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Errors in Looping and Assignment by Novice Assembly Language ProgrammersMelkus, Lovie Ann Jeffrey 12 1900 (has links)
The problem with which this investigation is concerned is an analysis of errors in looping and assignment made by novice assembly language computer programmers. This analysis is made after subjects write three computer programs. The verbal definition of the problem for each program specifies, without naming, either a for, while, or repeat looping structure. The purposes of the study are the following; to determine whether using the appropriate looping structure is related to writing a correct program; to determine the incidence of assignment errors in incorrect programs; to determine the degree of relationship between mathematical aptitude, and the type of assignment errors made; to determine the degree of relationship between use of the appropriate looping structure and mathematical, verbal, and scholastic aptitude; to determine the degree of relationship between gender and use of the appropriate looping structure, and to determine the degree of relationship between gender and the number of assignment errors.
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Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch UniversityAllardice, Seamus Rory 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness
for academic writing in the first-year literary studies course, English 178, located in the
English Department at Stellenbosch University. The research was conducted during 2011 and
2012 making use of a survey which was completed by the 2011 first-year English 178 class,
and also utilising a series of interviews with students, tutors and lecturers in 2012.
Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially
constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of
Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the
quantitative and qualitative information yielded by the study.
The dissertation assesses multiple interlocking elements that comprise student
preparedness and finds striking discrepancy between student perception of their preparedness
and that of the lecturers and tutors. While tutors, lecturers and the report of the National
Benchmark Test all suggest that at least half of all first-year students are poorly prepared for
academic writing, only about 21% of students perceive themselves to be poorly prepared.
Possible reasons for the difference in views between students and other sources are explored.
The thesis concludes by asking if the English 178 course at Stellenbosch University truly
tests the students’ academic writing abilities and if the course is balancing its “obligations to
students [with the]… obligation[s] to knowledge and society” (Elbow 327). / AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir
akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement
Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen
deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is,
asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie
verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep
van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na
die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die
kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te
situeer.
Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat
studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se
persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se
voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles
daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir
akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid.
Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word
ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die
Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die
kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n
verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
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Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education CoursesCabrera, Alvaro Andres January 2021 (has links)
Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students. Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness. In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level. We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats. Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices.
Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness. Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback. Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study.
I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter). At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied. However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers.
Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance. Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance. This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid. This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives.
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An examination of Grade 9 learners' process skills and their scientific investigation abilityConana, Christiana Honjiswa 12 1900 (has links)
Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2009. / AFRIKAANS OPSOMMING: Die prosevaardighede en die vermoë om ‘n wetenskaplike ondersoek uit te voer deur graad
nege leerlinge, is ondersoek. Die begrip van hierdie vaardighede, byvoorbeeld waarneming,
meting en data versameling, sowel as die beredenerings wyses tydens die oordrag van die
bevindinge (resultate) van die ondersoek, is ook geëvalueer. Die proses in totaliteit is
geëvalueer deur die gebruik van drie take insluitende geskrewe ondersoeke, onderhoude en
waarnemings. Twee-en veertig Natuurwetenskap leerlinge van die primêre skool het aan die
ondersoek deelgeneem. Die geskrewe ondersoek was die grondslag (fundamentele) aktiwiteit
om die leerlinge se begrip van ‘n wetenskaplike ondersoek te evaluur. Die onderhoude was
onderverdeel in vyf afdelings insluitende die doel, die belangrikheid, die voordele van die
verstaan van prosesvaardighede, sowel as die probleme en uitdagings ondervind terwyl die
leerlinge aktief betrokke was by of self besig was met die uitvoering van wetenskaplike
ondersoeke. Die meerdeheid data (inligting) was verkry deur die waarneming van leerlinge
wat saamwerk tydens die uitvoering van die ondersoekeie ondersoeke. ‘n Ontleding van die
leerlinge se prestasie in die opdragte, individueel, sowel as in groep verband is gedoen. ‘n
Ontleding van die leerlinge prestasie het getoon dat min leerlinge voldoende (bevredigende)
begrip toon aangaande data (inligting) versameling en die oordra (kommunikasie) van die
bevindinge (resultate). Die resultate van die ontleding onthul (toon) dat die gedeeltelike
bereiking van die vereistes vir die uitvoering van ‘n wetenskaplike ondersoek die norm was.
Hierdie leerlinge se waarnemings en meetings was onakkuraat, kon slegs sommige
veranderlikes identifiseer, het slegs basiese wyses gebruik om die inligting (data) te versamel
en te verwerk, en die oordrag (kommunikasie) van resultate was onvoldoende. / ENGLISH ABSTRACT: This research study explored Grade 9 learners’ process skills and their ability to
conduct a scientific investigation. The understanding of these skills, for example
observation, measurement and data collection, that these learners drew upon, and the
way they reasoned while communicating their findings in the investigation, were also
examined. This whole process was evaluated using three tools: a written survey,
interviews, and observations of 42 Natural Sciences learners at the primary school. The
written survey was the base-line tool to evaluate the learners’ understanding of
scientific investigation. The interviews were done in five categories: the purpose of
scientific investigation, the role and the advantages of understanding process skills, the
problems and challenges encountered when learners are performing scientific
investigations and experiences gained in conducting a scientific investigation. The
main body of data was obtained from observing learners working cooperatively in the
actual process of conducting scientific investigations. An analysis of their performance
of tasks, both individually and as part of the group, was conducted. An analysis of the
sample of learners’ performances revealed that few learners display a satisfactory
understanding of how to collect data and communicate their findings. Instead, only a
partial achievement of the requirements of conducting a scientific investigation was the
norm. These learners observed and measured inaccurately, identified only some
variables, established only simple trends in the process of collecting data, and did not
form enough structure to communicate their findings.
