKING REMOTELY.
Thesis Statement and Body Paragraph
Please share your thesis statement and one complete body paragraph from your Informative Essay -
Draft, and then respond to the following question:
1. How does your body paragraph directly support your thesis statement?
2. Did you use rich, relevant examples or statistics?
Peer Feedback:
After you have posted, provide a classmate with feedback.
1. Discuss your observations regarding how well your classmate’s body paragraph directly supports
his or her thesis statement.
2. Offer ideas for improvement where needed, and celebrate one or more strengths in your
classmate’s writing.
How to give feedback: A “good” peer review is specific and combines suggestions for improvement and
praise for what works well. A “poor” peer review does not give specifics and does not offer insight to
he.
This document summarizes a research study on increasing student engagement in a 4th grade classroom. The study aimed to identify factors inhibiting engagement and attempt to reverse them by modeling behaviors. Data was collected through student and teacher observation rubrics, field notes, and student interviews. In week one without modeling, students rated themselves higher than the teacher did. In week two, pictorial examples of behaviors were provided. Both student and teacher ratings increased throughout the week as expectations were clear. Student interviews indicated they were better able to self-assess with the examples. The conclusion was that modeling specific behaviors increased active engagement.
This document provides an external evaluator's report on an NSF GK-12 program. It summarizes the program's goals for fellows, teachers, students, and the university/community. It then analyzes data from evaluations and instruments to assess progress on these goals. Key findings include fellows significantly improving their content knowledge and presentation skills, teachers also gaining content knowledge, and students showing more positive attitudes towards science. The evaluator recommends refinements to better measure impacts and share results to gain more faculty support.
This program evaluation assessed the impact of interactive whiteboards (IWBs) in K-6 reading programs. Data was collected through student behavior logs, interviews, surveys, and photo questions from 58 students over 6 weeks. Findings showed that IWBs improved student engagement and organizational strategies. Specifically, students were on-task more with IWBs, showed increased confidence and detail in responses, and intrinsic motivation improved. The evaluation recommends continued use and expansion of IWBs in K-6 reading programs.
This program evaluation assessed the impact of interactive whiteboards (IWBs) in K-6 reading programs. Data was collected through student behavior logs, interviews, surveys, and photo questions from February to April 2013 involving 58 students. Findings showed that IWBs improved student engagement and organizational strategies. Specifically, students were on-task more with IWBs, expressed more details in interviews after IWB lessons, and intrinsic motivation increased on surveys for special education students. The evaluation recommends continued use and expansion of IWBs in K-6 reading programs.
This document provides an external evaluator's report on an NSF GK-12 program. It summarizes the program's goals for fellows, teachers, students, and the community. It then outlines the measures used to assess progress towards these goals. Finally, it summarizes the findings from the 2012-2013 academic year, including gains in content knowledge and presentation skills among fellows, positive reactions to summer programming, and fellows feeling better prepared to teach science in high school classrooms.
1 General Language 6 (U21128) Assessed Written Wo.docxhoney725342
1
General Language 6 (U21128)
Assessed Written Work 2: In-Class Essay
Source texts for Question 4: The advantages of studying abroad far outweigh the
disadvantages. Discuss.
Essay Assessment Details:
Written Work 2 (LO 2,3): (Week 16 - 20% weighting)
You will write an academic discussion essay (700 words) in class during the 2 hour seminar class in
WEEK 16.
Articles relating to the topic of the essay will be available on the GL6 Moodle site. You will be able to
download these 2 weeks before the assessed in-class written work (WEEK 14).
You can NOT bring the articles to the assessment with you, but you may bring your own notes, to be
written on the sheet provided (consisting of 150 words maximum). You MUST GIVE THESE IN WITH
YOUR WRITTEN WORK.
You will be able to see the original articles while writing.
Please note that your work should be appropriately referenced using APA. Please look at the
referencing policy either in the student handbook, or on the library website.
2
Text 4A: Source (edited and adapted): Cisneros-Donahue, T., Krentler, K. A., Reinig, B., & Sabol, K.
