The purpose of this study was to compare the achievement of adult high school students enrolled in a one-semester economics course allocated 60 hours of instruction to the achievement of regular high school students in the same course that was allocated 73 hours of instruction.From three large high schools in Indiana offering both regular high school and adult high school credit programs, a sample of 178 students was selected. One case was dropped from the study, reducing the sample size to 177.The structure of the available adult education delivery system did not permit a direct comparison of adult high school credit classes with differing instructional time allotments.As a result, the achievement comparison was made between adult high school and regular high school students. To control for possible initial differences between the two groups of students with regard to academic aptitude, the Test of Cognitive Stills was administered.The Test of Economic Literacy Form A was selected as a pretest to measure each student's prior knowledge of economics. The Test of Economic Literacy Form B was administered at the completion of the course to measure the achievement gain.A two-by-two analysis of covariance was used to statistically analyze the data.FindingsThe null hypothesis was tested for significance at the .05 level. The null hypothesis of no difference was not rejected, and the following conclusion was made:ConclusionThe allocation of thirteen additional hours of classroom instructional time to senior high economics classes did not produce a significant gain in achievement.

The main purpose of this research was to establish how the theory of variation could be used as a resource to enhance learning in Economic and Management Sciences. In the process three specific interdependent research questions were addressed: firstly "how can we develop among learners a good understanding of a particular topic in EMS, for example how the price or value of the Rand is determined on the Foreign Exchange market? secondly "how can the theory of variation be used as a tool for learners to experience the object of learning in a particular way?"; and lastly, "How can the use of a learning study help educators to improve their teaching and make a particular kind of learning possible?" The study utilised pre-test-post-test retention design experiment in phenomenographic studies. A learning study tool within the variation theory of learning was incorporated into a series of grade nine classroom-learning activities on foreign exchange market operation. 361 learners participated in the study. Three main findings were established. Firstly an outcome space was found which contained four qualitatively different ways of experiencing the determination of the Rand price/value on the foreign exchange market. Secondly there was a statistically significant difference between the pre-test and post-test in learning outcome of the understanding of Rand price determination. This was demonstrated using t-test at p-value of 0.000, followed by Levene's t-test for equality of variance test. Thirdly, the results showed an educationally significant improvement in learners' understanding of the EMS concept, through the application of a learning study tool in the variation theory of learning The study therefore supports the role of the theory of variation of learning, which means that learning to see something in a particular way is a function of experiencing simultaneous variation in critical aspects of the object of learning. Educators identify the critical aspects related to different ways of understanding of a particular object of learning, and to design the patterns of variation, or create the space of variation consciously with respect to these critical aspects. / (PhD) North-West University, Mafikeng Campus, 2006

The two-fold purpose of this study was: (1) to devise a logical content analysis procedure for analyzing the conceptual content of selected secondary school economics textbooks, and (2) to measure the conceptual content of those textbooks. The procedure developed was derived from the literature of economists' views toward economic education, and the literature of content analysis.

by Wong Ka-sing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references. / Abstracts in English and Chinese. / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Research in Expertise --- p.4 / Chapter A --- Inherited Traits and Acquisition of Expertise --- p.4 / Chapter B --- Expert-novice Differences : Knowledge --- p.5 / Chapter C --- Practice and Development of Expertise --- p.12 / Chapter Chapter Three --- Expertise in teaching --- p.14 / Importance of Subject Matter Expertise in Relationship to Pedagogical Reasoning and Pedagogical Content Knowledge --- p.18 / Chapter Chapter Four --- Domain knowledge and its representation --- p.24 / Knowledge Representations and Networks --- p.26 / Techniques of Eliciting and Representing Knowledge --- p.29 / Chapter Chapter Five --- The Pathfinder algorithm and research resultsin relationship to education and learning --- p.34 / Chapter A --- Validity of the Pathfinder Network --- p.36 / Chapter B --- The Interpretation of Links in Pathfinder Network --- p.38 / Chapter Chapter Six --- Research findings relevant to the present study --- p.39 / Chapter A --- "Gomez, R. L, Hadfield O. D. and Housner, L D (1996): "" Concept Maps and Simulated Teaching Episodes as Indicators of Competence in Teaching Elementary Mathematics""" --- p.39 / Chapter B --- "Goldsmith, T. E. , Johnson, P.j., and Acton, W. H (1991): "" Assessing structural knowledge""" --- p.43 / Chapter C --- "Acton, W. H., Johnson, P. j. and Goldsmith, T. E (1994): ""Structural knowledge assessment: Comparison of referent structures""" --- p.45 / Chapter D --- "Gonzalvo, P., Canas, J. J., and Bajo. M. T. (1994): "" Structural representations in knowledge acquisition""" --- p.48 / Chapter E --- "Johnson, P. J. Goldsmith, T. E, and Teague, K. W (1994).: "" Locus of predictive advantage in Pathfinder- based representations of classroom knowledge""" --- p.50 / Chapter Chapter Seven --- The research question --- p.52 / Research Hypothesis --- p.53 / The Subjects of this Study --- p.54 / Method of Data Collection --- p.57 / Concepts Used for Rating --- p.58 / Chapter Chapter Eight --- Results and analysis --- p.60 / Qualitative Analysis of Pathfinder Networks and MDS Solutions --- p.60 / Testing of Hypotheses --- p.70 / Discussion --- p.75 / Chapter Chapter Nine --- Limitations of the present study --- p.78

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Call number: LD2668 .T4 1959 H47

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The purpose of the present study is to compare two forms of home project reports and to determine the preferred form.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract