This study aimed to improve upon the experimental design of prior SoTL research by incorporating recommendations for random assignment, control groups, and pre/post testing. Students in a social psychology course were randomly assigned to experimental groups involving self-referenced essays or repeated quizzes or a control group from a participant pool. All students took a 50-item exam on social psychology topics. Students in the experimental groups scored significantly higher than the control group, demonstrating the effectiveness of the learning techniques. The results provide stronger evidence than prior quasi-experimental SoTL studies and can help inform others on designing more rigorous experimental SoTL research.
Students’ and teachers’ perceptions of psychosocial classroom environment of ...Alexander Decker
This study investigated the perceptions of the psychosocial classroom environment between secondary school biology students and their teachers in Nigeria. A questionnaire was administered to 400 grade 12 biology students and 50 of their teachers to assess their perceptions. The results of t-tests found no significant differences in perceptions between students and teachers, male students and teachers, or female students and teachers. This indicates that teachers and students in these biology classrooms had similar views of the psychosocial environment. The implications are that further research could explore differences between actual and preferred classroom environments according to students.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
The study examined the effects of locus of control and problem-focused coping on GPA in university students. It found that students with an internal locus of control and those who used problem-focused coping had significantly higher GPAs than students with external locus of control and those who did not use problem-focused coping. However, there was no significant interaction between locus of control and problem-focused coping on GPA.
The document summarizes two studies: 1) a longitudinal study that examined how arts education can help develop artistic talents in economically disadvantaged urban youth, and 2) an experimental study that tested a treatment program to reduce stress in teachers. The first study followed students over two years using interviews, observations and assessments. It found that arts education helped students overcome challenges through skills, bonds with others, and rewards from instruction. The second study used a treatment and control group of teachers, and pre-and post-tests. It found the experimental group had lower stress levels than the control group after the treatment.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This study evaluated the use of classroom-based functional and adjunctive assessments to select interventions for two adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Functional assessments involved systematically manipulating environmental variables in the classroom to determine their relationship to problem behaviors. Adjunctive assessments explored how modifying curriculum-related factors like task length could impact behavior, without directly examining behavioral function. Interventions developed from the assessment results significantly reduced problem behaviors and were viewed as effective and feasible by teachers and students. The assessments provided individualized strategies to address the heterogeneity of ADHD-ODD symptoms when previous treatments had not succeeded.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
Students’ and teachers’ perceptions of psychosocial classroom environment of ...Alexander Decker
This study investigated the perceptions of the psychosocial classroom environment between secondary school biology students and their teachers in Nigeria. A questionnaire was administered to 400 grade 12 biology students and 50 of their teachers to assess their perceptions. The results of t-tests found no significant differences in perceptions between students and teachers, male students and teachers, or female students and teachers. This indicates that teachers and students in these biology classrooms had similar views of the psychosocial environment. The implications are that further research could explore differences between actual and preferred classroom environments according to students.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
The study examined the effects of locus of control and problem-focused coping on GPA in university students. It found that students with an internal locus of control and those who used problem-focused coping had significantly higher GPAs than students with external locus of control and those who did not use problem-focused coping. However, there was no significant interaction between locus of control and problem-focused coping on GPA.
