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Evaluation of an innovative strategy for teaching systems of linear equations in terms of classroom environment, attitudes and conceptual developmentOgbuehi, Philip Ikechukwu January 2006 (has links)
This study, which was conducted among middle-school students in California, focused on the effectiveness of using innovative strategies for enhancing the classroom environment, students' attitudes, and conceptual development. Six hundred and sixty-one (661) students from 22 classrooms in four inner city schools completed the modified actual forms of the Constructivist Learning Environment Survey (CLES), the What Is Happening In this Class? (WIHIC) questionnaire, and the Test Of Mathematics Related Attitudes (TOMRA). The data were analyzed for the CLES, WIHIC, and TOMRA to check their factor structure, reliability, discriminant validity, and the ability to distinguish between different classes and groups. In terms of the validity of the CLES, WIHIC, and TOMRA when used with middle-school students in California, the factor analysis results attest to the sound factor structure of each questionnaire. The results for each CLES, WIHIC, and TOMRA scale for the alpha reliability and discriminant validity for two units of analysis (individual and class mean) compare favorably with the results for other well-established classroom environment instruments. A one-way analysis of variance (ANOVA) was also calculated for each scale of the CLES and WIHIC to investigate its ability to differentiate between the perceptions of students in different classrooms. The ANOVA results suggest that students perceived the learning environments of different mathematics classrooms differently on CLES and WIHIC scales. In general, the results provided evidence of the validity of these instruments in describing psychosocial factors in the learning environments of middle-school mathematics classrooms in California. The effectiveness of the innovative strategy was evaluated in terms of classroom environment and attitudes, as well as achievement, among a subgroup of 101 students. / Effect sizes and t-tests for paired sample were used to determine changes in classroom environment perceptions, attitudes, and achievement for experimental and control groups. Pretest-posttest differences were statistically significant (p<0.05) for: the CLES scale of Shared Control for the experimental group, the TOMRA scale of Normality of Mathematicians for both the control and the experimental groups, the TOMRA scale of Enjoyment of Mathematics for the experimental group, and the achievement measure for both groups. Also ANCOVA was calculated to determine if differential pretest-posttest changes were experienced by the experimental and control groups in classroom environment perceptions, attitudes, and achievement. The results suggest that there were a statistically significant differential changes for Task Orientation, Normality of Mathematicians, Enjoyment of Mathematics, and achievement between the experimental and control groups. In each case, the experimental group experienced larger pretest-posttest changes than the control group. Overall, a comparison of the pretest-posttest changes for an experimental group, which experienced the innovative strategy, with those for a control group, supported the efficacy of the innovative teaching methods in terms of learning environment perceptions, attitudes to mathematics, and mathematics concept development. The results of simple correlation and multiple correlation analyses of outcome-environment associations for two units of analysis clearly indicated that there is an association between the learning environment and students’ attitudes and mathematics achievement for this group of middle-school mathematics students. / In particular, there is a positive and statistically significant correlation between: Normality of Mathematicians and Student Negotiation, Involvement, and Task Orientation with the individual as the unit of analysis; Enjoyment of Mathematics and all three CLES and three WIHIC scales with the student as a unit of analysis, and for the four scales of Personal Relevance, Shared Control, Involvement, and Task Orientation with the class mean as the unit of analysis. The multiple correlations between the group of three CLES and three WIHIC scales and each of the two TOMRA scales are statistically significant for the individual as a unit of analysis. Overall, the study revealed positive and statistically significant associations between the classroom learning environment and students’ attitudes to mathematics. A two-way MANOVA with repeated measures on one factor was utilized to investigate gender differences in terms of students’ perceptions of classroom environment and attitudes to mathematics, as well as mathematics achievement. A statistically significant but small difference was found between the genders for Student Negotiation and Task Orientation. Female students perceived their mathematics classrooms somewhat more positively than did the male students. There was no statistically significant difference between the genders on achievement and students’ attitudes to mathematics. Qualitative information, gathered through audiotaped interviews, students’ journal, and analysis of students’ work, was used to clarify students’ opinions about the new approach, classroom environment perceptions, attitudes, and conceptual development. / These qualitative information-gathering tools were utilized to obtain a more in-depth understanding of the learning environments (Tobin, Kahle, & Fraser, 1990) and the results of my study (Punch, 1998), as well as insights into students’ perceptions (Spinner & Fraser, 2005). The responses from the students’ interviews and students’ reflective journals from the group that experienced the innovative methods generally suggested that introducing Cramer’s rule as a method for solving systems of linear equations in the middle school can be beneficial and therefore might be considered for inclusion in the middle-school Algebra 1 curriculum more widely in California. Using only quantitative data would not have provided the richness that was derived from using mixed methods (Johnson & Onwuegbuzie, 2004). Therefore, qualitative data obtained from students who experienced the innovative method generally supported the quantitative findings concerning the effectiveness of this method for teaching and learning systems of linear equations.