(2012). Assessing the Academic Benefit of Study Abroad. Journal Of Education And Learning, 1(2)
169-178.
Assessing the Academic Benefit of Study Abroad
Teresa Cisneros-Donahue, Kathleen A. Krentler, Bruce Reinig & Karey Sabol
1. Introduction
Participation in study abroad is growing at a rapid pace. The 2011 Open Doors Report shows that
overseas study by U.S. students was up in 2010 (the most recent available year) by over 10,000
students compared to the previous year (270,604 versus 260,327) (IIE, 2011). U.S. students
studying abroad have more than tripled over the past two decades. The Open Doors report also
emphasized that study abroad is now taking place in a wider range of locations and representing a
wider range of academic disciplines than in the past. Our university has mirrored these trends. We
have experienced substantial and sustained growth in our study abroad program. Study abroad
participation has increased nearly 1000 percent over the past twelve years. Even more importantly,
the perception of study abroad has changed. It is no longer seen as just an optional add-on
experience. The university currently has 37 majors and academic programs that include an
international experience as a graduation requirement. These majors are diverse, from Nursing to
Liberal Studies (pre-teacher education) to International Business, and reflect the academic value
faculty and administrators place on global learning experiences. Study abroad is widely and highly
regarded beyond our university and has been identified as a "high impact educational practice" by
those who study student success rates in the National Survey of Student Engagement (NSSE), a
practice that can lead to increased rates of student retention and student engagement (Kuh, 2008).
2. Literature Review ...
Using Cognitive Interviews in Nigeria to Pre-test Child, Caregiver, and House...MEASURE Evaluation
1. Cognitive interviews were conducted in Nigeria with caregivers and children to pre-test survey tools developed by MEASURE Evaluation to measure outcomes for orphan and vulnerable children programs.
2. The interviews helped validate translations, refine response categories, better understand recall periods, and assess comprehension of concepts. For example, rural respondents had difficulty with 4-point scales so they were simplified.
3. Both adults and children struggled with some questions, showing the need to adapt questions or probes for the local context. The cognitive interviews provided valuable insights for finalizing the survey tools.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
Introduction to Sociology 11th Edition Giddens Test BankCookMedge
Full download : http://alibabadownload.com/product/introduction-to-sociology-11th-edition-giddens-test-bank/ Introduction to Sociology 11th Edition Giddens Test Bank
This study examined how the design of presentation slides (black and white vs colored) affected students' ability to recall information. 61 undergraduate students were randomly assigned to view either a black and white or colored slideshow containing the same information. They then completed a quiz to test their memory of the material. The results showed no significant difference in recall between the two groups, failing to support the hypothesis that colored slides would enhance memory. The study was replicated with 122 additional students, again finding no effect of color on memory.
This document contains summaries of three studies related to factors impacting student academic performance:
1) The first study examined the relationship between study habits and academic performance in English among grade 11 students. It analyzed student characteristics and how study habits affect grades.
2) The second study investigated the relationship between high school students' academic procrastination behaviors and their attitudes toward social media. It analyzed differences based on gender and social media use and whether attitudes predict procrastination.
3) The third study examined the contributions of peer influence and self-regulation to grade 11 students' achievement in mathematics. It analyzed the relationships between these factors and mathematics performance.
Reading Achievement and Reading Efficacy-By-Wiwiek AfifahWiwiekAfifah
1. This study evaluated the effects of a blended learning instructional experience for sixth-grade English/language arts students with and without disabilities. It compared reading achievement test scores of students in two schools using blended learning to scores of students in a traditional classroom.
2. The results found some statistically significant differences in reading achievement depending on school, disability status, and gender. However, overall student performance generally declined between pre- and post-tests, suggesting test fatigue or that the achievement test may not have adequately captured student learning in the blended environment.