The document summarizes two studies: 1) a longitudinal study that examined how arts education can help develop artistic talents in economically disadvantaged urban youth, and 2) an experimental study that tested a treatment program to reduce stress in teachers. The first study followed students over two years using interviews, observations and assessments. It found that arts education helped students overcome challenges through skills, bonds with others, and rewards from instruction. The second study used a treatment and control group of teachers, and pre-and post-tests. It found the experimental group had lower stress levels than the control group after the treatment.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This study evaluated the use of classroom-based functional and adjunctive assessments to select interventions for two adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Functional assessments involved systematically manipulating environmental variables in the classroom to determine their relationship to problem behaviors. Adjunctive assessments explored how modifying curriculum-related factors like task length could impact behavior, without directly examining behavioral function. Interventions developed from the assessment results significantly reduced problem behaviors and were viewed as effective and feasible by teachers and students. The assessments provided individualized strategies to address the heterogeneity of ADHD-ODD symptoms when previous treatments had not succeeded.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
This document summarizes the findings of a meta-analysis of 225 studies comparing student performance in undergraduate STEM courses taught with traditional lecturing versus active learning. The analysis found that average examination scores improved by about 6% in active learning sections, and students in classes with traditional lecturing were 1.5 times more likely to fail than students in active learning classes. These positive effects of active learning held across STEM disciplines and class sizes. Active learning had a greater impact on improving performance on concept inventories compared to course examinations. The results provide strong evidence that active learning leads to better student outcomes in undergraduate STEM courses compared to solely using traditional lecturing.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
This document presents a dissertation proposal that aims to examine how simulations in high school physics classes, along with classroom management strategies, laboratory practices, student engagement techniques, critical thinking approaches, cooperative learning strategies, and teacher self-efficacy, predict student achievement. The researcher intends to survey 300 high school physics teachers who are members of the American Modeling Teachers Association and use simulations in their teaching. The survey will assess these variables and their relationship to student performance as reported by teachers. The proposal provides background research to support each variable and describes the research questions, participants, instrumentation, and data analysis plan.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
This document summarizes key concepts in qualitative and quantitative analysis. It discusses:
1. The need to reduce and code qualitative data to aid analysis and interpretation.
2. Descriptive and inferential statistics - the goals and types of conclusions that can be drawn from each.
3. Categories to consider when assigning and evaluating homework, such as time required and purpose.
The document also provides a field note summary of an observed 8th grade math support class, noting how the teacher maintained focus through positive interactions, modeling, and group work. It clarifies that homework was not assigned in this support class.
JiTT - Tilting Classes Across the Academy - COLTT 2016Jeff Loats
Myself and two colleagues present on the basics of Just-in-Time Teaching as well as the preliminary results of our research on the effectiveness of JiTT in different disciplines and for different types of students (as measured by the BIg Five personality traits).
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
The author tested the factorial validity of the Maslach Burnout Inventory (MBI) across four levels of educators: elementary, intermediate, secondary, and university teachers. Exploratory factor analyses generally supported the hypothesized three-factor structure of burnout but revealed some aberrant items specific to each group. Confirmatory factor analyses further validated the three-factor structure and tested its invariance across groups. While the MBI demonstrated sound psychometric properties for intermediate and secondary teachers, its properties were less sound for university professors and poor for elementary teachers. Tests of invariance across intermediate and secondary teachers revealed equivalence of item measurements but only partial equivalence of theoretical structure. The study provides important implications for using the MBI in research comparing burnout
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
Influence of study skills on test anxiety of secondary school students in nsu...Alexander Decker
This study investigated the influence of study skills and gender on test anxiety levels of 400 senior secondary school students in Nsukka, Nigeria. Two instruments were used to measure study skills and test anxiety. Results found that study skills had no significant influence on test anxiety levels, but gender did influence levels, with females exhibiting higher anxiety than males. The study recommends creating a more gender-sensitive learning environment to reduce academic anxiety differences between males and females.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
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 group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
The document discusses the item analytic approach to test construction. It defines key terms like test, construction, and item analysis. It explains that the item analytic approach involves analyzing items on a test to evaluate their characteristics like difficulty level and discriminating power. Items are analyzed based on responses from high-scoring and low-scoring groups. Items are then selected or rejected for inclusion in the final test based on whether they meet pre-determined criteria for difficulty and discriminating power. The document provides formulas for calculating difficulty value and discriminating power and illustrates the process with an example of item analysis conducted on a Likert scale test.
The document outlines Bloom's taxonomy, a classification of learning objectives into cognitive, affective, and psychomotor domains. It describes the six major categories in the cognitive domain - knowledge, comprehension, application, analysis, synthesis, and evaluation - which progress from simpler to more complex levels of thinking. Similarly, it outlines five categories in the affective domain related to attitudes and values, and seven categories in the psychomotor domain related to physical skills and movement. Examples are provided to illustrate each category.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
ORAL DEFENSE ON DIFFERENTIATED INSTRUCTIONWENDELL TARAYA
This document summarizes a study on differentiating instruction for an 8th grade social studies class in the Philippines. The study found that students who received differentiated instruction performed significantly better on post-tests compared to students who received conventional teaching. Specifically, most students receiving differentiated instruction achieved outstanding scores, while students receiving conventional teaching mostly achieved very satisfactory scores. The study also identified the least learned competencies to help teachers develop an enhanced instructional plan to address students' diverse needs and learning preferences.
This document presents a Bayesian nonparametric approach to test equating. It introduces a Bayesian nonparametric model that is applicable to all major equating designs and has advantages over previous equating models. The Bayesian model accounts for positive dependence between distributions of scores from two tests, unlike previous models. The Bayesian model is compared to previous equating models through analysis of famous data sets in equating literature. Classical equating models are shown to be special cases of the Bayesian model under certain prior distributions.
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Este documento proporciona preguntas para guiar una discusión sobre antivirus informáticos. Pide explicar la función principal de los antivirus, que es detectar, erradicar y prevenir infecciones virales. También solicita mencionar medidas de seguridad adicionales como no usar programas piratas, proteger el acceso a la red con contraseña y no abrir correos electrónicos desconocidos. Además, pide investigar empresas que desarrollan software antivirus y cómo funcionan los antivirus en línea, con ejemplos. Finalmente, solicita consult
This document summarizes the findings of a meta-analysis of 225 studies comparing student performance in undergraduate STEM courses taught with traditional lecturing versus active learning. The analysis found that average examination scores improved by about 6% in active learning sections, and students in classes with traditional lecturing were 1.5 times more likely to fail than students in active learning classes. These positive effects of active learning held across STEM disciplines and class sizes. Active learning had a greater impact on improving performance on concept inventories compared to course examinations. The results provide strong evidence that active learning leads to better student outcomes in undergraduate STEM courses compared to solely using traditional lecturing.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
This document presents a dissertation proposal that aims to examine how simulations in high school physics classes, along with classroom management strategies, laboratory practices, student engagement techniques, critical thinking approaches, cooperative learning strategies, and teacher self-efficacy, predict student achievement. The researcher intends to survey 300 high school physics teachers who are members of the American Modeling Teachers Association and use simulations in their teaching. The survey will assess these variables and their relationship to student performance as reported by teachers. The proposal provides background research to support each variable and describes the research questions, participants, instrumentation, and data analysis plan.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
This document summarizes key concepts in qualitative and quantitative analysis. It discusses:
1. The need to reduce and code qualitative data to aid analysis and interpretation.
2. Descriptive and inferential statistics - the goals and types of conclusions that can be drawn from each.
3. Categories to consider when assigning and evaluating homework, such as time required and purpose.
The document also provides a field note summary of an observed 8th grade math support class, noting how the teacher maintained focus through positive interactions, modeling, and group work. It clarifies that homework was not assigned in this support class.
JiTT - Tilting Classes Across the Academy - COLTT 2016Jeff Loats
Myself and two colleagues present on the basics of Just-in-Time Teaching as well as the preliminary results of our research on the effectiveness of JiTT in different disciplines and for different types of students (as measured by the BIg Five personality traits).
