Under the Microscope Examining Multiple Data Points to Determine the Effects...Liz Fogarty
This document discusses a study examining the effects of different student teaching models, including traditional 1:1 and 2:1 co-teaching. Data was collected from teacher candidates, clinical teachers, and supervisors over multiple years. Results showed co-teaching increased collaboration, feedback, and mentoring compared to traditional models. While edTPA scores did not differ, co-teaching interns reported feeling better prepared in areas like classroom management. The study aims to continue analyzing achievement data and growth trajectories under different models.
This document summarizes research on the Schoolwide Enrichment Model-Reading (SEM-R) program and its effects on student self-regulation and reading achievement. Key findings include:
- Implementation of SEM-R showed statistically significant improvements in reading comprehension and fluency in Years 1 and 2, but not Year 3.
- Individual factors like prior achievement and teacher observations of strategy use predicted student self-regulation, but SEM-R treatment condition did not.
- SEM-R classrooms showed more choice, complex tasks, and student participation in assessments than control classrooms based on observations, though the observation tool lacked reliability.
- Limitations included self-report measures, lack of commensurate
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.
The document summarizes experimental evaluations conducted in education. It discusses landmark experiments in the US and developing world on topics like class size, anti-poverty interventions, and teaching assistants. The document advocates for social experiments as a powerful tool for evaluating educational impacts rigorously. It summarizes an experiment on a UK numeracy intervention that found it improved outcomes compared to the control but was expensive. The experiment had limitations but demonstrated the value of randomized experiments for assessing educational programs.
Designing game-like activities to engage adult learners in higher educationAlberto Mora
The document describes a study conducted on designing game-like activities to engage adult learners in higher education. The study involved incorporating gamification elements into a requirements engineering course at an online university. Surveys and task completion rates were used to evaluate the impact on student motivation and sense of community. The results showed that over 60% of students voluntarily participated in the game elements, completing an average of 2-3 tasks each. While the gamification improved motivation for formative activities and some collaboration, it was less successful at building a strong sense of community among students. Further refinement of the approach is needed, especially personalizing it based on different student motivation types.
This document summarizes a study on the impact of a faculty training program at Central Piedmont Community College. The study found that faculty who completed the training were significantly more likely to employ teaching methods targeted towards visual, auditory, and kinesthetic learners compared to faculty who did not complete the training. Specifically, trained faculty were more likely to use technologies like Blackboard, maps/charts, and PowerPoint as well as activities involving movement, hands-on projects, and oral presentations. The results suggest the training encouraged faculty to use a wider variety of teaching methods to better meet student learning needs. However, the study could not prove a direct causal relationship and future research using a pre-post design was recommended.
This document outlines a research proposal to enhance the word problem solving skills of grade 9 students through the use of group conversation on Facebook Messenger. The researcher aims to select an experimental group that will receive instruction through Facebook group chat in addition to regular modules, while a control group receives only modules. Both groups will take pre- and post-tests to measure the impact of the intervention on test scores. If successful, the approach could improve student-teacher interaction and engagement with word problems during remote learning.
Under the Microscope Examining Multiple Data Points to Determine the Effects...Liz Fogarty
This document discusses a study examining the effects of different student teaching models, including traditional 1:1 and 2:1 co-teaching. Data was collected from teacher candidates, clinical teachers, and supervisors over multiple years. Results showed co-teaching increased collaboration, feedback, and mentoring compared to traditional models. While edTPA scores did not differ, co-teaching interns reported feeling better prepared in areas like classroom management. The study aims to continue analyzing achievement data and growth trajectories under different models.
This document summarizes research on the Schoolwide Enrichment Model-Reading (SEM-R) program and its effects on student self-regulation and reading achievement. Key findings include:
- Implementation of SEM-R showed statistically significant improvements in reading comprehension and fluency in Years 1 and 2, but not Year 3.
- Individual factors like prior achievement and teacher observations of strategy use predicted student self-regulation, but SEM-R treatment condition did not.
- SEM-R classrooms showed more choice, complex tasks, and student participation in assessments than control classrooms based on observations, though the observation tool lacked reliability.