3. The study provided valuable information for improving blended learning implementation and professional development, and found that reading self-efficacy remained important for student achievement in blended settings. Further
This document provides information about Sir Isaac Newton in both Spanish and English. It includes a fact file about Newton's life in three paragraphs that details his birthplace and date, occupation, important works, places he lived, and cause of death. It also includes a similar fact file and biography of Marie Curie in three paragraphs with additional details. The document teaches vocabulary for describing life events and provides examples of fact files and biographies about important historical figures.
This document contains vocabulary, grammar explanations, and exercises related to school subjects and daily activities. It introduces vocabulary words for school subjects like science, literature, and microscope. It also covers grammar topics such as prepositions of time, countable and uncountable nouns, and adverbs used with present tenses. Pictures are included of a student's favorite class, which is described as yoga, and fairytale forests.
During lunch period, the school will be testing its new bell system. Students should ignore any bells they hear and follow instructions from teachers and staff about when lunch is over and when to proceed to their next classes. The usual bell will not ring at the scheduled time.
This PowerPoint presentation provides templates and prompts for a student to describe themselves, including their name, physical appearance, personality traits, hobbies, family, and things they would change about their life. It prompts the student to fill in details about who they are and what is important to them.
The document provides instructions and examples for students to work in groups to create a brochure for their ideal hotel. It includes questions they must answer such as the hotel name, location, weather, reasons to stay, views from the window, activities available, and costs. Examples are provided for responses to each question that use descriptive adjectives, superlatives, and comparatives to make the hotel sound appealing. The last part provides an example brochure created by a student for a real luxury hotel in the Maldives.
The document provides guidance on writing formal, neutral, and informal emails. It discusses characteristics of each style such as tone, vocabulary, and level of detail. The neutral/standard style is recommended for most professional emails. Examples demonstrate rewriting phrases from formal to informal style using contractions. Guidelines for abbreviations, openings/closings, subject lines, and key email phrases are also included to help write clearly for the intended reader.
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
Ellie gets trapped in a cave during a survival session. Sid's herd needs him and they would be lost without him. In the final scene, the characters choose to go after Ellie together and not because they feel obligated, hoping to find what they are looking for and be together because they want to rather than due to outside pressures.
The document appears to be questions and vocabulary about a scene from the movie Ice Age II. It asks questions about who is responsible for the water, who kidnapped and worshiped Sid, and if Manny and Diego believe Sid's story. It then provides vocabulary like "figure of speech", "catchy", "fur", and "unattended" related to descriptions in the scene where Sid is referred to as the "Fire King" and the group crosses a geyser field. It matches arrows with directions like "go straight through" and "go back."
This document contains snippets of dialogue from various scenes in an Ice Age film. It includes phrases in both English and Spanish. In scene 1, Manny encourages Diego to take a leap and learn to swim. Scene 2 focuses on Ellie and includes phrases about personal space and doing something right. Scene 3 takes place at night, with references to a ledge, trunk, and other lives being at stake. General questions at the end cover what separates animals from rocks, what a sabre is, what rocks do according to Sid, who rules according to Ellie's brothers, who apologizes in the end, and why Ellie's brothers consider Manny a "pervert."
The document provides questions and prompts about various scenes from the movie Ice Age 2. It asks about characters' actions and motivations, including Diego walking on thin ice, why Manny is not trying to make friends with Ellie, and Ellie discovering her origins. It also provides vocabulary words and sentence starters for describing the scenes and using language related to abilities.
This document contains a summary of session 3 of the animated film "Ellie the Possum" including:
1) Scene summaries that describe Ellie meeting Manny, Diego, and Sid and deciding to join their group for survival.
2) Vocabulary from the session including terms like "possum", "twig", and "get on my nerves".
3) A section with true/false questions about events and characters in the session like Ellie realizing she and Manny have things in common.
The animals must take action to save their lives from an impending flood. They have to move out of their homes to higher ground to escape the rising waters. Manny starts running in a panic because he realizes the severity of the situation and how little time they have to escape. Fast Tony presents a new gizmo to help them with their escape, though it is unclear what the device is. Sid tries to convince the others that a flood is coming by talking to a whale, though the others are skeptical and question whether they can trust Sid's prediction.