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An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5Hilton, Elton January 2006 (has links)
A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity. / The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.
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Marketing of international education : the influence of normative referents on Thai students' choices of international educationPimpa, Nattavud, 1974- January 2002 (has links)
Abstract not available
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Effectiveness of applying the transtheoretical model to improve physical activity behavior of university studentsBoonchuaykuakul, Jinda 02 December 2005 (has links)
This study was divided into three stages. The first phase of the study aimed to examine
factors influencing the students' participation in physical activity. Eight female and male
university students participated in the focus group. It was found that the participants'
perceived benefits of physical activity were physical, psychological and social. Their
perceived barriers to physical activity included both internal and external factors. Peer
groups and family were found to be influential factors in the participants' decision to
engage in physical activity. The second phase was designed to investigate 1,464 Thai
university students' stages of change based on the Transtheoretical model (TTM) in
relation to physical activity behavior. Regarding the stages of change, 19.6% of the
participants were in the Precontemplation stage, 21.8% in the Contemplation stage,
44.2% in the Preparation stage, 8.9% in the Action stage, and 5.5% in the Maintenance
stage. The majority of participants' BMI statuses were normal. There were significant
differences in response according to gender and BMI status, gender and stages of change,
and BMI status and stages of change. The third study used a pre-post randomized control
group design to determine the effectiveness of the TTM-based intervention in improving
physical activity behavior among university students. 210 freshman students, who
classified in Precontemplation, Contemplation and Preparation stages, were randomly
assigned to either experiment or control groups in each stage. The students in the
experimental group received an eight-week stage-matched intervention, while the
students in the control group participated in physical education activity classes. At the
follow-up stage, the students in the experiment group significantly improved their scores
compared to the baseline in all of the study variables (Stages of Change, Self-Efficacy,
Pros, Cons, and Experiential and Behavioral Processes of Change). It was also found that
students in the experimental group had higher improvement in Stages of Change, Self-
Efficacy, Pros, Experiential and Behavioral Processes of Change, and perceived fewer
Cons to physical activity. There were significant differences found in Processes of
Change and Physical Activity Levels across Stages of Change, but not in other variables.
The results of this study indicated that stage-matched intervention can be an effective
means of increasing participation in physical activity among university students. / Graduation date: 2006
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A qualitative study of successful Hispanic transfer students at a community collegeGutierrez, Roberto 21 January 2003 (has links)
Graduation date: 2003
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Student involvement and study abroad : exploring Astin's Theory in an overseas program in FranceCrust, Susan L. 02 November 1998 (has links)
The purpose of this study was to determine whether Alexander Astin's
Theory of Student Involvement could be applied to an academic experience in an
overseas setting. Using data collected from the program evaluations of 79 students
who had participated in the Oregon University System exchange program in Lyon,
France during a five year period, 14 research questions were formulated and their
attendant hypotheses were tested. These questions asked about the relationships
that existed between pairs of variables from the following list of six: extracurricular
involvement, overall program satisfaction, housing satisfaction, residence hall
satisfaction, academic achievement, and language level. The hypotheses for
variable dyads, which had academic achievement as one of the components, were
tested using regression analysis. All other hypotheses were analyzed using the
Pearson's chi-square test. A P-value of .05 or less indicated a significant
relationship between the two variables of interest.
Only one significant finding, that the relationship between extracurricular involvement and language level is not independent, was proven in this study. The cross-tab display associated with the chi-square test for this hypothesis indicated that students in the higher language level group (Direct Exchange) were more involved in extracurricular activities than were the lower language level group (Institute) students. Although not statistically significant, three other findings of interest were discovered. These were: the relationship between extracurricular involvement and overall program satisfaction, the relationship between extracurricular involvement and housing satisfaction, and the relationship between overall program satisfaction and housing satisfaction.
Based on this study alone, one could not conclude that Astin's Theory of Student Involvement is applicable in a study abroad program. The researcher suggests several possible reasons for this conclusion and makes recommendations for further research. / Graduation date: 1999
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Culture and identity expression in interiors : an ethnography of sorority study roomsCarter, Bev 09 December 1998 (has links)
This ethnographic study describes the patterns of decorating in the study rooms of
university sorority women. The primary method of data were collection was by means of
interviews with sorority members. Observations and photographs of the study rooms of
these members supplemented the interviews and provided validation for categorization
purposes.
A large body of research exists related to the effects and implications of sorority
membership. Because much of this research is quantitative, it does not allow for the
descriptive type data collected in the context of the culture which may be utilized in a
qualitative study. The purpose of the present study was to document the decorating
patterns of the informants and to identify cultural values and expressions of individual
identity in the decoration of their living spaces.