- Limitations included self-report measures, lack of commensurate
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.
The document summarizes experimental evaluations conducted in education. It discusses landmark experiments in the US and developing world on topics like class size, anti-poverty interventions, and teaching assistants. The document advocates for social experiments as a powerful tool for evaluating educational impacts rigorously. It summarizes an experiment on a UK numeracy intervention that found it improved outcomes compared to the control but was expensive. The experiment had limitations but demonstrated the value of randomized experiments for assessing educational programs.
Designing game-like activities to engage adult learners in higher educationAlberto Mora
The document describes a study conducted on designing game-like activities to engage adult learners in higher education. The study involved incorporating gamification elements into a requirements engineering course at an online university. Surveys and task completion rates were used to evaluate the impact on student motivation and sense of community. The results showed that over 60% of students voluntarily participated in the game elements, completing an average of 2-3 tasks each. While the gamification improved motivation for formative activities and some collaboration, it was less successful at building a strong sense of community among students. Further refinement of the approach is needed, especially personalizing it based on different student motivation types.
This document summarizes a study on the impact of a faculty training program at Central Piedmont Community College. The study found that faculty who completed the training were significantly more likely to employ teaching methods targeted towards visual, auditory, and kinesthetic learners compared to faculty who did not complete the training. Specifically, trained faculty were more likely to use technologies like Blackboard, maps/charts, and PowerPoint as well as activities involving movement, hands-on projects, and oral presentations. The results suggest the training encouraged faculty to use a wider variety of teaching methods to better meet student learning needs. However, the study could not prove a direct causal relationship and future research using a pre-post design was recommended.
This document outlines a research proposal to enhance the word problem solving skills of grade 9 students through the use of group conversation on Facebook Messenger. The researcher aims to select an experimental group that will receive instruction through Facebook group chat in addition to regular modules, while a control group receives only modules. Both groups will take pre- and post-tests to measure the impact of the intervention on test scores. If successful, the approach could improve student-teacher interaction and engagement with word problems during remote learning.
Science competency based nat intervention program: PAPER PRESENTATIONDeped Tagum City
1. The study evaluated a competency-based science intervention program for 6th grade students at Union Elementary School who had achieved below average scores on the National Achievement Test (NAT) in science.
2. Results showed students achieved a 70.11% gain in science test scores with a post-test mean of 79.74%, surpassing the target of 75%.
3. Statistical analysis found the improvement in test scores was significant and not influenced by student age or gender, indicating the intervention program was effective.
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.
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
This study examined the effects of explicit instruction using semantic maps on cross-curricular vocabulary in a second-grade classroom. The researcher taught vocabulary words from various subject areas to 21 students using explicit instruction methods like child-friendly definitions and examples, followed by having students complete semantic maps in pairs. Data was collected through pre- and post-tests of general vocabulary and target words, as well as daily and bi-weekly assessments during the 8-week intervention. Results showed significant gains in students' expressive vocabulary, receptive vocabulary, and knowledge of target words from pre- to post-testing. During the intervention, students' understanding of weekly vocabulary words improved. Boys showed slightly greater gains in expressive vocabulary than girls. The study suggests
This document provides an introduction to the interfaces between second language pedagogy and assessment. It discusses how language testing grew out of language pedagogy needs, and how the two fields are interrelated and influence each other. One key interface is methodological selection - the tests should assess what is taught in the classroom. The document also examines the influence of communicative language teaching approaches on testing, and emphasizes the concept of washback - how tests can impact teaching and learning.
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.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
This document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
This study examines the language learning strategies used by Russian university students in a TEFL program. The researchers administered a strategy inventory to first-year students and fourth-year students to compare their strategy use and evaluate the effectiveness of the TEFL program. Overall, both groups reported high to medium use of all strategy categories. However, fourth-year students showed a more nuanced understanding of strategy priorities. The findings can help curriculum designers refine the TEFL program focus and instructors make informed decisions about strategy instruction.
This action research proposal aims to address declining undergraduate retention rates of up to 30% at a large private university. The purpose is to identify factors contributing to increased drop rates, conduct surveys of current students, implement solutions like new student support services, and measure outcomes like retention rates and student satisfaction. At-risk factors include being a minority, low-income, single parent, or working part-time while enrolled. The university has open enrollment policies that attract diverse but high-risk populations. Proposed solutions center on improved student services, resources for at-risk groups, and increased faculty interaction to boost retention.
This document outlines a research study that aims to investigate whether using audiovisual learning software can improve the listening skills of eighth grade students at SMP Frater Parepare school. The researcher found that the students' average listening score of 55 was considered poor based on government standards. The study will involve giving a pre-test of listening skills, teaching the experimental class using audiovisual software while not using it in the control class, and then giving a post-test to both groups to measure the impact of the software. The population is 62 eighth grade students split between two classes, with one as the experimental group and one as the control. The dependent variable is listening skills and independent variable is use of the audiovisual software.
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...CITE
http://citers2014.cite.hku.hk/enhancing-primary-school-students-story-writing-by-mobile-assisted-collaborative-learning-a-case-study/
Author
ZOU, Wenting (CCC Heep Woh Primary School (CSW)); LI, Xiaolei (HKU)
Abstract
Writing is generally perceived as a daunting task in language learning for primary school children. To improve engagement and activate the writing process, the present study implemented and evaluated the effectiveness of an innovative writing instruction strategy that combines two commonly used collaborative learning practices—collaborative writing and peer assessment—on a mobile learning platform, also described as Mobile-Assisted Collaborative Learning Pedagogy (MACLP). In this quasi-experimental study, two classes of 3rd graders (N=73) received sessions about Chinese story writing varied in two kinds of instructional designs: collaborative writing and peer assessment using tablets vs. traditional individual and paper-based writing graded by teacher. We compared students’ learning gains after different interventions, and probed students’ perceptions towards MACLP in their writing process, with a special focus on whether students with high, average and low prior Chinese language abilities benefit equally from MACLP. The positive results imply that the perceived challenge of pupils’ individual differences in linguistic competence could turn into an advantage through such peer collaboration and assessment activities.
Oscar power the perception of test of english foreign languageOscar Ririn
This document summarizes a study that aimed to understand students' perceptions of the TOEFL exam and English proficiency measures at Samarinda State Polytechnic. It surveyed 178 accounting students about their TOEFL experience, preparation, and opinions on effectiveness of polytechnic English policies. Most students had taken TOEFL before and prepared by reading, though few went to language schools. While over half found TOEFL graduation requirement effective, some lacked confidence in passing. Counseling, activities, and TOEFL score standards were viewed as most effective measures, while English coursework was seen as less so. The study concluded that further efforts are needed to increase students' TOEFL preparation and confidence.
The document discusses player engagement in emotionally-adaptive applied games. It describes an adaptation model that measures player performance, playing styles, and emotions/arousal to trigger dynamic game adaptations. Facial expression analysis and electrodermal activity sensors are used to infer emotions and arousal. Correlations were found between various psychological states, emotions, and engagement questionnaire responses. The adaptive approach was found to have advantages over non-adaptive games, and future work could explore additional physiological signals and semantic game content adaptation.
Track 12. Educational innovation
Authors: Martín Alonso Mercado-Varela, Alicia García Holgado, Francisco José García Peñalvo and María Soledad Ramírez Montoya
https://youtu.be/DKQRDp7LKX8
Science competency based nat intervention program: PAPER PRESENTATIONDeped Tagum City
1. The study evaluated a competency-based science intervention program for 6th grade students at Union Elementary School who had achieved below average scores on the National Achievement Test (NAT) in science.
2. Results showed students achieved a 70.11% gain in science test scores with a post-test mean of 79.74%, surpassing the target of 75%.
3. Statistical analysis found the improvement in test scores was significant and not influenced by student age or gender, indicating the intervention program was effective.
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.
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
This study examined the effects of explicit instruction using semantic maps on cross-curricular vocabulary in a second-grade classroom. The researcher taught vocabulary words from various subject areas to 21 students using explicit instruction methods like child-friendly definitions and examples, followed by having students complete semantic maps in pairs. Data was collected through pre- and post-tests of general vocabulary and target words, as well as daily and bi-weekly assessments during the 8-week intervention. Results showed significant gains in students' expressive vocabulary, receptive vocabulary, and knowledge of target words from pre- to post-testing. During the intervention, students' understanding of weekly vocabulary words improved. Boys showed slightly greater gains in expressive vocabulary than girls. The study suggests
This document provides an introduction to the interfaces between second language pedagogy and assessment. It discusses how language testing grew out of language pedagogy needs, and how the two fields are interrelated and influence each other. One key interface is methodological selection - the tests should assess what is taught in the classroom. The document also examines the influence of communicative language teaching approaches on testing, and emphasizes the concept of washback - how tests can impact teaching and learning.
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.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
This document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
This study examines the language learning strategies used by Russian university students in a TEFL program. The researchers administered a strategy inventory to first-year students and fourth-year students to compare their strategy use and evaluate the effectiveness of the TEFL program. Overall, both groups reported high to medium use of all strategy categories. However, fourth-year students showed a more nuanced understanding of strategy priorities. The findings can help curriculum designers refine the TEFL program focus and instructors make informed decisions about strategy instruction.
This action research proposal aims to address declining undergraduate retention rates of up to 30% at a large private university. The purpose is to identify factors contributing to increased drop rates, conduct surveys of current students, implement solutions like new student support services, and measure outcomes like retention rates and student satisfaction. At-risk factors include being a minority, low-income, single parent, or working part-time while enrolled. The university has open enrollment policies that attract diverse but high-risk populations. Proposed solutions center on improved student services, resources for at-risk groups, and increased faculty interaction to boost retention.
This document outlines a research study that aims to investigate whether using audiovisual learning software can improve the listening skills of eighth grade students at SMP Frater Parepare school. The researcher found that the students' average listening score of 55 was considered poor based on government standards. The study will involve giving a pre-test of listening skills, teaching the experimental class using audiovisual software while not using it in the control class, and then giving a post-test to both groups to measure the impact of the software. The population is 62 eighth grade students split between two classes, with one as the experimental group and one as the control. The dependent variable is listening skills and independent variable is use of the audiovisual software.
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...CITE
http://citers2014.cite.hku.hk/enhancing-primary-school-students-story-writing-by-mobile-assisted-collaborative-learning-a-case-study/
Author
ZOU, Wenting (CCC Heep Woh Primary School (CSW)); LI, Xiaolei (HKU)
Abstract
Writing is generally perceived as a daunting task in language learning for primary school children. To improve engagement and activate the writing process, the present study implemented and evaluated the effectiveness of an innovative writing instruction strategy that combines two commonly used collaborative learning practices—collaborative writing and peer assessment—on a mobile learning platform, also described as Mobile-Assisted Collaborative Learning Pedagogy (MACLP). In this quasi-experimental study, two classes of 3rd graders (N=73) received sessions about Chinese story writing varied in two kinds of instructional designs: collaborative writing and peer assessment using tablets vs. traditional individual and paper-based writing graded by teacher. We compared students’ learning gains after different interventions, and probed students’ perceptions towards MACLP in their writing process, with a special focus on whether students with high, average and low prior Chinese language abilities benefit equally from MACLP. The positive results imply that the perceived challenge of pupils’ individual differences in linguistic competence could turn into an advantage through such peer collaboration and assessment activities.
Oscar power the perception of test of english foreign languageOscar Ririn
This document summarizes a study that aimed to understand students' perceptions of the TOEFL exam and English proficiency measures at Samarinda State Polytechnic. It surveyed 178 accounting students about their TOEFL experience, preparation, and opinions on effectiveness of polytechnic English policies. Most students had taken TOEFL before and prepared by reading, though few went to language schools. While over half found TOEFL graduation requirement effective, some lacked confidence in passing. Counseling, activities, and TOEFL score standards were viewed as most effective measures, while English coursework was seen as less so. The study concluded that further efforts are needed to increase students' TOEFL preparation and confidence.
The document discusses player engagement in emotionally-adaptive applied games. It describes an adaptation model that measures player performance, playing styles, and emotions/arousal to trigger dynamic game adaptations. Facial expression analysis and electrodermal activity sensors are used to infer emotions and arousal. Correlations were found between various psychological states, emotions, and engagement questionnaire responses. The adaptive approach was found to have advantages over non-adaptive games, and future work could explore additional physiological signals and semantic game content adaptation.
Track 12. Educational innovation
Authors: Martín Alonso Mercado-Varela, Alicia García Holgado, Francisco José García Peñalvo and María Soledad Ramírez Montoya
https://youtu.be/DKQRDp7LKX8
This document summarizes a study conducted on the effectiveness of different study modalities for a continuous education program in Mexico. The study examined in-person, online, and blended learning modalities. Results showed that the blended learning modality had the highest completion rate and greatest impact on teaching practice. Students and instructors also felt there was most consistency between the blended learning modality and the curriculum. The researchers concluded that blended learning is best suited for professional development programs at this institution in Mexico.
The document describes a study conducted on designing game-like activities to engage adult learners in higher education. It discusses how a gamified approach was implemented in a requirements engineering course at a university. Game elements like tasks, phases, and rewards were incorporated using the Trello project management tool. Student participation, performance, and feedback were evaluated both quantitatively and qualitatively. The results showed that over half of students participated actively in tasks and motivation was increased, though a sense of community was not as strong. The study demonstrated that gamification can engage adult learners in online higher education.
This document describes a strategy to help engineering students improve their math skills and performance on exams. The strategy involved providing an extra weekly classroom session for students who had failed calculus exams multiple times, where they worked through practice problems with teacher supervision. Compared to a control group, these students had a lower dropout rate, fewer blank answers and higher average scores on exams, showing the strategy was effective in building their math abilities and confidence.
This document discusses the development of a cross-platform tracking component for course analytics. The component allows teachers and students to store, visualize, and export tracking data from courses to improve the teaching and learning process. It is an independent and interoperable tool that can track both common and specific data across different e-learning platforms. The tracking component uses LTI to integrate with platforms and allows customizable tracking of things like student attempts, time spent, objectives achieved, and more. Compared to other tools, it has more customizable tracking abilities and supports interoperability with both LMS and MOOC platforms. Future work aims to transform the component to use the Caliper framework to facilitate sharing and integrating tracking data across platforms.
Track 12. Educational innovation
Authors: José Antonio Yañez-Figueroa, María Soledad Ramírez-Montoya and Francisco J. García-Peñalvo.
https://youtu.be/cqiiu7y7CfQ
Track 13. New Trends in Digital Humanities
Authors: Alejandro Benito; Antonio G. Losada; Roberto Theron; Amelie Dorn; Melanie Seltmann; Eveline Wandl-Vogt
https://youtu.be/5tTot6vinZk
This document discusses leveraging chatbots to improve self-guided learning through conversational quizzes. A study was conducted with 23 computer science students who took multiple choice quizzes through a chatbot. The results found that students enjoyed using the chatbot for practice tests and felt it could help them engage more with the subject material. Most students would recommend using chatbots for other university subjects as well. Future work could expand the chatbot to include audio recordings and push notifications to further support learning.
The document describes a training method for capturing software requirements through role playing interviews. Students are divided into groups where they take turns acting as clients and interviewers. As clients, they develop project details and personality traits assigned by teachers. As interviewers, they must collect requirements from the clients. This exposes students to difficult client situations and improves their interviewing skills. Results found the role playing group had greater success collecting requirements than groups using traditional interviews.
This document analyzes a blended learning model implemented to improve English written skills in higher education. Researchers studied 451 students using both qualitative and quantitative methods. They found that the majority of students felt interactive tools like wikis, forums and an online glossary in the blended model helped promote collaboration, interaction and improved their writing and reading skills. Results showed students self-assessed their English skills higher at the end of the course compared to the beginning. Researchers concluded the blended model supported learner-centered education and that asynchronous tools can help with continuous assessment and self-assessment.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science StudentsPaula Marie Llido
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). 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
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Exploring classroom interaction with dynamic social network analysisChristian Bokhove
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Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
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Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
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The Use of Online Quizzes for Continuous Assessment and Self-Assessment of Second-Language Learners
1. The Use of Online Quizzes for Continuous Assessment and
Self-Assessment of Second-Language Learners
Dra. Ana María Pinto Llorente
Dra. Mª Cruz Sánchez Gómez
Dr. Francisco José García Peñalvo
Dra. Sonia Casillas Martín
Salamanca, November 2016
2. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Introduction
The present study is conducted in the framework of English as a Second Language, Self-
assessment, Continuous assessment and Technology.