The document contains example phrases and sentences that could be used for role playing characters from Ice Age II, including:
- The more [subjects] do something, the better/easier/less something else will be
- What if something happens?
- You are already something as something else.
- That was the most/smallest something I've ever seen.
- I am going to do something again and this time I'll do it differently.
- You are going to have to do something sooner or later.
- I don't care if something happens.
- He said he could do something.
- It's about time something happened.
- I would like to do something.
The document appears to be notes from multiple sessions of Ice Age 2, including descriptions of characters like Sid, Diego, and Manny. It mentions herd, flood, and extinction. Various vocabulary words are also listed like acorn, nut, bark, rattlesnake, twig, lame, and embarrass which seem related to the story, characters, or themes in Ice Age 2.
The document provides instructions for making a peanut butter and jelly sandwich. It lists the necessary materials which include bread, peanut butter, jelly, and a butter knife. It then outlines 6 steps to make the sandwich which are to prepare the bread slices, apply a layer of peanut butter to each, spread jelly on one slice, and combine the slices so the peanut butter is on the outside and jelly is in the center. The finished sandwich is then ready to enjoy.
The document provides an overview of characters and events in the first 21 chapters of the novel "The Client". It introduces the two main characters, Ricky and Mark, and describes some of the key events they experience including being kidnapped by Romey. It also lists important secondary characters like Sergeant Hardy, Barry Muldano, and various law enforcement figures. The document poses questions about each character's role, relationships, and their involvement in the central mystery and crimes described in the novel.
The document contains short descriptions of several students from Joanot Martorell school. Iker describes himself as intelligent as a dolphin but going in the wrong direction, and sometimes as stupid as a leprechaun. Soraya says she is neither tall nor short, likes dogs, and does her best. Marc describes himself as as friendly as a warm hug, as good at cooking as a celebrity chef, and as lazy as a cat.
The document describes several classmates. It provides comparisons of each classmate to animals or objects to describe their personality traits and characteristics. For example, it states that Lucia is as passionate about football as Messi, Andrea is as lazy as a cat, and Zixiang is as funny as a comedian. Each classmate's description is 1-2 sentences and focuses on comparing them to something to illustrate a quality about them.
The document provides guidance on using punctuation correctly with full stops and semi-colons in sentences. It also discusses making inferences when reading, using relative pronouns to join sentences, and includes vocabulary and examples of defining and non-defining relative clauses. The reading comprehension section asks questions to test inferences that can be made from the provided text.
1. 1
4B 4C General Conclusions
A questionnaire on students’ satisfaction about the design was passed to students. It was administered twice, with slight differences, first after
Christmas and then just before the school year came to an end. The idea was to compare to what extent the assessment programme had changed
their beliefs and whether any differences could be spotted between the group that had been observed and the one that was not.
Students were asked to grade from one to ten the different aspects of instruction. The questionnaire was divided into 13 different dimensions,
following the design of the learning diary. These were questions referring to:
1. EC - English Course – The course in general
2. LD - Learning Diary – The learning diary in general
3. ICT – ICT – The use of ICT
4. WG - Wiki global – The use of the wiki in general
5. WO - Wiki Others – the fact that classmates could see the productions of the student on the wiki
6. WI - Wiki I – The fact that the student could see the productions of their classmates on the wiki
7. G –Grammar – The grammar section in the learning diary
8. V – Vocabulary – The vocabulary section in the learning diary
9. FB – Feedback – The error correction techniques used by the teacher on the wiki
10. R – Resources – Resources students use for learning
11. OR - Own Research – The section of the learning diary where students were expected to write freely about their own choices.
12. TC - Teacher Comments – The quality of the teachers’ comments
13. GS - Gold Stars – The role of the students in correcting their own errors in writing
The questionnaires included 53 questions, but one of them was not considered, leaving 52 in total. The last one was an open-ended question. The
June questionnaire included a small diagram that included a number of continuum lines that moved from positive to negative feelings and
students had to represent the way instructions had made them feel.
