Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
John Horton (University of Northampton) describes how a group field work can be integrated into assessment and findings fed back to policy maker in a useful and valuable way. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
Kinems Embodied Learning Games to increase Skill Development KinemsLearningGames
Dr Jennifer Pankowski from Pace University has made a presentation at EERA conference 2018 about the effect that Kinems Learning Gaming platform has on the development of both academic and non-academic skill sets for students with disabilities. Link: http://www.kinems.com
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
John Horton (University of Northampton) describes how a group field work can be integrated into assessment and findings fed back to policy maker in a useful and valuable way. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
Kinems Embodied Learning Games to increase Skill Development KinemsLearningGames
Dr Jennifer Pankowski from Pace University has made a presentation at EERA conference 2018 about the effect that Kinems Learning Gaming platform has on the development of both academic and non-academic skill sets for students with disabilities. Link: http://www.kinems.com
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course Design—A Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Escalating Ability to Write Papers: To Make Use of Direct Instruction....................................................................... 106
Ismail Marzuki
Students’ Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
MDAssn2: Major Assessment 6: Research Quantitative eckchela
This is Walden University course (EDUC 8104-6), Design and Assessing Lrng Exp. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
My RIT Undergraduate Research Symposium 2014 PosterPatrick Furrey
Presented a subset of research on Undergraduate Research Experiences pertaining to the School of Physics & Astronomy at RIT's annual Undergraduate Research Symposium. See my LinkedIn at https://www.linkedin.com/in/patrickfurrey.
). Reflections on methodology used in assessing teachers´perceptions of colle...University of Iceland
Title:
Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence
Abstract/ Introduction
In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE).
Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes.
The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3).
The citation (APA style)
Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodology
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course Design—A Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Escalating Ability to Write Papers: To Make Use of Direct Instruction....................................................................... 106
Ismail Marzuki
Students’ Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
MDAssn2: Major Assessment 6: Research Quantitative eckchela
This is Walden University course (EDUC 8104-6), Design and Assessing Lrng Exp. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
My RIT Undergraduate Research Symposium 2014 PosterPatrick Furrey
Presented a subset of research on Undergraduate Research Experiences pertaining to the School of Physics & Astronomy at RIT's annual Undergraduate Research Symposium. See my LinkedIn at https://www.linkedin.com/in/patrickfurrey.
). Reflections on methodology used in assessing teachers´perceptions of colle...University of Iceland
Title:
Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence
Abstract/ Introduction
In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE).
Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes.
The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3).
The citation (APA style)
Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodology
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
Dr Steven S. Sexton
University of Otago
Dunedin, New Zealand
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...cilass.slideshare
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
3. A Course Unit
• A unit represents approximately three hours of work per week. Of
these three hours per unit, it is expected that only one will be
classtime.
• As a general rule of thumb, we should expect to spend two hours
studying or working outside of class for every one hour in lecture
or discussion. A typical 3-unit course thus will require about 9
hours of work per week (only 3 hours of which may be class time).
• 15-unit study list (3-4 courses) thus will require about 45 hours per
week (only 15 hours of which may be class)
4. Study Time
• Study time management skills is critical for ODL students
• At UT
62% did not study on a regular basis
one-third of them was found to study 1-2 hours a day (Julaeha,
2002)
5. Framework
• Being independent learners is one of the characteristics of
distance education students (Moore & Kearsley, 1996).
• ODL students need to have the ability to plan when to study, seek
for learning resources, and evaluate their own learning (Andrade &
Bunker, 2009).
• Lack of time was often reported as one of the important factors
associating with student withdrawal in distance learning
environment (Aragon & Johnson, 2008; Doherty, 2006; McGivney, 2004; Roblyer,
1999).
