This study investigates the effect of methods of instruction (inquiry-based versus lecture instruction) and their interactions with students&rsquo / cognitive styles (field-dependent, field-mixed, and field-independent) and with other independent variables on 11th grade students&rsquo / physics achievement in and attitude toward electric circuits concepts in central district of Aydin. Lesson plans, instructional materials were developed for the inquiry-based instruction. Teachers&rsquo / regular classroom practices were accepted as lecture method. Physics achievement test, physics attitude scale, observation checklists, and GEFT were used as data collection instruments. Treatment was implemented to 298 11th grade students in central district of Aydin. Physics achievement test and physics attitude scale were administered to the students as pre and post tests while GEFT was administered only as pre test. MANCOVA was used as statistical analysis method to analyze data. The dependent variables of this study were the achievement (PSTACH) and attitude (PSTATT) scores of the students. The covariate and gender were used to statistically equalize the students&rsquo / characteristics. Group membership with respect to two groups (inquiry or lecture groups) was named here as &ldquo / MOI / methods of instruction&rdquo / (2 level categorical) and used as fixed factor of this study with the other group membership variables, students&rsquo / physics achievement pretest scores (PREACH), physics attitude pretest scores (PREATT), School, previous physics course grades (PPCG), cognitive style (CoS, 3 level categorical), and the interaction terms of MOI*PREACH, MOI*PPCG, PREATT*MOI*PPCG*CoS, MOI*PPCG*CoS, PREACH*School, and PREACH*PREATT. In general, inquiry instruction was effective than the lecture instruction with respect to PSTACH in electric circuits subject. However, there was not a significant difference in effectiveness of both methods in improving students&rsquo / attitudes toward electric circuits subject. In essence, each method of instruction was not effective on improving students&rsquo / attitudes toward electric circuits subject. Although, this study could not find any statistically significant interaction effect of MOI and other independent variables on students&rsquo / PSTATT scores, practical significance was investigated for the interaction terms.

Nous orientons nos travaux vers l’analyse des effets d’une individualisation de l’accompagnement proposé auxdemandeurs d’emploi, en fonction de leurs problématiques vocationnelles. Il s’agit de considérerl’individualisation sous la forme d’un accompagnement adapté aux problématiques vocationnelles desindividus, en partant de l’idée que ceux-ci ne bénéficient pas tous au même niveau d’une prestation d’aide à larecherche d’emploi. Nous postulons ainsi qu’un accompagnement à la recherche d’emploi différenciépermettra de mieux prendre en considération les attentes et les besoins des bénéficiaires, et d’accroîtrel’efficacité de leurs démarches. Les actions proposées aux personnes seront en effet a priori plus pertinentes sielles sont mises en oeuvre en fonction de leurs problématiques personnelles et vocationnelles. Ainsi, nousavons travaillé dans une première partie de nos travaux de thèse à la présentation d’une typologie desproblématiques vocationnelles de demandeurs d’emploi. Un protocole évaluant le niveau de ressourcespsychologiques, de dépression, de soutien social, de sentiment d’efficacité personnelle, d’estime de soi,d’indécision et d’employabilité a été proposé à 323 participants. Les résultats obtenus mettent en évidence troiscatégories de problématiques vocationnelles, permettant d’engager une réflexion sur les modalités d’unaccompagnement différencié. Dans un second temps, nous avons étudié les attentes et les besoins desdemandeurs d’emploi en matière de dispositifs d’aide à l’insertion professionnelle. Adoptant un point de vuequalitatif, nous avons mis en évidence auprès d’un échantillon de 16 demandeurs d’emploi, leur répartition entrois axes distincts. Les dispositifs doivent ainsi permettre de retrouver rapidement un emploi, de maîtriser destechniques de recherche d’emploi, et de formaliser un projet professionnel pertinent vis-à-vis du marché del’emploi. Ces deux expérimentations nous ont permis, dans un dernier temps, d’étudier, à l’aide d’uneapproche “interaction caractéristique traitement”, les effets d’un dispositif d’aide à la recherche d’emploidifférencié fondé sur la théorie du conseil adaptatif. Si cette étude montre les effets significatifs d’un dispositifd’insertion professionnelle vis-à-vis des problématiques vocationnelles des participants et de leur niveau dedynamisation, elle ne permet pas de mettre en évidence l’effet accru d’un conseil différencié. Les limites denos travaux, ainsi que leurs apports théoriques et pratiques sont discutés en conclusion, tout en ouvrant denouvelles perspectives de recherche. / We focus our work on analyzing the effects of adaptive career counseling proposed to job seekers, according totheir vocational problems. The individualization will thus be considered as an appropriate support to vocationalproblems of individuals, based on the idea that these job seekers do not all have the same level of benefits ofcareer counseling. We can highlight the idea that adaptive counseling will better take into account the needsand expectation of the beneficiaries, and increase the effectiveness of their efforts. The intervention will bemore relevant if they are implemented according to their personal and vocational problems. Thus, the first partof our thesis work aims at defining a taxonomy of people’s career profile during their career counselingsessions. Some 323 clients have consequently been submitted to a test protocol assessing their level ofpsychological resources, social support, depression, self-esteem, indecision, but also their feeling of selfefficacyand their abilities required to be hired as trustworthy employees. The given results allow us to put theemphasis on three distinct categories of career profile who permit to regard adaptive counseling as an answerto reemployment. In a second part, we have put forward the expectations and needs of job seekers as to supportemployability devices. Adopting a qualitative point of view, we have emphasized their distribution in threeseparate axes. Their devices must help them to quickly find a job, to have total control of the job-seeking toolsand to establish a suitable professional project. Finally, those two experimentations have allowed us to studythe degree of change for the job seekers who have been attending an individualized career counselingworkshop based on the theory of the adaptive counseling theory. If the results shows significant effects onpeople’s career profile and on their investment while searching for a job, it does not allow to induce a moresignificant effect by these last. The limitations of our work, as well as their theoretical and practicalcontributions are discussed in conclusion, while opening up new opportunities for future researches.