Technology
Online Quizzes (Research in SLL)
L2 skills, Grammar contents and Vocabulary
Feedback
Autonomous Learning
Students & teachers’ roles
Self-assessment
→
Continuous Assessment
“a process of formative assessment during which students reflect on and evaluate the quality of their
work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify
strengths and weaknesses in their work, and revise accordingly” (Andrade & Du, 2007) .
an assessment approach in which students’ final grading takes over a period of time in which teachers
gather, interpret and synthesize learners’ results in order to monitor instruction. (Moges, 2013).
→
Self-assessment
Continuous Assessment
3. Objectives
This research aimed to explore the students’ perceptions about the effectiveness of using
online assessment and self-assessment quizzes:
• to improve their level of English: L2 skills, grammar contents and vocabulary
• to provide them a significant and effective feedback
• to support autonomous learning
• to give them the opportunity to direct their learning
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
4. Hypotheses
H1. The participants will improve their level of English in terms of L2 skills, grammar
contents, and vocabulary through the use of assessment and self-assessment quizzes.
H2. The feedback provided is effective to guide their learning and provided them a more
realistic impression of their level of the second language.
H3. The self-assessment quizzes will support autonomous learning.
H4. The self-assessment quizzes will help students to be aware of their necessities in their
second language, and to take responsibility for their learning.
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Our study focused on the next hypotheses:
5. Method
We have employed a Quantitative Research
Ex-post-facto design
A survey method
Descriptive and inferential analysis for the different strata sample of
the study
Research Phases
1. We established the objectives and hypotheses of our research.
2. We selected the sample and decided the variables of the tests.
3. We carried out the register coding and data analysis, to obtain the results and conclusions
of our study.
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
6. Population and Sample
Population
451 students at the Faculty of Education at the Pontifical University of Salamanca
(enrolled in the subject English I of the Degree in Primary Education: English).
• 358 students → 83 men (23.2%) and 275 women (76.8%)
• There were four age groups → 20-24 (24.6%, 88 cases), 25-29 (25.7%, 92 cases), 30-34 (34.4%,
123 cases) and 35 or more than 35 (15.4%, 55 cases)
• Average age → 29.49 (SD = 5.99).
• Most of them were working (70.7%) in different levels of education: infant (22.1%), primary
(28.2%) and secondary education (7.3%).
• Reasons to study the Degree:
51,40% (n=184) → professional opportunities
23.2% (n=83) → professional opportunities
to improve their communicative competence in English
Sample
(Probability sample. Cluster sampling. Relative error 2.5%)
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
7. Instrument
Instrument
Pre-test & post-test hosted on the VLE.
The tests were divided into six parts: 1. Socio-Demographic Characteristics; 2. L2 Skills, Grammar
Contents, and Vocabulary; 3. Feedback Provided by the Quizzes; 4. Efficacy of the Quizzes; 5.
Quizzes as Tools to Support Autonomous Learning; and 6. Students and Teachers’ Roles
Types of questions → open, close, yes/no, multiple choice, & Likert scale → halo effect.
External validity → A panel of experts (Education Research, Technology and English).
Internal consistency → Cronbach’s alpha, α=0.832 (pre-test) & α=0.867 (post-test).
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
8. Data Collection & Analysis
Data Collection
We collected the data in the subject English I at the beginning and at the end of the academic year.
Then these data were coded to enter them in the Statistical Package for the Social Sciences (SPPS)
version 24.
Analysis
We carried out different statistical analyses, taking into account the nature of the variables:
descriptive statistics (frequencies), and inferential (paired sample t-tests, and analysis of variance:
ANOVA).
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
9. Results
L2 Skills, Grammar Contents and Vocabulary
The adequacy of quizzes to:
• practice reading comprehension 56.3% (n=202) of the participants considered that they
were very good, 20.9% (n=75) good, and 18.7% (67) excellent.