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
The author tested the factorial validity of the Maslach Burnout Inventory (MBI) across four levels of educators: elementary, intermediate, secondary, and university teachers. Exploratory factor analyses generally supported the hypothesized three-factor structure of burnout but revealed some aberrant items specific to each group. Confirmatory factor analyses further validated the three-factor structure and tested its invariance across groups. While the MBI demonstrated sound psychometric properties for intermediate and secondary teachers, its properties were less sound for university professors and poor for elementary teachers. Tests of invariance across intermediate and secondary teachers revealed equivalence of item measurements but only partial equivalence of theoretical structure. The study provides important implications for using the MBI in research comparing burnout
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
Influence of study skills on test anxiety of secondary school students in nsu...Alexander Decker
This study investigated the influence of study skills and gender on test anxiety levels of 400 senior secondary school students in Nsukka, Nigeria. Two instruments were used to measure study skills and test anxiety. Results found that study skills had no significant influence on test anxiety levels, but gender did influence levels, with females exhibiting higher anxiety than males. The study recommends creating a more gender-sensitive learning environment to reduce academic anxiety differences between males and females.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
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 group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
The document discusses the item analytic approach to test construction. It defines key terms like test, construction, and item analysis. It explains that the item analytic approach involves analyzing items on a test to evaluate their characteristics like difficulty level and discriminating power. Items are analyzed based on responses from high-scoring and low-scoring groups. Items are then selected or rejected for inclusion in the final test based on whether they meet pre-determined criteria for difficulty and discriminating power. The document provides formulas for calculating difficulty value and discriminating power and illustrates the process with an example of item analysis conducted on a Likert scale test.
The document outlines Bloom's taxonomy, a classification of learning objectives into cognitive, affective, and psychomotor domains. It describes the six major categories in the cognitive domain - knowledge, comprehension, application, analysis, synthesis, and evaluation - which progress from simpler to more complex levels of thinking. Similarly, it outlines five categories in the affective domain related to attitudes and values, and seven categories in the psychomotor domain related to physical skills and movement. Examples are provided to illustrate each category.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
ORAL DEFENSE ON DIFFERENTIATED INSTRUCTIONWENDELL TARAYA
This document summarizes a study on differentiating instruction for an 8th grade social studies class in the Philippines. The study found that students who received differentiated instruction performed significantly better on post-tests compared to students who received conventional teaching. Specifically, most students receiving differentiated instruction achieved outstanding scores, while students receiving conventional teaching mostly achieved very satisfactory scores. The study also identified the least learned competencies to help teachers develop an enhanced instructional plan to address students' diverse needs and learning preferences.
This document presents a Bayesian nonparametric approach to test equating. It introduces a Bayesian nonparametric model that is applicable to all major equating designs and has advantages over previous equating models. The Bayesian model accounts for positive dependence between distributions of scores from two tests, unlike previous models. The Bayesian model is compared to previous equating models through analysis of famous data sets in equating literature. Classical equating models are shown to be special cases of the Bayesian model under certain prior distributions.
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Este documento proporciona preguntas para guiar una discusión sobre antivirus informáticos. Pide explicar la función principal de los antivirus, que es detectar, erradicar y prevenir infecciones virales. También solicita mencionar medidas de seguridad adicionales como no usar programas piratas, proteger el acceso a la red con contraseña y no abrir correos electrónicos desconocidos. Además, pide investigar empresas que desarrollan software antivirus y cómo funcionan los antivirus en línea, con ejemplos. Finalmente, solicita consult
Hoy por hoy existen muchos modelos de negocios rentables en internet que están permitiendo que muchas personas generen miles de dólares todos los meses. Si bien es cierto estos modelos son rentables, el éxito de cada emprendedor estará en función del trabajo que cada uno realice dentro de su negocio.
Uno de los errores más grandes cuando uno escucha o lee sobre los negocios rentables en internet, se confunden pensando que estos negocios son sencillos y que se podrá generar altos ingresos de un día para otro.
Este documento proporciona información sobre el pueblo indígena Makaguaje de Colombia. Señala que la población Makaguaje estimada es de aproximadamente 50 personas que viven en el departamento de Caquetá. Describe brevemente el marco jurídico que reconoce y protege a los pueblos indígenas en Colombia de acuerdo con la constitución. También menciona que la educación que se imparte a las comunidades indígenas es bilingüe, enseñando tanto la lengua materna como el castellano.
Este projeto individual trata do período Paleozóico Silúrico. O aluno recolheu informação sobre este período marcado pelo aparecimento das primeiras plantas e invertebrados, e apresentou os resultados em uma apresentação PowerPoint. O aluno refletiu que precisa melhorar suas habilidades de apresentação pública, como controle de nervosismo e capacidade de falar de forma espontânea.
Las berenjenas deben cosecharse cuando midan entre 6 y 8 pulgadas de largo y aún estén brillantes, utilizando un cuchillo o navajas para podar en lugar de quebrar o torcer los tallos, teniendo cuidado con las espinas puntiagudas pequeñas que tienen algunas variedades en el vástago y el cáliz.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu1
The document describes the mountain climbing learning analogy method, a student-centered teaching strategy used in Japan. It focuses on students actively building knowledge through collaboration, with the teacher serving as a facilitator. An experiment was conducted comparing this method to a traditional lecture in a basic math class. Results showed the experimental group performed significantly better on a post-test, while both groups had similar attitudes towards math. It was concluded the mountain climbing method can be an effective teaching strategy. Further research at other universities was recommended.
An Exploration Of Mathematical Problem-Solving ProcessesBrandi Gonzales
The study explored the problem-solving processes used by 10th grade students in solving mathematical problems. It found that mathematics achievement, representing students' conceptual knowledge, accounted for 50% of the variance in problem-solving success. The use of heuristic strategies accounted for an additional 13% of the variance. The study identified strategies that were specific to certain problems versus more general strategies. It also identified two clusters of students - one based on their use of different heuristic strategies, and another based on their use of trial-and-error and equations. Overall, the study indicated that students who used a wide range of strategies and techniques were better able to solve problems.
1) The study examined the effects of dhyana (meditation) on the academic achievement of students in an arts college.
2) Twenty students were divided into a control group and experimental group that practiced dhyana for one week. Pre- and post-tests were administered.
3) Statistical analysis found that dhyana significantly improved academic achievement for the experimental group compared to pre-test scores and the control group. However, dhyana did not significantly affect scores based on sex.
The document summarizes research on the effects of virtual labs and cooperative learning in anatomy instruction. The research found that using virtual anatomy software alone led to lower achievement and motivation compared to cadaver labs. However, incorporating cooperative learning activities such as jigsaw mitigated the negative effects of the virtual software. Students who used the virtual software with jigsaw activities performed better on retention tests and had higher motivation and perceptions of task-technology fit than students who used the software individually. The results suggest cooperative learning can improve virtual anatomy instruction.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Creative Problem Solving Model for Promoting Achievement among Higher Seconda...QUESTJOURNAL
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So Tl 2012 Marsh, Gopalan, Dickherber (Poster, 03 05 12)
1. Improving the Experimental Design of SoTL Research
Patricia A. Marsh* Neena Gopalan Anna Dickherber
*For more information contact:
patricia.marsh@park.edu
Abstract Method Results
Limitations in previous pseudo-experimentally designed Scholarship of Teaching and Participants
Learning studies were addressed by including recent recommendations in the literature The univariate analysis showed that students in the experimental groups (M = 38.37, SD =
(LoSchiavo, Shatz, & Poling, 2008; Smith, 2008). These involved: (a) pre/post tests 4.94) significantly outperformed students in the control group (M = 23.87, SD = 6.57) by
Students enrolled at a mid-sized university in the Midwest participated in one of two experimental
administered in Social Psychology (SP) courses; (b) random assignment of SP students an average of 15 points, F(1, 71) = 112.04, p < .001, partial eta squared = .61, and observed
conditions during spring 2011 as part of the department’s assessment efforts (n = 35) or were
within the same course, semester, and instructor to one of the two interventions; and (c) the power = 1.00.
recruited from the department’s participant pool in fall 2011 to serve as the control group; those in
recruitment of students from a participant pool to serve as a group control (i.e., completed the control group were reduced (from n = 44 to n = 38), because 4 had already completed a social
the same tests without having taken the course). This presentation focused on results from a psychology course and two did not complete the exam.
50-items SP exam covering SP topics, including prejudice, aggression, attraction and
helping behavior. Students’ scores were compared between those randomly assigned to one Control Group Experimental Groups (n = 35)1
of two experimental groups (n = 35) or to a control group (n = 44). Students in the [Participant Pool] Self-referencing Repeated Testing
experimental conditions performed significantly higher on exam than in the control (M = (n = 38) Written Essays Quizzes
38.37, SD = 4.94 vs. M = 23.50, SD = 6.34); F(1, 77) = 129.72, p < .001, Partial Eta Squared
(n = 18) (n = 17)
= .63. Implications of results are discussed.
