Research article #1
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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.
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Chapter 1 done editing
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The document summarizes a study that compared the effectiveness of text-based versus hands-on science lessons with 7th grade students. Students were given pre- and post-tests after lessons on a specific state standard. Results showed that students who received only text-based lessons showed the greatest improvement on test scores, while students who received only hands-on lessons showed no improvement. Students who received both lessons showed some improvement but not as much as the text-only group. The study concludes that while students prefer hands-on activities, text-based lessons may better prepare them for high-stakes testing.
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The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
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This document provides an overview and agenda for a workshop on the Next Generation Science Standards. It includes information on the workshop goals, a review of the conceptual shifts required by the NGSS, and activities for examining the structure and content of the new standards. Participants will explore how the NGSS align with existing state standards and discuss strategies for implementing the related changes to science teaching.
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This document outlines the design of a speaking test to assess English proficiency at the university level. It includes:
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The document discusses using a classroom response system (CRS) to increase active learning in a high school science classroom. Quantitative data showed slightly higher post-test scores and fewer failing grades for students using the CRS. Qualitative data found a significant increase in active student participation and discussion. A student survey indicated the CRS made class more fun and helped students learn more. The researcher concluded the CRS improved the classroom environment and increased active learning.
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The main aim of the study is to find out the relationship between the study habits and academic achievement of ninth standard students. Survey method is employed for this study. The investigator has randomly chosen 210 ninth standard students for the study. The investigator has used the standardized tool for the study habits variable. The investigator has used the some of the statistical calculation for analyzing the data. The findings of the study are (1) there is no significant difference in the mean scores of study habits of ninth standard students with respect to their gender, locality and residency. And there is significant difference in the mean scores of study habits of ninth standard students with respect to their type of school. There is significant difference in the mean scores of academic achievement of ninth standard students with respect to their locality, type of management and residency. There is no significant relationship between study habits and academic achievement of ninth standard students with respect to their gender, locality and residency.
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STUDY HABITS AND ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS
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The document discusses a study that investigated whether allowing middle school students to complete their weekly science homework online would increase homework completion rates compared to traditional paper-based homework. The study found that overall homework completion rates unexpectedly decreased when an online option was provided. While students who chose the online format had higher completion rates and test scores than those using paper, whole class completion rates and average test scores were lower during the online period compared to before. The results suggest that simply providing a digital option for homework does not increase student motivation to complete assignments.
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Research article #1
- 1. Lauren Nourse EDU 710 February 4, 2010 Research Article #1 Critique. The Impact of Homework and Homework Preferences in Ninth Grade Geography (ED507308) Schuster, Nicholas C. The Impact of Homework and Homework Preferences in Ninth Grade Geography Nicholas C. Schuster University of Wisconsin–La Crosse November 5, 2009 Educational issue being researched.: Effectiveness of homework and type of homework on quiz scores in ninth grade geography Research hypothesis, question or area of inquiry. RQ1: What was the impact on quiz scores from assigning homework as opposed to not assigning homework? RQ2: How did the gap between students’ preferred homework conditions and actual homework conditions impact homework completion rates? RQ3: How did the gap between students’ preferred homework conditions and actual homework conditions impact quiz scores? Dependent variable(s) (if applicable.). Chapter Quizzes Independent variable(s). (if applicable). Where does the research take place and who were the participants? ninth- grade geography students from a Midwestern, suburban public high school. How were data collected? Data collected over a 2 week period in a classroom situation with correlation to homework. Who collected it? The author/teacher How was the data analyzed? Broken down by multiple factors: homework versus no-homework; When;Where;Lighting;Study space or surface;Music;Television;Noise level;Eating
- 2. What were the results of the study? inconclusive relationship between a) homework and quiz scores, b) homework preferences and homework completion, and c) homework preferences and quiz scores Critique of the design and methodology of the study. Evaluation of the methodology section. Were the clients adequately described? Please explain. Clients were well defined and adequately described. Number of students per ethnicity and academic achievement levels was given in detail. Was the setting adequately described? Please explain. Setting adequately described. Was the research design appropriate? Please explain. Research clearly presented. The writer’s thoughts concerning confusions in the research were adequately delineated and explained. Were the dependent variable (s) and independent variables (s) adequately described? Please explain.