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M.Ed. / Please refer to full text to view abstract

The purpose of the study is to determine if significant differences and relationships exist between students who enrolled late and those who enrolled on time at Tarleton State College between the years 1955-1962 inclusive. The study involves comparing the records of 325 freshman and sophomore students who registered late with those of 325 matched freshman and sophomore students who enrolled on time.

A Research Dissertation Submitted for the Degree of Doctor of Philosophy The Department of Psychology School of Human and Community Development Faculty of Humanities University of the Witwatersrand May, 2017 / Utilizing the theories of change and social development, this study analyzes the extent to which participation in cross-national learning assessments has influenced educational policy and curriculum reforms in three African countries: Kenya, Tanzania and South Africa. The study also interrogates structural reforms and exchange of technical capacities and evaluates the culture of learning assessment in these countries. To collect data, the researcher conducted semi-structured interviews with key informants drawn from the Ministries of Basic Education, national examinations councils, civil society organizations and curriculum development institutions in the three countries. In total, 17 key informant interviews were conducted (five in Kenya and six a piece in Tanzania and South Africa). The interviews were complemented by summative content review of policy/strategic papers. This study shows that overall, at least 18 policy/official strategic documents were formulated in these three countries (seven in Kenya and six in Tanzania and five South Africa) as a consequence of participating in the cross-national learning assessments. Five curriculum reforms attributable to the participation in the cross-national learning assessments are also recorded. However, the findings of the current study suggest that these curriculum reviews have not critically considered learning outcomes and are limited in relation to content, design, delivery mechanisms and assessment of literacy and numeracy programmes. As far as teacher capacity is concerned, the study has established that teachers in these countries lack skills in measurement mainly due to the limited training or lack of coverage on psychometrics in the teacher training curricula. Capacity to implement own national learning assessments is varied across the three countries. South Africa and to some extent Kenya have demonstrated improved capacities to implement independent large-scale learning assessments. Much progress has however been made by South Africa in resourcing and implementing independent large-scale learning assessments, an indication of commitment to sustain the culture of monitoring of learning outcomes. There is also much variation in policy and programme formulation and resource investment in literacy programmes across the three countries; at least three programmes/initiatives in South Africa and one each in Kenya and Tanzania have been launched to respond to learning challenges especially in lower grades, with at least $USD 645.2 million invested between 2010-2015. However, the programmes in Kenya and Tanzania are technically and financially donor driven. In terms of structures, South Africa and Kenya have put in place official structures that could support the sustainability of the system of monitoring learning outcomes. For sustainability, a recommendation is made that learning assessments be decentralized and collaboratively managed with stakeholders at the provincial and county/local council levels. The study concludes by discussing the social development implications of these findings. / MT 2018

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance. / Department of Educational Psychology

This research study posed the following questions: Does a faculty member's perceptions of his/her attitudes toward college students over the age of twenty-nine differ significantly from those students' perceptions of the faculty member's attitudes toward them? Are different faculty personality types, as measured by the Myers-Briggs Type Indicator, related to differing faculty attitudes toward college students over the age of twenty-nine? An attempt to answer these questions was made through the evaluation of three differing questionnaires administered to the population of faculty members and their students over the age of twenty-nine at a small, rural community college in Texas. One questionnaire was administered to the students to elicite [sic] their perception of a faculty member's attitudes toward them as students who were older than the traditional college student. A second questionnaire asked a series of questions of the faculty members to determine the faculty members' attitudes toward students over the age of twenty-nine. The third instrument used was the Myers-Briggs Type Indicator; this indicator was used in an attempt to determine each faculty member's personality type.