• practice listening comprehension (good: 24.2% n=87, very good: 54% n=194, and excellent:
13.4% n=48)
• practice grammar contents (good: 18.1% n=65, very good: 59.3% n=213, and excellent:
18.7% n=67)
• acquire vocabulary (good: 19.2% n=69, very good: 58.2% n=209, and excellent: 18.7% n=67)
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
10. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Paired Samples Correlations
t Correlation Sig.
Pair 1 Reading & Reading -14.525 .133 .012
Pair 2 Listening & Listening -23.555 .112 .033
Pair 3 Grammatical Competence &
Grammatical Competence
-20.643 .121 .022
Pair 4 Vocabulary & Vocabulary -33.868 .110 .037
*95% Confidence Interval of the Difference. n=358
We rejected the null hypothesis, and affirmed that there was a relationship between the
students’ perception about the efficacy of the online Moodle quizzes, and their improvement of
all these aspects of the second language (H1).
11. Results
Feedback Provided by the Quizzes
52.9% (n=190) agreed and 29.0% (n=104) totally agreed with the idea that the quizzes provided
them an immediate feedback
51.5% (n=185) agreed and 25.6% (n=92) totally agreed with the adequacy of feedback to guide their
learning.
Most students agreed or totally agreed with the possibilities that the feedback provided them to
have a more realistic impression of their level of:
• Reading (58.8% n=211, 29% n=104)
• Listening (55.7% n=200, 27.9 n=100)
• Grammar competence (60.2% n=216, 28.7% n=103 )
• Vocabulary (58.5% n=210, 27.3% n=98)
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
12. Results
Efficacy of the Quizzes
Participants considered the online quizzes as very effective or absolutely effective to:
• get learning objectives (48.2%, n=173 / 27.6%, n=99)
• motivate their learning (44.3%, n=159 / 29.8%, n=107)
• encourage the study of the subject (45.4%, n=163 / and 29.8%, n=107)
• determine language proficiency (51.5% n=185 / 30.4% n=109)
• reflect about the second language (44.6% n=160/ 33.7% n=121)
• work more continuously and systematically (44.3% n=159 / 30.4% n=109)
• self-monitor their learning towards the specific objectives of the subject (44.6% n=160 /
28.7% n=103)
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
13. Results
Efficacy of the Quizzes
Participants considered the online quizzes as very effective or absolutely effective to:
• allow them to take responsibility for their own learning and decide what and when to learn
(47.4%, n=170 / 31.5%, n=113)
• know their progress in the subject (37%, n=133 / 35.7%, n=128)
• help them to be in contact with the subject (43.7%, n=156 / 31.6%, n=113)
• feel more motivated and interested in the subject (53.5%, n=192 / 28.4%, n=102)
• feel more confident to take the assessment quizzes (44.8%, n=161 / 29%, n=104)
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
14. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Multiple Comparisons
(I) Group of Age (J) Group of Age Mean Difference (I-J) Sig.
Dependent variable: Efficacy of Quizzes to Get the Learning Objectives
Scheffe 20-24 30-34 1.015* .000
35 or more than 35 1.127* .000
25-29 30-34 .930* .000
35 or more than 35 1.042* .000
Dependent variable: Efficacy of Quizzes to Motivate their Learning
Scheffe 20-24 30-34 1.090* .000
35 or more than 35 1.198* .000
25-29 30-34 1.014* .000
35 or more than 35 1.122* .000
Dependent variable: Efficacy of Quizzes to Encourage the Study of the Subject
Scheffe 20-24 30-34 .999* .000
35 or more than 35 1.163* .000
25-29 30-34 .968* .000
35 or more than 35 1.133* .000
* .The mean difference is significant at the .05 level. n= 358
15. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Multiple Comparisons
(I) Group of Age (J) Group of Age Mean Difference (I-J) Sig.