The results from the first questionnaire were statistically compared using a two-tailed t-test and an f-test to know whether both groups
represented the same or different populations. Secondly, the dimensions and items that reached the threshold were analysed. Then, the
differences between the results in February and June were studied globally. Finally, the most relevant differences between dimensions and items
2. 2
were also reviewed. The level of significance considered to determine whether we can accept or reject the null hypothesis is 5%.
Questionnaires are controllable tools. However, The relevance of the data they provide might be limited or affected by what Skehan (1989)
refers to as the Approval Motive, defined as "A danger for any sort of questionnaire or self-report data. The respondent may answer an item not
with his true beliefs, attitudes, etc., but rather with the answers which he thinks will reflect well on him, i.e. the respondent works out what the
"good" or "right" answer is and gives it." (1989:62.) For this reason, these questionnaires will have to be triangulated with an analysis of
students’ productions on the wiki, interviews, the teachers’ perceptions, general marks and the results of performance and placement exams, in
order to make changes in the design for the second phase of this DBR research.
4B 4C Reflection
Characteristics of the two
groups
Similarities and
differences be 4B and 4C
in February
The groups were
significantly
different.
The average in Questionnaire 1
was 4,89 and the standard
deviation was 2,62.
The average in the first
questionnaire was 5,74, and the
standard deviation was 2,89.
In questionnaire 1, average
perceptions were higher in 4C
and variance was smaller in 4B.
If we run a t-test to compare
groups B and C statistically,
results show that the
perceptions of the two groups
were significantly different in
February.
An f-test to compare variance
throws no significant
differences.
Significance of the design
in the two classes
The average in Questionnaire 1
was 4,89, and in 2 it was 4,66. The
Standard deviation was 2,62 in
The average in the first
questionnaire was 5,74, and in
the second it was 6,24. The
In 4B, the score for the whole
design was below the threshold
in June, unlike 4C.
3. 3
Significant positive
effect in 4C (both in
perception and
variance)
February, and in June it was 2,76.
Running a statistical analysis tells
us that there were no significant
differences in either perception or
variance between the first and the
second questionnaire.
Standard deviation was 2,89 in
February and 2,44 in June.
Statistical analysis confirms that
there was a significant
improvement and significant
smaller variance in the
perceptions of the students of
this group after the design was
applied.
In questionnaire 2, perceptions
and variance improved
significantly in 4C, while in 4B
both data got worse, but not
significantly. We can conclude
that the design had a positive
effect on the perceptions and
variance of 4C students and no
effect in 4B.
Threshold general
dimensions
The dimensions that
were perceived
more negatively in
both groups were
WI, WO and LD.
The dimensions
below threshold
increased in 4B and
disappeared in 4C.
The dimensions where average
results did not reach the threshold
in the first questionnaire were
WO, WI, LD and WG, in that
order, while in the second
questionnaire EC, FB and GS added
to the former, summing a total of 7
dimensions below threshold. This
indicates students did not like the
design.
The dimensions that did not
reach the threshold in the first
questionnaire were WO, LD, GS
and WI, in that order, while all
the dimensions reached
threshold in the second
questionnaire. The students of
4C were more positive about
dimensions than the students of
4B in the beginning.
Whether dimensions and items
reached threshold or not was a
measure to determine if
students were happy with the
design or not. The maximum
score was 10, and threshold was
set at 5, following the norm for
tests in that school. Averages
were found to determine
whether dimensions reached
threshold or not. All the
dimensions and items that
scored below 5 were marked
red.
In 4B, the general score was
below the threshold in both
February and June, unlike 4C.
4. 4
The high number of dimensions
below threshold indicates that
the design was not popular,
particularly in 4B.
In February, the dimensions
below threshold in both groups
were WO, WI, and LD. these
dimensions were no longer
below threshold in 4C in June.
They remained below the
threshold in 4B, while some
others added to the list.