Computer-based training has become more prolific as the military and private business enterprises search for more efficient ways to deliver training. However, some methods of computer-based training are not more effective than traditional classroom methods. One technique that may be able to approximate the most effective form of training, one-on-one tutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learner in some way, and can adjust different training parameters such as difficulty, feedback, pace, and delivery mode. There are many ways to adapt training to the learner, and in this study I explored adapting the feedback provided to trainees based on spatial ability in line with Cognitive Load Theory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for a spatial task, higher ability trainees would perform better when they were given less feedback. Alternately, I hypothesized that lower ability trainees would perform better during training when they were given more support via feedback. This study also compared two different adaptation approaches. The first approach, called the ATI approach, adapts feedback based on a premeasured ability. In this case, it was spatial ability. The second approach, called the Hybrid approach adapts initially based on ability, but then based on performance later in training. I hypothesized that participants who received Hybrid adaptive training would perform better. The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched) X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomly assigned to one of the eight conditions. Ninety-two participants completed a submarine-based periscope operator task that was visual and spatial in nature. iv The results of the study did not support the use of CLT-derived adaptation based on spatial ability; contrary to what was hypothesized, higher ability participants who received more feedback performed better than those who received less. Similarly, lower ability participants who received less feedback performed better than those who received more. While not significant, results suggested there may be some benefit to using the Hybrid approach, but more research is needed to determine the relative effectiveness of this approach.

In order to determine which interventions work best for which students, precision education researchers have examined aptitude-treatment interactions (ATI) or skill-by-treatment interactions (STI) by using multiple regression analysis. In recent years, technological innovation and greater accessibility to more advanced statistical techniques have allowed researchers to examine ATI or STI using longitudinal mixed modeling. Probing techniques for interaction effects like slopes difference tests fit well with an ATI or STI framework, but the power of using a slopes difference test in longitudinal mixed models is unknown. The current study used the simulation method to determine which factors influence the power of a slopes difference test in a longitudinal mixed model. Specifically, the study examined design conditions such as number of waves, number of clusters and participants per cluster, effect size, intraclass correlation, variances and covariance of the random effects, and proportion of treatment to non-treatment participants. These were examined in order to help ATI and STI researchers understand whether the slopes difference test in a longitudinal mixed model is sufficiently powered for their sample and study. Effect size, number of waves, number of clusters, and participants per cluster were found to be strong determinants of power and significantly impacted model convergence and rates of singularity. The slopes difference test was also found to have greater power in a longitudinal mixed model than was discovered for a cross-sectional multiple regression context.