Women 32 (84%) 26 (74%)
Employed 17 (45%) 25 (71%)
Background Held previous degree 2 (5%) 6 (17%)
(e.g., AA or AS)
Randolph (Randy) Smith (2008) has inspired numerous faculty members to combine their Year in school
passion for teaching with the peer-reviewed “critical scrutiny” that exists within the
FR/SO 29 (76%) 1 (3%)
discipline; “The Classroom Can Be a Lab, Too!” (p. 262). However, he also commented on
his 12 years as editor of the Teaching of Psychology journal that frequently “… manuscripts JR/SR 8 (21%) 33 (94%)
[were] without descriptions of comparisons or control groups” (Smith, 2008, p. 263). Did not answer 1 (3%) 1 (3%)
Note. 1There was no statistical difference in exam scores between the two experimental groups;
An example reflecting this observation was conducted by Marsh and Harrington (2010), in therefore they were combined for the analyses with the control group.
which two learning strategies (experimental groups) were compared across sections of
Social Psychology. Students (N = 87) enrolled in three different semesters, but taught by the Materials
same professor, completed either self-referenced journal writing assignments (2-3 items per
each of the four chapters) or repeated quizzes (50 items four separate times). Scores on the Unit 3 Content & Exam 3
• Chapters from Myers 9th ed. (2008) were: Prejudice, aggression, attraction, and helping behavior.
first two exams did not differ across the two learning techniques or across the semesters; the
• 50-item Exam: 45 multiple-choice and 5 true/false items.
study only addressed the first half of the textbook. Such findings might suggest that either
strategy (or classroom intervention) was effective in helping students learn about social
Self-referenced Essays (20 items; a.k.a. journal entries) Discussion & Recommendations
psychology. However, a major limitation or flaw was that lack of a control group. This and
• Five questions per chapter due once a week (same due date as the quizzes).
other SoTL studies raise the question: How are teaching faculty members to bridge the gap
between what they do within individualized “logical, deliberate … systematically” crafted • The current study, along with past research on learning within social psychology courses,
• Directions: TYPE your responses either in the journal application in Blackboard or in Word then
projects and the steps necessary to transition into the world of scholarship of teaching and has provided stronger evidence that two different learning strategies may be equally
attach the file to the journal application in Blackboard. In most cases you are to use complete
learning (SoTL)? effective.
sentences when responding to the questions (unless otherwise indicated). These questions are
intended to help you gain a more in-depth understanding of the course material; therefore the
Proposing solutions to this question, LoSchiavo, Shatz, and Poling (2008) discuss a variety responses are to be at least 5 sentences long per numbered item. • In other words, we are more convinced about the active involvement of students and the
of experimentally designed ways to address the limitations within the SoTL literature; repeated assessments (quizzes and journal entries) that will help them retain more
namely the shortfalls of quasi-experimental research designs. They recommend strategies • Sample item: Provide a definition for group-serving bias. Present two examples of group-serving information from our classes. This greater confidence is due in a large part to the
such as randomly assigning students to two sections of online introductory psychology bias. How might you prevent this from occurring? Are there any techniques you have learned from enhanced experimental rigor provided by the addition of a control group and the use
Social Psychology that could aid you in recognizing and preventing this from occurring? Explain. of random assignment for students enrolled in the same course.
classes or randomly assigning students within the same course to the different conditions.
To incorporate the comparison or control groups as urged by several in the field (e.g.,
Repeated Quizzes • From this experience, the authors learned that SoTL research offers more flexibility
Jackson, 2009; Smith, 2008), LoSchiavo et al. (2008) suggest that professors create wait lists
• 50 items per quiz (see Marsh & Harrington, 2010 for details on the creation of these quizzes). than traditional research designs, in which control elements can be added before, during,
or utilize “volunteer systems (i.e., participant pools)” (p. 302) as creative means of forming • 4 quizzes within the unit; 200 items total for the unit.
such control groups when more experimentally designed controls are not feasible. or after data are collected and analyzed from one’s courses.
