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Political ideology and hazarodus [sic] waste disposal : a comparison of attitudes between freshman and senior Ball State University students / Political ideology and hazardous waste disposal.Dye, Robert A. 03 June 2011 (has links)
The object of this study was to determine the current attitudes of Ball State University students toward hazardous waste disposal. A survey questionnaire was used to collect data on political affiliation and ideology, knowledge of the hazardous waste issue. and environmental attitudes. A total of 103 freshmen and 77 seniors returned usable questionnaires for an overall response rate of 49%. Computer analysis of returned questionnaires answering six research questions and forming conclusions. It was determined that there were measurable differences in attitudes between freshmen and senior students. While both groups expressed environmental concern, seniors were more knowledgable of the issues and more thoughtful in their choices. However, several indications were discovered that environmental concern in this survey group will probably not lead to political action.Ball State UniversityMuncie, IN 47306
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Gender differences in the academic consequences of adolescent heterosexual romantic relationshipsCrissey, Sarah Rebecca 28 August 2008 (has links)
Not available / text
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Social marketing : a theory based approach to influencing attitude and behavior change toward mental health among African American students at the University of Texas at AustinMcCann, Melissa 02 October 2008 (has links)
Not available / text
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Secondary students' perception of physical education lessons and its relationship with their participation behaviour in sport activitiesHung, Chi-kwong., 孔志光. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Conceptions of learning among secondary four students in Hong KongTsang, Kwok-shun., 曾郭順. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of secondary students' attitudes towards EnglishTang, King-fong., 鄧景芳. January 2004 (has links)
published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics
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THE EFFECTS OF GROUP COUNSELING ON ACHIEVEMENT AND BEHAVIOR OF JUNIOR HIGH SCHOOL STUDENTSThayer, John Adelbert January 1968 (has links)
No description available.
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ATTITUDES OF PHYSICALLY HANDICAPPED AND NONHANDICAPPED COLLEGE STUDENTS TOWARD PHYSICAL ACTIVITYDelforge, Gary Don January 1973 (has links)
No description available.
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The effects of fieldwork with emotionally disturbed individuals upon the attitudes of undergraduate students /Prosterman, Eunice. January 1980 (has links)
No description available.
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Influences of metacognition-based teaching and teaching via problem solving on students’ beliefs about mathematics and mathematical problem solvingGooya, Zahra 05 1900 (has links)
The aim of the present study was to investigate the effect of metacognition-based teaching and teaching mathematics via problem solving on students' understanding of mathematics, and the ways in which the students' beliefs about themselves as doers and learners of mathematics and about mathematics and mathematical problem solving were influenced by the instruction. The 60 hours of instruction occurred in the context of a day-to-day mathematics course for undergraduate non-science students, and that gave mea chance to teach mathematics via problem solving. Metacognitive strategies that were included in the instruction contributed to the students' mathematical learning in various ways. The instruction used journal writing, small groups, and whole-class discussions as three different but interrelated strategies that focused on metacognition. Data for the study were collected through four different sources, namely quizzes and assignments (including the final exam), interviews, the instructor's and the students' autobiographies and journals, and class observations (field notes, audio and video tapes). Journal writing served as a communication channel between the students: and the-instructor, and as a result facilitated the individualization of instruction. Journal writing provided the opportunity for the students to clarify their thinking and become more reflective. Small groups proved to be an essential component of the instruction. The students learned to assess and monitor their work and to make appropriate decisions by working cooperatively and discussing the problems with each other. Whole-class discussions raised the students' awareness about their strengths and weaknesses. The discussions also helped students to a great extent become better decision makers. Three categories of students labeled traditionalists, incrementalists, and innovators, emerged from the study. Nine students, who rejected the new approach to teaching and learning mathematics were categorized as traditionalists. The traditionalists liked to be told what to do by the teacher. However, they liked working in small groups and using manipulative materials. The twelve incrementalists were characterized as those who propose to have balanced instruction in which journal writing was a worthwhile activity, group work was a requirement, and whole-class discussions were preferred for clarifying concepts and problems more than for generating and developing new ideas. The nineteen other students were categorized as innovators, those who welcomed the new approach and utilized it and preferred it. For them, journal writing played a major role in enhancing and communicating the ideas. Working in small groups seemed inevitable, and whole-class discussions were a necessity to help them with the meaning-making processes. The incrementalists and the innovators gradually changed their beliefs about mathematics from viewing it as objective, boring, lifeless, and unrelated to their real-lives, to seeing it as subjective, fun, meaningful, and connected to their day-to-day living. The findings of the study further indicated that most of the incrementalists and the innovators changed their views about mathematical problem solving from seeing it as the application of certain rules and formulas to viewing it as a meaning-making process of creation and construction of knowledge.
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