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Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre faseHendricks, Marjorie Angelene 12 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word
gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie
soort assessering wat bekend staan as assessering-vir-leer behoort
deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering
wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en
ontwikkeling met behulp van assessering by leerders te bevorder.
Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en
leerproses uit en gebeur nie slegs aan die einde van die leerproses nie.
Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate
word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea
in die Intermediêre Fase gebruik om leerdervordering te begelei en te
ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die
onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders
in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n
landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe
navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik
om data te genereer ten einde die navorsingsvraag te beantwoord.
Onderwysers en leerders is in die studie as respondente gebruik.
Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in
praktyke van assessering-van-leer wat fokus op die insameling van punte
eerder as op die gebruik van assesseringsinligting ten einde verdere leer by
leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die
praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie
intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met
die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in
hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer
in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a
new approach regarding assessment. This type of assessment, known as
assessment for learning, should be continuous, diagnostic and developmental
by nature. This is assessment that does not only focus in a final judgement,
but which aims to promote learning and development by means of
assessment in learners. Assessment-for-learning therefore forms an integral
part of the teaching and learning process and does not only happen at the
end of the learning process.
This research is embedded in the following research question: To which
extent is assessment-for-learning used in the Economic and Management
Sciences learning area in the Intermediate Phase to guide and support learner
progress? The extent to which the principles for assessment-for-learning are
integrated in the teaching practice of teachers to support Intermediate Phase
learners in the learning area Economic and Management sciences (EMS) in a
rural school was therefore researched. A qualitative research design within
the interpretative research paradigm was used to generate data in order to
answer the research question. Teachers and learners were used as
respondents in the study.
The research results showed that teachers are still caught up in practices of
assessment of learning which focus on the collection of marks rather than on
the use of assessment information in order to promote further learning in
learners. Where there are signs that assessment for learning indeed takes
place in the practice of teaching and learning by teachers, it is incidental and
not intentional. Based on the results, it can be said that, with the necessary
support, teachers may be able to integrate principles for assessment for
learning into their classroom practice so as to promote more effective teaching
and learning in the school concerned.
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A study of the norms of Hong Kong students of age groups 15 to 18 in the performance of Raven's advanced progressive matrices test.January 1986 (has links)
by Kitty Nim-yu Li. / Title in Chinese: / Bibliography: leaves 99-105 / Thesis (M.A.)--Chinese University of Hong Kong, 1986
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Effects of learning conditions on cloze procedure performance.January 1992 (has links)
Tao Sim-cheung, Victoria. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 98-115). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter Chapter 1 --- Introduction / Background of the study --- p.1 / Significance of the study --- p.5 / Encouraging students to become better readers --- p.5 / Exploring the impact of coope- rative learning --- p.6 / Understanding the potential of CALL --- p.9 / Description of key terms --- p.11 / Cloze procedure --- p.11 / Cooperative learning condition --- p.12 / CALL (Computer-assisted language learning) --- p.13 / Purpose of the study --- p.13 / Null hypotheses --- p.14 / Outline of the thesis --- p.15 / Chapter Chapter 2 --- Review of Related Literature / Literature related to cloze procedure --- p.17 / Historical view of cloze procedure --- p.17 / Variations of cloze procedure --- p.18 / Cloze procedure-- researchable and teachable --- p.20 / Literature related to cooperative learning --- p.23 / Efficacy of cooperative learning --- p.23 / Individualistic and cooperative learning on student achievement --- p.25 / Cooperative vs individual completion of a cloze passage --- p.27 / Literature related to CALL --- p.29 / Practicability of CALL --- p.29 / Interactive CALL for groups --- p.33 / Automated cloze procedure as research and teaching tools --- p.35 / Chapter Chapter 3 --- Methodology / Research design --- p.37 / Material and courseware design --- p.39 / Sampling design --- p.41 / Procedure --- p.44 / Variables --- p.47 / Statistical instrumentals --- p.47 / Chapter Chapter 4 --- Results / Tests for the null hypotheses --- p.49 / Hypothesis 1 --- p.50 / Hypothesis 2 --- p.54 / Hypothesis 3 --- p.57 / Hypothesis 4 --- p.66 / Chapter Chapter 5 --- Discussions and Limitations / Discussions --- p.70 / Evaluations of CALL --- p.70 / Individualistics versus cooperative CALL --- p.78 / Effectiveness of cooperative learning strategies --- p.80 / Superiority of the narrative text structure --- p.85 / Interactions between ability and achievement --- p.87 / Reflection of the attitudinal score --- p.89 / Limitations --- p.89 / Chapter Chapter 6 --- Conclusions and Recommendations / Conclusions --- p.92 / Recommendations --- p.94 / BIBLIOGRAPHY --- p.98 / Chapter APPENDIX A --- Pretest --- p.116 / Chapter APPENDIX B --- Posttest & Retention Test --- p.118 / Chapter APPENDIX C --- Attitude Questionnaire --- p.121 / Chapter APPENDIX D --- Item-Total Statistics of Questionnaire --- p.127
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The construct validity of the aptitude test for prevocational schoolsIp Tsang, Chui-hing, Betty., 葉鈤翠卿. January 1986 (has links)
published_or_final_version / Education / Master / Master of Education
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