• Each quiz had 20 items from the chapter being covered, and 10 items each from the other chapters in
the unit. For example, the third quiz in the unit contained 20 items from the attraction chapter, and 10
Applying these recommendations, Dickherber and Dragoo (2011) incorporated a control items each from the remaining chapters (prejudice, aggression and helping behavior).
group (n = 36) that consisted of participants not enrolled in a social psychology course and
not exposed to the learning techniques of repeated examination or self-referencing. Their Demographic Items and Other Self-Assessments
experimental group (only repeated quizzes) consisted of students (n = 57) enrolled in • Selected demographic items are displayed under Participants. Data from the other self-assessment
Social Psychology during the 2010-2011 academic year. Students in both groups completed measures were not presented in this particular study.
the same Exam 1 (Marsh & Harrington, 2010). Students in the experimental group Recommendations
scored significantly higher than those in the control; large effect sizes (Cohen’s ds over
Procedure
2.0) were also reported. The following are a few helpful recommendations for improving the “experimental rigor” of
Experimental Groups one’s teaching scholarship. The best advice is, certainly, to plan ahead and incorporate
Because there was no difference between the repeated quizzes and self-referenced journal "control/comparison conditions" before one collects data from the student population.
• By the end of the first week of class, after enrollments had stabilized, students were randomly
writing strategies in the previous (Marsh & Harringtion, 2010) research, Dickerher and assigned to the self-referenced written essays (journal entries) or to the repeated quizzes.
Dragoo’s findings imply that both learning strategies might be equally effective in the Blackboard NG9 was used to setup up these randomized groups and links to the essays or quizzes However, Smith’s (2008) and others’ observations imply that the more practical scenario is
classroom. But such conclusions are risky given the limitations associated with quasi- were setup with restricted access. Students could only complete what they were randomly assigned to plan how to insert these control elements AFTER the research has started: Here are some
experimental research designs (LoSchiavo et al., 2008). to. suggestions:
• All had the same instructor, assignments, and exams.
The current study attempted to simultaneously apply the randomization and participant-pool • Essays or quizzes had the same due date; approximately one every 1 to 1.5 weeks. •Identify which “control/comparison group” options work best for your situation:
control group recommendations from LoSchiavo et al. (2008). • Exam 3 was completed in one room with all students during the second week in April. •Baseline
• Students received an informed statement describe that data were being collected for internal reporting
•Assign control group in the fall, experimental group in the spring, then reverse the
The format of the current study should help others who wish to learn: purposes (e.g., accreditation and program review reports) and that some data may also be used for
external purposes such as presentations or publications. pattern the second year.
•Assign the control and experimental groups to different sections within the same
(a) From the wisdom gained from others conducting similar forms of scholarship; semester.
Control Group
• Flyers and announcements within the SONA system (experiment management system) were used to •Randomly assign students to class sections
(c) How to expand their own “scholarly teaching (Richlin, 2001)” endeavors into recruit students from the participant pool. The two restrictions were 18 years or older AND never •Use a colleague’s course (which may be a pre-requisite for your course) as the
the SoTL domain (as cited in Smith, 2008, p. 263); and been enrolled in social psychology. comparison group.
• Students completed all aspects of the study through an online survey-test combination. The Qualtric •Randomly assign students (within the same course) to the different conditions.
(e) How to initiate a more experimentally rigorous research design before, during, program was used to build the survey and collect the data. •Utilize convenient samples such as those from a participant pool, freshmen level
or after their classroom (field) research is conducted. • Participants read a consent form before clicking to agree and initiate the survey-test online packet. courses (both inside and outside your department).
They received a debriefing screen when finished.
• Participants completed the same 50-item Exam 3 as the students in the Experimental groups.
“The SoTL Commons” conference in Statesboro, GA (2012, March)