Orientador: Humberto Santo Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-13T07:54:54Z (GMT). No. of bitstreams: 1 Silva_DanielleFernandesda_M.pdf: 1923726 bytes, checksum: 473048cc923b87a035c8f253536e3ead (MD5) Previous issue date: 2009 / Resumo: A Biologia é uma disciplina do Ensino Médio cujo objetivo é fornecer noções básicas de como funciona o mundo onde vivemos e de como os seres vivos se relacionam com o ambiente e como interagem, além de conhecer a estrutura e o funcionamento do corpo humano. Em cursos superiores, sobretudo os da área Biológica, essas noções básicas são fundamentais para facilitar o acompanhamento de disciplinas como a Anatomia e a Fisiologia. Entre os assuntos que despertam curiosidade, e ao mesmo tempo apresentam-se com dificuldades ao serem abordados em sala de aula, estão as Neurociências, cujas dificuldades no ensino/aprendizagem podem estar relacionadas à complexidade da natureza tridimensional do Sistema Nervoso. Este trabalho admite a hipótese de que os alunos que ingressam em cursos superiores da área de Ciências Biológicas possuem menor conhecimento dos assuntos relacionados ao Sistema Nervoso em relação aos demais sistemas orgânicos. Outros objetivos deste trabalho foram: examinar o quanto do assunto sistema nervoso tem sido exigido pelos exames vestibulares, e como os livros trazem o assunto "Neurociências", para saber o tipo de material de que os alunos dispõem para estudar fora da sala de aula. Aplicamos uma avaliação diagnóstica contendo assuntos relacionados à Anatomia e Fisiologia no Ensino Médio a alunos ingressantes de duas Instituições de Ensino Superior públicas paulistas, no 1º dia letivo de todos os cursos da área biológica em cujo currículo consta a disciplina de Anatomia. No total, foram aplicados 308 questionários. Na comparação entre os acertos do Sistema Nervoso e os dos outros sistemas, a média para o Sistema Nervoso foi significativamente menor (p < 0,05). Com relação às questões de Vestibular, analisamos no total 1108 questões de Anatomia/Fisiologia. A porcentagem das questões referentes ao Sistema Nervoso não é diferente daquelas dos Sistemas Respiratório, Endócrino, Urinário e Locomotor, embora seja significativamente menor quando comparadas aos Sistemas Reprodutor e Circulatório. / Abstract: Knowledge in Neuroanatomy is crucial to understand others "neuro" subjects such as Physiology, Pathology, Surgery and Imaging for students in health sciences. However, teaching Neuroanatomy, is not an easy task and although students often find the brain to be a marvel of complexity they always have difficulty in learning and sometimes they even refuse to take classes that cover brain anatomy. In this study, we hypothesized that in Brazil, at the time students enroll to health sciences courses they may know less about Nervous System than others issues in Gross Anatomy. In this study, a 30 multiple-choice tests being 5 tests of each system in Gross Anatomy: Digestive, Respiratory, Circulatory, Urinary, Nervous and Genital based on the secondary schools programs was applied. Tests were extracted from a database representative freely available at a website and they were sequentially ordained as above quoted. Participants were 308 students of health sciences that enrolled for the first time in a human anatomy course in two public Brazilians Universities. Test was applied before the first lesson in Anatomy. Our results demonstrate that the percentage of correct answers in Nervous System was significantly lower than Digestory, Respiratory, Circulatory, Urinary, and Genital. These findings lead us to conclude that in fact students know less about Nervous system before starting Goss Anatomy courses. / Mestrado / Anatomia / Mestre em Biologia Celular e Estrutural

M.Ed. / The department of Industrial Design at the University of Johannesburg implements year-end written examinations for all of its theoretical subjects as a final summative assessment. This assessment process has remained largely unchanged since the inception of the course and remains an important period within the academic calendar. This method of assessment is the mainstay of the assessment process employed at the department with regard to the theoretical subjects offered. However, students’ experiences of this phenomenon are unknown. Reasons for this are varied but, primarily, a lack of open communication between lecturers and students as a result of the nature of the discipline has compromised deeper understanding of the student experience. Previous research regarding assessment within the broad art and design field has focussed intently on the subjective studio critique as a method of assessment of practical work. The results of previous research have, therefore, side lined investigation of written end-of-year examinations. It is with this in mind that the focus of this study is to investigate students’ experiences of written examination within the context of industrial design education. This study investigates written year-end examinations as a phenomenon and identifies possible linkages to Transformative Learning (TL) theory. That is to say, students’ experiences of examination are investigated as contextual experiences that may or may not bring about transformation in meaning structures that initiate critical reflection. According to TL theory, students who are able to reflect critically on experiences will be able to adopt and even accept different viewpoints. Such a changed viewpoint is critical to establish in order to understand if and how students learn through transformation as a result of their experiences of the phenomenon of written examination.