No description available.

Thesis (M. Ed. (Technology Education)) -- University of Limpopo, 2020 / This research focused on the effective use of simulation in the high school design process. Technology develops learners’ simulation skills in the design process. According to the CAPS document in technology, learners should be provided with the opportunities to use a variety of life skills to solve technological problems. Solving technological problems require learners to engage their simulation skills. This involves learners identifying problems, formulating problems, collecting real data, formulating and developing a model, validating the model, and documenting the model. Technology as a subject considers simulation skills as important to learners in real situations. It seems that teachers find it difficult to use simulation effectively in the classroom. The literature also reports that technology teachers fail to develop learners’ opportunities to handle the problems in the way of the goals that they need to achieve. This is a challenge in the teaching of technology. The study thus sought to investigate this challenge. This study used Maria’s (1997) simulation models: problem identifying, problem formulating, collecting data, developing model, validate model and documenting model. The study was also based on the design process, which includes: investigate design, make, evaluate and communicate. Maria’s simulation models were used with the design process to demonstrate the way in which simulation skills can be used to solve technological problems using the design process. This study engaged qualitative research using a multiple case study design and purposive sampling. Technology teachers with less than five years and those with more than five years of experience teaching technology were considered appropriate for this study. Data was collected by means of observations and semi-structured interviews and was analysed using the simulation models. A major finding of the study was that the technology teachers had inadequate knowledge of the use of simulation. The sampled technology teachers were unable to provide learners with opportunities to use simulation effectively in their classrooms. During the classroom observations, the participants did not engage the design process in the teaching of simulation. It appeared that these teachers were not aware of the requirements of CAPS. CAPS in technology stipulates that teachers should be aware that learners need to have knowledge of the design process (DBE, 2011). The major recommendation of this study is that technology teachers should have adequate knowledge of the use of simulation, the skills to be used in the use of simulation, and the steps to be used in gaining problem-solving skills. It is also recommended that technology teachers should ensure that they use the design process in the teaching of simulation. The use of the design process may provide teachers with opportunities to use simulation effectively in the classroom. Key words: Simulation, design process, problem solving skills, self-efficacy

In two experiments, I tested the effects of a curriculum-based intervention on preschool students’ degree of stimulus control for bidirectional naming (BiN) across familiar and unfamiliar word-picture relation levels of complexity. In Experiment I, I used a multiple probe design to test the effects of the curriculum-based intervention on the degree of BiN for familiar word-picture relations. All four participants in the first experiment demonstrated an increase in the degree of BiN for familiar picture-word relation, with three participants meeting the incidental BiN criterion level of 80% across three response topographies. In Experiment II, I compared the curriculum-based intervention and repeated novel naming experience (RNNE) on preschool students’ degree of BiN and learning. The dependent variables were 1) degree of stimulus control for BiN across familiar and unfamiliar word-picture relations 2) learn units to criterion across math and reading 3) percentage of correct responses to unconsequated post-math and reading instruction probes. I investigated whether the method of acquisition of BiN, a curriculum based or RNNE, has differential effects on the dependent variables. Three out of four participants who received the curriculum-based intervention acquired BiN for picture-word relations following a novel experience, while one out of four participants under the RNNE condition acquired BiN. The results of the study suggest that a curriculum-based instruction can simultaneously induce BiN while teaching academic objectives to preschool students. Experiment II also implicates the effects of a technology-mediated intervention on developing academic and verbal behavior development cusps even in young children.

A multielement brief experimental analysis was used to improve and extend previous research to compare the impact of listening while reading while following along (LWFA) and listening while reading while not following along (LWNFA) interventions on oral reading comprehension rate (ORCR), reading comprehension levels, and reading fluency in students with reading disabilities. The collected data for each of the eight middle school and junior high special education students who were participants in this study included: (a) words read correct per minute (WPM), (b) errors per minute (EPM), (c) comprehension questions answered correct per passage, and (d) ORCR. The students ranged from 11 to 14 years of age and 7 of the students were male and 1 was female. Student?s standard intelligence scores, as obtained from student records of formal assessment for eligibility for special education services, ranged from 66-116. All students were functioning at the fourth grade instructional level. Analysis by individual suggest that both listening while reading treatment conditions enhanced oral reading comprehension rates, reading comprehension levels, and increased reading fluency as compared to the control condition. Students displayed higher ORCR, total comprehension questions answered correctly, answered more factual questions correctly, and WPM under LWFA as compared to LWNFA and the control conditions. However, fewer EPM were reported overall for the LWNFA and higher reading comprehension inference questions answered correctly were also observed. Statistically significant differences were noted in reading fluency measures such that more words were read under LWFA as compared to the control condition and fewer errors were reported under LWFA as compared to the control condition. Methodological limitations associated with te current study,individual student performance difference and procedures for using ORCR are described.