Dependent variable: Efficacy of Quizzes to Determine Language Proficiency
Scheffe 20-24 30-34 .410* .000
35 or more than 35 .693* .000
25-29 35 or more than 35 .465* .000
Dependent variable: Efficacy of Quizzes to work more continuously and systematically
Scheffe 20-24 25-29 .361* .000
30-34 .731* .000
35 or more than 35 .630* .000
Dependent variable: Efficacy of Quizzes to self-monitor your learning towards specific objectives
of the subject
Scheffe 20-24 30-34 .354* .000
35 or more than 35 .543* .000
25-29 35 or more than 35 .501* .000
* .The mean difference is significant at the .05 level. n= 358
16. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Multiple Comparisons
(I) Group of Age (J) Group of Age Mean Difference (I-J) Sig.
Dependent variable: Efficacy of Quizzes to Direct their Learning
Scheffe 20-24 35 or more than 35 .481* .001
Dependent variable: Efficacy of Quizzes to know their progress in the subject
Scheffe 20-24 30-34
35 or more than 35
.370*
.540*
.026
.005
Dependent variable: Efficacy of Quizzes to feel more confident to take the assessment ones
Scheffe 20-24 30-34
35 or more than 35
.658*
1.022*
.000
.000
25-29 30-34
35 or more than 35
.638*
1.002*
.000
.000
Dependent variable: Efficacy of Quizzes to feel more motivated and interested in the subject
Scheffe 20-24 30-34
35 or more than 35
.310*
.874*
.019
.000
25-29 30-34
35 or more than 35
.315*
.879*
.015
.000
* .The mean difference is significant at the .05 level. n= 358
17. Results
Quizzes as Tools to Support Autonomous Learning
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Multiple Comparisons
(I) Group of Age (J) Group of Age Mean Difference (I-J) Sig.
Dependent variable: Efficacy of Quizzes to Support Autonomous Learning
Scheffe 20-24 35 or more than 35 .493* .024
* .The mean difference is significant at the .05 level. n= 358
Most learners considered quizzes as very effective (44.3%, n=159) or absolutely effective
(30.4%, n=109) to support autonomous learning.
Quizzes granted participants to
• have an active role of their progress in the L2
• stay focused on the subject
18. Results
Students and Teachers’ Roles
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Multiple Comparisons
(I) Group of Age (J) Group of Age Mean Difference (I-J) Sig.
Dependent variable: Efficacy of Quizzes to be assessors of their own learning and decide what to
assess and when to assess it
Scheffe 20-24 30-34
35 or more than 35
.704*
1.053*
.000
.000
25-29 30-34
35 or more than 35
.789*
1.137*
.000
.000
* .The mean difference is significant at the .05 level. n= 358
Students agreed (46.5%, n=167) or totally agreed (24.5%, n=88) with the idea of being
assessors of their own learning → to decide what to assess and when to assess it
Learners’ agreed (55,4%, n=199) and totally agreed (27.3%, n=98) with the essential teachers’
role as guides or counselors.
19. Conclusions
The effectiveness of online assessment and self-assessment quizzes to practice and improve:
• reading and listening comprehension
• grammatical competence
• Vocabulary
The participants appreciated in a positive way the feedback provided due to:
• Its immediacy
• its adequacy → to guide their learning
to offer them a more realistic impression of their level of the L2 in terms of
reading, listening, grammar, and vocabulary.
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
The effectiveness of online assessment and self-assessment quizzes to:
• get the learning objectives
• motivate students' learning
• encourage the study of the subject
20. Conclusions
The availability of the quizzes allowed a practice that was essential in the learning process of a L2 to
:
• help students to be in contact with the subject
• feel more confident to take the assessments quizzes
The autonomous learning was fostered through the implementation of the quizzes since they
granted the participants' active role in their progress what allowed them to:
• determine language proficiency
• reflect about its acquisition
• carry out a self-monitoring of their learning towards specific necessities
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Students’ role → assessors of their own learning
Teachers’ role → guides and counselors of the process
21. The Use of Online Quizzes for Continuous Assessment and
Self-Assessment of Second-Language Learners
Dra. Ana María Pinto Llorente
Dra. Mª Cruz Sánchez Gómez
Dr. Francisco José García Peñalvo
Dra. Sonia Casillas Martín
Salamanca, November 2016