Lowest scoring dimension
WO as the most
disliked dimension
in both
questionnaires and
by both groups.
Significant
improvement in the
perceptions of 4C.
The dimension that scored lowest
in Questionnaire 1 and
questionnaire 2 was WO (Wiki
Others), where none of the items
reached threshold in either
questionnaire 1 or 2. This
dimension referred to the students'
opinion about other student's
seeing what they produced on the
wiki.
The differences between the
average scores for the first and the
second questionnaire are not
significant. What this seems to
indicate is that this class did not
The dimension that scored
lowest in Questionnaires 1 and 2
was WO (Wiki Others.) This
dimension was related to the
public nature of the wiki and
asked students what their
opinion was about the fact that
others could see their work.
None of the items in this
dimension reached the
threshold in the first
questionnaire.
In June, The dimension was
slightly above average, and only
WO4, which asked them if they
What students in both 4B and 4C
disliked more about the design
was that other students could
see what they did. WO was the
most unpopular of the
dimensions.
However, students in 4C
improved their perception about
this dimension significantly,
even if it still remained the
lowest scoring dimension in
June.
Ways to make the design less
demanding on this aspect need
5. 5
see any reason to change this
perception after the design was
applied.
liked the fact that their
productions were public, was
below the threshold (M'agrada
que els meus companys puguin
veure el que faig al wiki.) The
improvement in WO in the
second questionnaire was
statistically significant.
The implications seem to be that
they did not like other students
could see their productions, but
somehow accepted it had a
purpose.
to be found.
Less popular dimensions
WI, WG and LD
would need design
changes.
The following least liked
dimensions in June were WI, WG
and LD. This is very similar to
results in February.
The other low scoring dimensions
in June were LD, WG and WI.
GS had dropped from the list, and
WI had moved to fourth position.
WG, which did not appear in
February, is there.
In 4C, they seemed to dislike the
design in general, but were
coming to terms with the design.
WI, WG and LD remained very
unpopular dimensions both in
February and June in both
groups. This calls for some
design changes.
Highest scoring dimension
OR as the most
popular dimension.
The dimension that scored the
highest number in the first and
second questionnaires
corresponded to a one-item
dimension, OR. OR1 asked
The dimension that scored the
highest in the first and second
questionnaires corresponds to a
one item dimension, OR. In OR1
students were asked if they
It is clear that students felt at
ease with the OR dimension
both in 4B and 4C. Other
dimensions of the learning diary
should probably adopt a more
6. 6
whether students learned English
better when instruction addressed
their own interests (Aprenc millor
l'anglès quan puc escriure sobre
coses que m'importen i/o
m'agraden.)
learn better when they are able
to write about things they like or
care about (Aprenc millor
l'anglès quan puc escriure sobre
coses que m'importen i/o
m'agraden.)
communicative and less
restrictive approach.
Dimension progress
Stagnation and
visceral dislike in
4B.
A pass in 4C.
Dimensions below
threshold in
questionnaire 1 now
significantly better.
Significant
improved cohesion
in 4C in four
dimensions
In the right track for
GS and FB in 4C
The students' perceptions did not
experiment any significant changes
for any dimension. All of this
suggests that the students'
perception of the dimensions was
not any better when the course
finished.
The changes in the students’
perceptions of the four
dimensions below threshold in
questionnaire 1 (WI, WO, GS
and LD) showed statistically
significant improvements in
perception, and in the case of GS,
variance also improved
significantly.
FB was another dimension
where both perceptions and
variance improved significantly.
What progress in the GS and FB
categories seem to indicate is
that the interaction with the
students was working fine and
students trusted the design.
There were two dimensions
were scores were very similar in
the two questionnaires, but
The perceptions of students
from 4B about dimensions did
not progress and were,
somehow, visceral.
In contrast, the opinions of
students from 4C in June
improved significantly precisely
in the dimension were scores
were below the threshold in
February (WI, WO, GS and LD.)
Variance in 4C was also
significantly better in the case of
four dimensions (GS, FB, EC and
G) in June. This suggests that a
cohesive classroom culture was
being created.
In GS and FB improvements
were significant both for scoring
and variance, suggesting in these
two dimensions the design was
7. 7
were variance improved
significantly. These were EC and
G. All of this seems to indicate a
class culture was being built.
in the right track.
Dimension regression
Higher variance in
WI in June may be a
sign of evolution in
4B.
V would probably
need some
readjustment.
There were no significant changes
in the perception of any dimension
in June in 4B, although scores
were, generally speaking, lower.
Variance showed slightly less
substantial perceptions in June.
Standard Deviation was higher in
10 dimensions in June. The only
dimension where there was a
significant difference was the WI
dimension, where the perceptions
of the students seemed to differ to
a significant greater extent in
June.
A dimension that experimented
significant decline in perception
was V. What this indicates is that
some changes in this section are
advisable.
The disagreement in the
students’ perception in WI (that
asked about the relevance of
seeing what other students did
on the wiki) may mean some
students saw a purpose behind
it, while others did not. In this
sense, it might indicate they
were evolving in the direction
4C seems to have evolved.
A more communicative design
for the V dimension is advisable
Threshold general items
The number of items
below threshold
increased a 6% in
4B and decreased a
16% in 4C.
The dimension with
In 4B t here were 26 items that did
not reach threshold in the first
questionnaire (50%) and 29 in
questionnaire 2 (56%.) The high
number of items below threshold
indicates the students in this class
questioned this design from
beginning to end.
In 4C, there were 17 items that
did not reach the threshold in
the first questionnaire (33%),
and 9 in questionnaire 2 (17%.)
The items below the threshold
indicate the students in this
class were not enthusiastic
about the design, but were not
openly aggressive about it.
The number of items below
threshold increased a 6% in 4B
and decreased by 16% in 4C.
The dimension with more items
below threshold in 4C, in both
questionnaires, was LD.
8. 8
more items below
threshold in 4C, in
both questionnaires
was LD.
In spite of the improvement
experimented in threshold
attainment, some items were
below threshold in both
questionnaires. These were
WI1, WO4, R3, R5, LD2, LD4,
LD9, LD11 and LD12.
Item with the lowest score
in questionnaire 1 and 2
Self-esteem
problems in 4B.
In 4C, the fact that
WI and WO were not
problematic in the
end can explain why
their dislike was not
visceral.
The item with the lowest score in
Questionnaire 1 was WI1 (Veure el
que fan els meus companys al wiki
és divertit.), while the lowest score
in Questionnaire 2 was WO2
(Veure el que faig al wiki pot ser
interessant pels meus companys.)
This last result seems to indicate
self-esteem problems on the part
of the students.
The item with the lowest score in
Questionnaire 1 was item LD11,
(Fer el Learning Diary em motiva
a aprendre anglès.)
The lowest scored item in
Questionnaire 2 was LD9. It asked
if the Learning Diary was fun (Fer
el LD és divertit.) The implication
is, of course, that students did not
enjoy the LD.
The lowest scoring items in 4B
are in line with the two least
popular dimensions for them,
which were WO and WI.
A possible way to avoid the
problems WI1 and WO2 caused
in 4B would be to make students
work in small groups where
their learning diaries became
public at the end of the term.
In 4C students are consistent in
their dislike of the learning
diary.
The low appreciation of WO2 in
4B hints at self-esteem or
insecurity problems, that
would explain the visceral
9. 9
dislike of the design on the part
of 4B students. If those were
true, then the fact that WI and
WO were not problematic in
4C in the end may explain why
their dislike of the design was
not visceral.
Items with the highest
score in questionnaire 1
and 2
A blended design is
not seen as
problematic.
Learning a foreign
language by talking
about the things
they were interested
in is important to
students.
The item with the highest score in
Questionnaire 1 was ICT1
(Connectar-se a Internet és fàcil.)