No description available.

by Cheung Wai-wan Vivian. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 131-137). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.vi i / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background and problem of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.4 / Chapter 1.3 --- Significance of the study --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE / Chapter 2.1 --- Introduction --- p.9 / Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10 / Psychometrics --- p.11 / Educational measurement --- p.12 / Chapter 2.3 --- The nature and purposes of assessment --- p.12 / Chapter 2.4 --- Assessment in relation to different learning models --- p.14 / Traditional models of learning --- p.14 / Cognitive and constructivist models of learning --- p.15 / Chapter 2.5 --- Major forms of educational assessment --- p.16 / Norm-referenced versus cri terion-referenced assessment --- p.16 / Formative versus summative assessment --- p.18 / Performance versus authentic assessment --- p.19 / Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY / Chapter 3.1 --- The examination culture of Hong Kong --- p.21 / Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24 / Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26 / The Targe´tؤoriented Assessment (TOA) --- p.26 / Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29 / Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31 / Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32 / Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research questions of the study --- p.37 / Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38 / On the choice of interview type --- p.38 / On the choice of interview questions --- p.39 / The ordering of interview questions --- p.41 / Considerations before and during interviews --- p.41 / Chapter 4.3 --- Subjects --- p.42 / The pilot study --- p.42 / The main study --- p.43 / Chapter 4.4 --- Procedures --- p.44 / The pi1ot study --- p.44 / The main study --- p.44 / Chapter 4.5 --- Data analysis --- p.45 / Chapter 4.6 --- Interview questions for the pilot study --- p.46 / Description of the interview questions --- p.47 / Chapter 4.7 --- The pilot study --- p.49 / The standardized open-ended interview --- p.49 / The use of controlled contexts in eliciting responses --- p.49 / The finalization of interview questions for the main study --- p.50 / Chapter 4.8 --- Interview questions for the main study --- p.51 / Chapter 4.9 --- Limitations --- p.52 / Chapter CHAPTER 5 --- RESULTS AND DISCUSSION / Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53 / On the purposes of educational assessment --- p.53 / On teachers' definition of educational assessment --- p.55 / On the relationships between assessment and teaching --- p.56 / On the relationships between assessment and learning --- p.58 / Sommary --- p.59 / Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59 / The focus of educational assessment --- p.59 / On the choice of assessment activities --- p.62 / Summative versus formative assessment --- p.64 / On the collection of learning evidence --- p.67 / On the reporting of assessment results --- p.69 / Summary --- p.71 / Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73 / The criterion-referenced-and-qualitative conception --- p.76 / The norm-referenced-and-quantitative conception --- p.77 / The pseudo-criterion-referenced-and- qualitative conception --- p.79 / Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83 / Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86 / Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89 / On the necessity of implementing TOC --- p.89 / On the worthiness to implement TOC --- p.92 / On teachers' choice of the types of curriculum --- p.95 / Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97 / Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS" / Chapter 6 1 --- Conclusions --- p.102 / Chapter 6.2 --- Implications --- p.107 / Chapter 6.3 --- Recommendations --- p.111 / Chapter 6.4 --- Future research --- p.113 / APPENDICES / Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115 / Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116 / Chapter C. --- Controlled contexts used in the interview --- p.117 / Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122 / Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123 / Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125 / REFERENCES --- p.131

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.

Thesis (M.Ed.(Curriculum Studies)) -- University of Limpopo, 2022 / The liability for the decline in performance in Grade 12 Accounting learners in Ehlanzeni District has been levelled against lack of resources in schools, teachers’ inability to execute their duties and poorly trained teachers. Arising from this indictment, this study was conducted to investigate the effectiveness of assessment methods used for Grade 12 Accounting learners in Sikhulile and Mgwenya Circuits in Ehlanzeni District of Mpumalanga Province. A qualitative survey case study was used as a research design. Data was collected using one-to-one interviews among five Accounting teachers, five Heads of Department and five Principals. Qualitative data was presented using thematic and narrative analysis. The key findings were: (1) inadequacy of Accounting workshops and non-attendance by teachers, (2) lack of pedagogical content knowledge (PCK) by Accounting teachers, (3) Accounting content gaps among learners and difficulties in the content area such as Balance Sheet and Cash Flow Statement, (4) shortage of Accounting Learning Teaching Support (LTSM), (5) inadequacies in pedagogical technological devices for teaching, learning and assessment in Accounting, (6) poor teaching and assessment methods used in Accounting and (7) inadequate support from the Department of Education. The study recommends increased frequency of workshops and making attendance compulsory, strategies to improve the pedagogical content knowledge of Accounting teachers, providing in-service training in Accounting to EMS teachers, improved supply of educational resources, improving the schools’ digital infrastructure such as internet connectivity and accessibility to digital devices, improving teachers’ pedagogical skills and digital skills and palpable Departmental support to teachers

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies, vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer. Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’- toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies, vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die Intermediêre Fase betrokke is, word ondersoek. Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne die konteks van hierdie spesifieke studie, nie sy doel bereik nie.