This study contributes to existing research on college student decorating patterns
by relating the items used for decorations to cultural and individual values. In addition, it
provides a detailed description of how the space in the study rooms is utilized. The data
are also evaluated based on demographic information gathered.
The results of this study indicated that the members of Alpha Beta sorority
expressed certain cultural values by using similar items to decorate their rooms and by exhibiting common ways of using their living space. One of the values expressed by the
members in their decorating was that of comfort, both physical and mental. Comfort was
demonstrated in conditions such as the degree of tidiness of the room, the color scheme,
the photos on display or the level of self expression available to the individual.
Examples of identity expression were also evident in these study rooms. Items
indicating personal accomplishments, items from personal collections and objects used
for hobbies were found in many rooms.
Conclusions drawn from this study were first, that the desire to decorate was
nearly universal among the members of Alpha Beta sorority. Second, the desire for self
expression seemed to be a significant motivation for decorating, although there was
evidence of some peer pressure as well. Third, decorating generally, and decorating using
a theme, appeared to be a behavior members embraced more readily over time.
Interactions over time allowed for the cultural values related to decorating the study room
to be acquired. This process is facilitated by the significance of the social network within
the sorority culture. This study contributes to an understanding of how cultural and
personal values are expressed in the study rooms of sorority women, and by extension,
the values that could be expected in other interior environments. / Graduation date: 1999
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New international students' perceptions of U.S. professorsBarclay, Heather E. 29 April 1998 (has links)
The purpose of this study was to determine new international
students' perceptions of United States professors upon entrance into the
university and after two months in class, and if differences in expectations
exist between groups of students based on demographic variables. A survey
designed to assess these expectations was administered to 81 new
international students during the fall 1997 international student orientation
sessions. The survey was readministered to respondents of the pre-test
after two months to evaluate changes in their perceptions of U.S. professors.
During winter term 1998 follow-up interviews were conducted with several
students to confirm and expand upon the statistical data.
Student responses to 12 of the 25 items changed significantly over
time. Significant change occurred on items related to the value of
international exchange, cultural adaptation, academic adaptation, and on
some non-clustering items. In general, new international students held
positive views of professors in the United States on both the pre- and post-tests.
Of the demographic variables considered in the research, region of
origin yielded the greatest number of significantly different responses
between groups. European students generally held more positive views of
professors in the United States than did Southeast Asian or East Asian
students. Graduate status and prior experience in the United States also
affected student response rates to certain items. Gender did not significantly
affect response rates.
Changes in pre- and post-test response rates indicate that students
enter the university with expectations for U.S. professors that somewhat
inaccurate. The findings also indicate that demographic variables
significantly affect the expectations which new international students have
upon arrival. The most effective manner to address these issues is to
expand upon the information currently presented to new international
students during orientation on topics such as classroom and academic
expectations and student-faculty interaction. Addressing different
perceptions based on demographic variables would require either multiple
sessions to meet the needs of diverse student groups, or sessions which
cover the above topics expansively. / Graduation date: 1998
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Measuring student satisfaction with the service processes of selected student educational support services at Everett Community CollegeKerlin, Christine 10 January 2000 (has links)
The era of "customer satisfaction" brings students to colleges who are increasingly
identifying themselves as customers. Competition among a growing number of institutions and
learning organizations is sharpening the desire of institutions to deliver high quality service in
order to attract and retain students. Some examples of interactions where service quality may
affect satisfaction are accessible and prompt service, knowledgeable assistance and personal
attention. The use of the SERVQUAL survey instrument offers a fruitful opportunity for student
services managers to assess student satisfaction with service quality. Insofar as satisfaction may
affect student desire to attend, retention, and word-of mouth recommendations, colleges should
include service quality assessment in their efforts to be accountable for the effectiveness of their
services.
This study was conducted at a suburban community college, using a cluster sampling
methodology, focused on students in college transfer and professional/technical courses. Student
expectations and perceptions of service quality in Registration, Financial Aid, Counseling, Career
Center and Library services were probed. Data analysis yielded discernible patterns in student
satisfaction and dissatisfaction. Students placed less emphasis on the tangible aspects of service
quality, such as the appearance of facilities and brochures, and more emphasis on aspects that
provide them with reliable services and demonstrate attention to their personal needs. The quality
of some Financial Aid services, as well as office hours among all five services, were identified as
needing further examination. Some significant differences between male and female respondents,
and between Caucasians and Students of Color were found.
Because SERVQUAL offers a targeted method of identifying areas that can improve
student satisfaction, this strategy offers some direct and perhaps cost-effective ways of
implementing action as a result of assessment research. This may make it appealing to other
community colleges. Implementation by other community colleges would be helpful in building a
database and reference points about student satisfaction with service quality. / Graduation date: 2000
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Compliance with food category consumption guidelines based on student characteristics, family characteristics, and decision-making factorsBeary, Janet K. Hopkins 02 May 1994 (has links)
Graduation date: 1995
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