The item with the highest score in
Questionnaire 2 was OR1 (Aprenc
millor l'anglès quan puc escriure
sobre coses que m'importen i/o
m'agraden.)
The item with the highest score in
questionnaires 1 and 2 was ICT1.
This item asked whether
connecting to the Internet is easy
or not (Connectar-se a Internet és
fàcil.)
Other items that were scored high
in questionnaire 2 were OR1 and
LD5. LD5 asked students if they
had followed their own rhythm
(He seguit el meu propi ritme.)
If we look at the items in the
questionnaire that stand out, we
see that students in both groups
were used to working online, so
a blended design was an
appropriate choice. Learning a
foreign language by talking
about the things they were
interested in and working at
their own rhythm was also
something they appreciated.
Item progress
WI4 showed
significant
improvement in 4B
4C students found
the design more fun
19 items showed progress, but this
improvement was only significant
for item WI4 (M'agrada poder
veure el que fan els meus companys
al wiki.) This seems to indicate an
interesting contradiction in the
students’ perception: While they
still disliked that their classmates
While it is true that LD9 obtained
a very low score because students
did not consider the learning diary
“fun,” three of the items that
showed significant improvement
shared the use of the word “fun,”
although “learning diary” was
not part of the statement. These
The significant improvement in
WI14 in 4B seems to indicate
that students were beginning to
understand this dimension
served to guide their learning.
The students from 4C seemed to
find the design funnier in June.
10. 10
in June.
Gold stars were a
source for
motivation in 4C
could see what they were doing,
they had learnt to appreciate
looking at what others did, which
was one of the assumptions of this
design. It is reasonable to think
that if it was changed, and allowed
students to work in small groups,
where only the members of the
groups could see what the other
members were doing, students
may feel more at ease.
were WI1 (Veure el que fan els
meus companys al wiki és
divertit); WO1 (Veure el que faig
al wiki pot ser divertit per als
meus companys) and GS2
(Aconseguir Gold Stars al
Learning Diary és divertit)
GS2 showed significant
improvement, but also GS1
(Entenc el sistema de valoració de
Gold Stars al Learning Diary),
and GS3 (Aconseguir Gold Stars
al Learning Diary és interessant)
did. GS was the category where
there were more items that showed
significant improvement.
The last item to show significant
improvement was LD11 (fer el
learning diary em motiva a
aprendre anglès), even if it had
been the lowest scoring item in
questionnaire1 and was still below
the threshold in questionnaire 2.
The word “fun” was responsible
for the low score of LD9, but it
was also used in WI1, WO1 and
GS2 and these items achieved
significant improvement.
The dimension where more
items achieved significant
improvement was GS, indicating
that gold stars became a source
for motivation.
Item regression 33 items scored lower, but a
significant worse perception can
only be appreciated in the case of
Significant regression occurred for
V2 (Escriure frases d'exemple
(sample sentences) m'ajuda a
Sample sentence should be
redesigned to boost more
creative outputs.
11. 11
FB5, where students evaluated
how much they liked the teacher
suggesting them to visit web pages.
This was probably because they
expected web recommendations to
be more focused in English for
communicative purposes rather
than in web pages to help them
understand the nature of their
errors.
aprendre vocabulari.)
Final reflection
Why clear improvements occurred in one class and not in the other might be explained as a result of the trust building process, which
worked with one group and helped to build a common culture, but not with the other.
The dimensions that seemed to be causing more trouble in 4B were WO and WI. Both relate to exposure, and in this implementation
there is the possibility students felt threatened by them. Both were also problematic in February in 4C, but not in June, when things
worked better in that class. In fact, these dimensions showed significant improvement in 4C. The fact that there was significance higher
variance in WI in 4B in June, and that the only item that improved significantly in 4B was WI4 seems to indicate these students felt
exposed by the design and would have needed to feel safer, while they were beginning to show some interest for the possible guidance
of other students’ productions.
The statistical improvements in GS and FB in 4C are probably key elements to explain the better results of the design in 4C. Both are
related to interaction and dialogue, and probably made instruction easier.