Lam Hoi-sze Libby. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves [108-111]). / Abstracts in English and Chinese; questionnaire in Chinese. / Chapter ´ةŒ --- Introduction / Chapter ´ةŒ --- Study --- p.1 / Chapter - --- Methodology / Chapter - --- Results / Chapter - --- Discussion / Chapter ´ةŒ --- Study --- p.2 / Chapter - --- Methodology / Chapter - --- Results / Chapter - --- Discussion / Chapter ´ةŒ --- General Discussion / Chapter ´ةŒ --- Appendices

The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.

This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.

The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

The trait complex approach (Ackerman&Heggestad, 1997) makes it possible to study the individual holistically by taking account of various individual differences at the same time, such as abilities, personality, motivation, and vocational preferences. Recently, Kanfer, Wolf, Kantrowitz, and Ackerman (2010) provided support for taking a whole-person approach in predicting academic performance. They also showed the incremental role of non-ability predictors over the role of ability predictors. Objectives of the present study were to further explore the non-ability variables of the science/math trait complex. Identifying the personality correlates of the science/math trait complex was the first objective. Investigation results yielded four personality factors as correlates of the complex, which play important roles for engineers and scientists at different stages of the vocational track: toughmindedness was the personality marker of the science/math trait complex and was associated with intending to pursue a STEM career; achievement and control were associated with academic success in STEM majors; and cognitively-oriented behavior was associated with more cognitively challenging pursuits, such as attending STEM competitions and planning to go on to graduate school. The second purpose was to revisit the vocational interests associated with the science/math trait complex and the Science, Technology, Engineering, and Mathematics (STEM) groups. A new measure was introduced, referred to as STEM Interest Complexity, which measures interests towards engaging in increasingly complex tasks in the Numerical, Symbolic, Spatial, and STEM-related Ideas domains. It was developed to assess the level of vocational interests, in addition to the traditionally assessed direction of vocational interests (Holland, 1985). Validation of the new STEM Interest Complexity measure showed adequate construct and concurrent criterion-related validities. Construct validity was established by demonstrating associations between the new measure and measures of the direction of interests, cognitive abilities, intelligence as personality, and learning goal orientations. Support for the new measure's criterion-related validity was found by demonstrating that the measure discriminates between majors, and predicts vocational criteria (i.e., college achievement in STEM, attachment to STEM fields, major satisfaction, and one's intentions to chose a complex STEM career). With dominance analyses, it was shown that STEM Interest Complexity was the most important vocational assessment in the prediction of criteria. Results support the assertion that vocational interest inventories can be improved by incorporating the level of complexity dimension. Finally, a science/math trait complex composite score, including the personality factors and STEM Interest Complexity, in addition to the previously determined ability, interest, and self-concept associates, showed moderate associations with STEM-related vocational criteria. The non-ability individual differences, which were the focus of the present study, added to the conceptualization and predictive utility of the science/math trait complex.

D. Tech. Language Practice / The focus of this study was to determine how best to develop EOP curricula. This was accomplished by doing an EOP wants and needs analyses, including all stakeholders. A case study was conducted at a University of Technology, and a Pragmatist approach was used, utilising both quantitative and qualitative research methodologies. The wants and needs, which would form the basis of an EOP curriculum, emerged as themes from the analysis. There was a particular focus on: the students, because EOP is learner-centred; authenticity of learning materials per field of specialisation; and, collaboration among departments rendering language services and service-requesting departments in the university. The conclusion drawn was that English proficiency plays a central role in the success of learning EOP. Direct feedback from industry, regarding student wants and needs, emerged as essential in planning a curriculum.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This research is an investigation into the Apil B as a culture fair assessment tool for the purpose of recruitment and selection. The Employment Equity Act stipulates that "psychological testing and other similar assessments are prohibited unless the test or assessment being used :-a) has been shown to be valid and reliable b) can be fairly applied to all employees and c) is not biased against any employee" (Employment Equity Act, 1998). The primary objective of this research is to evaluate the Apil B with regard to validity. reliability, cultural fairness, and bias via a consideration of the attitudes, opinions, and feelings of psychometric test administrators in the Kwa-Zulu Natal region. The secondary objective is to ascertain whether the Employment Equity legislation has influenced the attitudes of test administrators toward psychometric testing, and the implications for psychometric testing in South Africa following the Act. The sample in this research consists of 20 qualified test administrators of the Apil B. The administrators are affiliated with the following companies : Beacon, Durban Electricity, Profiled Appointments, Mondi, McCann and Associates, Saunders and Associates, Tetrapak, lthaJa, and Mangosuthu Technikon. Qualitative and quantitative methods are used. A self-administered questionnaire is used to investigate the attitudes, opinions, and feelings of the respondents toward the Apil B as a culture fair assessment, specifically in relation to validity, reliability, cultural fairness, and bias. Although most of the questions are qualitative, quantitative questions are also included. Therefore, this research requires numerical data as well . The quantitative questions include yes and no responses, as well as rating scales. The quantitative data supplements the qualitative data and therefore facilitates a more concrete data base. The results indicate that all respondents feel that the Apil B is valid, reliable, culture fair and fairly applied . Respondents feel more positively toward the new updated psychometric tests. They expressed greater confidence in terms of knowing which tests are inappropriate and which tests are relevant to specific jobs. It is also evident that the Employment Equity Act has strongly influenced the attitudes of respondents, in a very positive light, toward the use of psychometric testing. The respondents do however mention some concerns with regard to language based tests, and the ethical use of tests. According to the research conducted, the Apil B is regarded as a valid, reliable, and culture fair assessment tool in the opinion of the respondents utilised in this study. It is therefore recommended that the Apil B is used in organisations as a test that does not discriminate against any culture or subculture. / Thesis (M.A.)-University of Natal, Durban, 2000.

The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning.