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Factors influencing college students' attitudes toward technologyKalanda, Kasongo 30 September 2005 (has links)
The present study assessed the views of students on school-related determinants with respect to liking or disliking technology. In determining students' views, two self-report instruments, the Classroom Learning Environment Survey (CLES) and Attitudes Toward Science Scale (ATSS) were used. Also, an interview schedule was arranged with a selected group. Participants were 200 first years registered for Diplomas in Primary -, Secondary -, and Technology Education. Results indicated a positive relationship between attitudes towards technology and each of teacher characteristics, student characteristics and the classroom environment. Regression analysis showed that attitudes toward technology were predicted by the three study variables. On the other hand, no statistically significant gender differences were established. Recommendations and suggestions for further research are also advanced. / Mathematics, Science and Technology Education / M. Sc. (Technology Education)
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Attitudes toward roommates in residence halls as indicated by a group of university freshman womenEkstrom, Katherine January 1961 (has links)
No description available.
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An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studyingParsons, Philip January 1992 (has links)
Includes bibliography. / A number of distinct paradigms exist in the field of research into student learning in higher education. It is inevitable that new research initiatives will adopt one of these paradigms as the primary focus of the investigation. However, the relationship that exists between paradigms is not one of mutual exclusivity; rather it is synergetic in nature with developments in one informing advances in another. The perspective adopted in this thesis research is grounded in the naturalistic investigations into student learning in higher education undertaken by Noel Entwistle and his fellow researchers. When reference is made to this distinctive paradigm it is not to suggest that other researchers, adopting fundamentally different paradigms, have not informed the development of the concepts and ideas that are distinctive to this perspective. Indeed, parallel work undertaken by John Biggs into student motivation and its relation to approaches to studying made a significant contribution to the development of specific aspects of the paradigm, a contribution which may not be explicitly clear to readers unfamiliar with the early development of the Approaches to Studying Inventory. Similarly, the pioneering work on the intellectual development of students in higher education undertaken by William Perry provided an important basis for the refinement of concepts within the paradigm that this thesis research has adopted. Because the work of these researchers is implicitly acknowledged, it is important to stress that their role was at least as important as the role of those whose contributions are more explicitly evident, and who subsequently took their ideas and developed them further within the specific paradigm.
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The effects of stated purpose and timing of course evaluation questionnaires on student responses /Lévy, André. January 1977 (has links)
No description available.
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The relation between a student's choice of living arrangement and student effort, achievement and college satisfactionGarrard, Douglas Charles 29 August 2008 (has links)
Not available
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Minority student satisfaction with their college experience : an analysis of the CSEQ, 1990-2000De La Rosa, Belinda Marie 18 April 2011 (has links)
Not available / text
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Heterosexual and lesbian women's attributions of domestic violence and myth endorsement behaviorsMinchala, Valerie J. January 2009 (has links)
Much research has been conducted about domestic violence using heterosexual women samples. This study investigated how heterosexual and lesbian women make attributions about domestic violence, as well as their myth endorsement behaviors. It also looked at the effect of participants’ egalitarianism on their victim blaming behaviors and the effect of their own victimization on their perpetrator blaming behaviors. Analyses were also conducted to examine the relationship between attribution behaviors and myth endorsement behaviors. ANOVA results indicated that heterosexual and lesbian women tend to exhibit similar patterns in the attributions of blame behaviors, though heterosexual women engaged in greater victim blame and situational blame than did lesbian women. ANCOVA results suggested a relationship between egalitarianism and victim blaming behaviors, but not between victimization history and perpetrator blaming behaviors. Pearson correlation analyses showed that relationships did exist between some attributions and myths, though not between all of them. Finally, ANOVA results indicated that heterosexual and lesbian women engage in similar myth endorsement behaviors, with heterosexual women endorsing myths more than lesbian
Heterosexual and Lesbian Women’s ix
women. Strengths, limitations, directions for future research, and implications for practice are also discussed. / Department of Counseling Psychology and Guidance Services
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The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic abilityKiefer, Julie M. 14 December 2013 (has links)
The current study sought to extend knowledge on effectiveness of Electronic Response
Systems (ERS) or “clickers” in a college classroom by comparing student assessment
performance between two sections (n = 41 & 42) of a Biblical Studies course in a small
evangelical university. Student characteristics were virtually identical in the classes, taught by
the same instructor. In one section, the instructor used ERS two to four times a week to
administer quizzes or start discussions. Results showed no statistically significant evidence of
improved performance in the ERS class, measured on a wide variety of assignment, quiz, and
exam scores, including pre-test/post-test improvement in knowledge. Gender, prior GPA, and
other demographic differences did not interact with the manipulation. It was speculated that use
of ERS may have failed to make a difference in the current study because the system was not
used frequently enough or for engaging activities, or because the use of ERS in a small class may
not have provided benefits beyond the usual class experience. Interestingly, however, a student
survey given at the beginning and end of the semester showed that students in the ERS class
significantly improved their opinion of the system, indicating that they felt they had performed better as a result of using the clickers. (Students’ opinions in the control class declined.) Thus,
students believed that ERS had improved their performance, although objectively it had not. It
was concluded that relying on student opinions on the benefits of ERS may be misleading. / Department of Educational Studies
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College students' perceptions of their mothers' control as related to their mothers' child rearing valuesGarrett, Martha Ann. January 1957 (has links)
Call number: LD2668 .T4 1957 G37 / Master of Science
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Reasons for choosing a home economics curriculum as indicated by a group of college freshmen womenBaxter, Janet Louise Bishop. January 1959 (has links)
Call number: LD2668 .R4 1959 B298 / Master of Science
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