7. The Intervention
Week
Learning Objectives
Length of
Time to
Study
Date/Time
Topic
Number
of Pages
1 Understanding and Utilization
of Statistics
16 45 27 Agustus, 05.00-05.45
The types of statistics 8 45 27 Agustus, 06.00-07.45
Measurement, Data
Comparison, Validity, and
Reliablity
22 120 28 Agustus, 05.00-07.00
2 Presentation of Qualitative
Data
16 90 3 September, 05.00-06.30
Presentation of Quantitative
Data
19 90 4 September, 05.00-06.30
3 Measures of Central Tendency 20 90 10 September, 05.00-
06.30
Measures of Dispersion 18 90 11 September, 05.00-
068.30
8. The Intervention
Week 9
Course Learning Objectives
No of
pages
Achieved? Reasons for
No Study
Solution/Next
PlanYes No
- ISIP4215 Non-Parametric Hypothesis
Testing More Than Two
Samples (Sample K)
20
Hypothesis Testing For Means
Large Samples
7
Hypothesis Testing For Means
Small Samples
12
- ISIP4216
Functions and types of
reports 6
Writing Research Reports 23
- SOSI4302 Perspectives iof conflict n
Sociology
16
Cultural Conflict Theory 16
Social Class and Crime
Conflicts
15
etc
9. Purpose of Study
This study was conducted to find out:
(1)The benefit of using the study time plan instrument in
helping students develop their weekly study plan
(2)The effect of monitoring student’s actual study in helping
them study more regularly
(3)The difference in achievement between students who were
given the study time plan imstrument (STPI) and those who
were not provided with the STPI
10. Research Method
• Experimental study
• Sample:
Students in NonTeacher Education Programs
in the UT Regional Center of Bogor in
Indonesia
Those registered in the 3rd semester in the
2015.1 semester
Attending the face-to-face (f2f) tutorial
30 students in the EG, 30 in the CG
11. Research Method
• Instrument
Questionnaire
o Demography (gender, age, educational background, number
of courses taken, employment status, and marital status);
o Learning motivation (self-efficacy, purpose of studying at
UT):
o Study habit (having a study schedule, time of study, hours of
study, regularity in studying)
o Students’ GPA
12. Findings
Students’ characteristics:
•Both groups have similar characteristics
< 35 years old
Male (53% in the EG and 57% in the CG)
Single (67% for the EG and 63% for the CG)
Holding high school diploma (97% for EG and
81% for the CG).
13. Findings
Learning Motivation:
Learning Motivation Experimental Control
∑ % ∑ %
Learning Goals
Knowledge enrichment 1 3.3 2 6.7
Improving competence on the
job
15 50.0 17 56.7
Earning a degree 13 43.3 11 36.7
Other 1 3.3 - -
Total 30 100.0 30 100.0
Confidence for completion
High 24 80.0 25 83.3
Moderate 6 20.0 5 16.7
Total 30 100.0 30 100.0
14. Findings
Study Habits:
Study Habits Experimental Control
∑ % ∑ %
Time of Studying
Morning 2 6.7% 13 43.3%
Afternoon- Evening 5 16.7% 2 6.7%
Night 23 73.8 15 50.0%
Total 30 100.0 30 100.0
∑ Hours of Studying
1-2 hours/day 22 73.3% 19 63.3%
3-4 hours/day 8 26.7% 11 36.7%
Total 30 100.0 30 100.0
15. Findings
Study Habits:
Regularity in Learning
Studying everyday 7 23.3% 13 43.3%
Studying onweekends 20 66.7% 15 50.0%
Not regular 3 10.0% 2 6.7%
Total 30 100.0 30 100.0
Place of Study
At home 19 63.3% 22 73.3%
At working place 3 10.0% 2 6.7%
In the library - -
Other 8 26.7% 6 20.0%
Total 30 100.0 30 100.0
17. Findings
1. The benefit of creating a study plan with weekly
learning objectives
• helped them get an overview of the learning
materials
• helped estimating how much time they should
devote to study the materials
2. The effect of monitoring the actual study time
• helped to study more regularly
• follow the study schedule
18. Findings
The difference in achievement
GPA per Semester Cumulative
GPA20141 20142 20151
Experimental group 2.11 2.18 2.23 2.17
Control Group 2.02 2.24 2.16 2.14
19. Findings
The difference in achievement
GPA of 2015.1
Total0 <2.00 2.00-2.50 2.60-3.00 >3.00
Experimental group Count 0 9 11 9 1 30
% .0 30.0 36.7 30.0 3.3 100.0
Control Group Count 2 11 9 5 3 30
% 6.7 36.7 30.0 16.7 10.0 100.0
Total Count 2 20 20 14 4 60
% 3.3 33.3 33.3 23.3 6.7 100.0
20. Conclusions
• Teaching ODL students to develop a study schedule
with weekly learning objectives seems to help students
study regularly
• Some students still found it difficult to estimate how
long they should plan to study each unit in the course
materials
• It is important to provide the estimated time to study
for every unit of study in the course materials