The aim of this study is to investigate the effects of learning styles and cooperative learning on academic achievement of technical university students in calculus. Meanwhile, in order to understand the effectiveness of learning on calculus, we perform item analysis of calculus test conducted in terms of item difficulty and item discrimination analysis. This research is conducted on a quasi-experimental design. Participants in this study are selected from the first year students of two departments in a technical university. Two intact classes of the same department are randomly assigned to be an experimental group and a control group. The experimental group receives the cooperative learning while the other receives the traditional learning. The results show that the learning achievement of active learners is better than reflective learners in the experimental group of information management. On the contrary, the reflective learners have better learning achievement than active learners in the experimental group of computer science and information engineering. The learning achievement of the experimental group is better than the control group in department of information management. The result is opposite in department of computer science and information engineering. But the differences of the learning achievement mentioned above are not statistically significant. Furthermore, item difficulty analysis suggests teachers and students should pay more attentions to those more difficult items and the corresponding calculus sections.

<p>Detta examensarbete handlar om hjärnans utveckling, inlärningen och våra inre inlärningsstilar. Det tar också upp kort om hur man kan utnyttja inlärningsstilar i skolan. Syftet har varit att ta reda på hur vi utvecklas och hur de utvecklingsstrukturer ser ut som vi föds med och utvecklar efterhand. </p><p>De frågeställningar jag haft under skrivandets gång har varit: </p><p>Vilka är "de sju olika intelligenserna"? </p><p>Hur utvecklas hjärnan? </p><p>Var och när börjar vi lära, och vad är det som ligger till grund för vår inlärning? </p><p>Hur kan man bearbeta olika inlärningsstilar i skolans högre stadier? </p><p>Den metod jag använt är en litteraturstudie med litteratur som behandlar inlärningen, hjärnans utveckling, hur vi tänker och lär mm. Jag har också besökt en högstadieskola som bedriver viss av sin undervisning med hjälp av olika inlärningsstilar. I projektbeskrivningen beskrivs kortfattat hur man kan använda inlärningsstilar i skolan.</p><p>I diskussionen har jag behandlat min frågeställning lite mer ingående om saker och ting jag anser mer eller mindre trovärdiga från litteraturen, jag har också dragit en mer eller mindre trovärdig parallell mellan vår utveckling och handlande till hur dagens samhälle ser ut. </p><p>Jag hoppas att du som läsare känner igen dig i vissa delar eller har lärt dig något av att läsa detta examensarbete, det har i alla fall jag gjort</p>

Detta examensarbete handlar om hjärnans utveckling, inlärningen och våra inre inlärningsstilar. Det tar också upp kort om hur man kan utnyttja inlärningsstilar i skolan. Syftet har varit att ta reda på hur vi utvecklas och hur de utvecklingsstrukturer ser ut som vi föds med och utvecklar efterhand. De frågeställningar jag haft under skrivandets gång har varit: Vilka är "de sju olika intelligenserna"? Hur utvecklas hjärnan? Var och när börjar vi lära, och vad är det som ligger till grund för vår inlärning? Hur kan man bearbeta olika inlärningsstilar i skolans högre stadier? Den metod jag använt är en litteraturstudie med litteratur som behandlar inlärningen, hjärnans utveckling, hur vi tänker och lär mm. Jag har också besökt en högstadieskola som bedriver viss av sin undervisning med hjälp av olika inlärningsstilar. I projektbeskrivningen beskrivs kortfattat hur man kan använda inlärningsstilar i skolan. I diskussionen har jag behandlat min frågeställning lite mer ingående om saker och ting jag anser mer eller mindre trovärdiga från litteraturen, jag har också dragit en mer eller mindre trovärdig parallell mellan vår utveckling och handlande till hur dagens samhälle ser ut. Jag hoppas att du som läsare känner igen dig i vissa delar eller har lärt dig något av att läsa detta examensarbete, det har i alla fall jag gjort

O aprendizado de Estatística vem se tornando cada vez mais importante para o sucesso de empresas que competem em cenário globalizado e tem destacado os profissionais que, de fato, possuem este conhecimento. Em especial na administração, a estatística auxilia nas tomadas de decisão e é usada como ferramenta em diversas áreas como Finanças, Marketing e Produção, contudo, é utilizada também em outros cursos. Sabe-se, porém, que existe certa dificuldade no aprendizado desta disciplina, seja porque a atitude perante a Estatística é negativa, ou mesmo porque existem diferenças de estilo de aprendizagem. Tanto aluno como professor têm a necessidade de conhecer melhor as variáveis que contribuem para o aprendizado efetivo. Com o objetivo de identificar como variáveis demográficas, estilos de aprendizagem dos alunos e a atitude perante estatística influenciam o desempenho dos alunos, este estudo analisou os as características, estilos, atitudes e desempenho dos alunos de Estatística aplicada da FEARP-USP. Foi utilizado o índice de estilos de aprendizagem de Felder e Soloman e a escala de atitudes de Schau. Os resultados desta análise reforçam os estudos que sugerem que as atitudes positivas influenciam no desempenho do aluno. Não foi conclusiva a associação entre gênero, idade e vínculo trabalhistas com desempenho, uma vez que as disciplinas apresentaram resultados diferentes. Com relação ao estilo de aprendizagem, nota-se que os estilos dos alunos são similares, com diferença apenas na dimensão sequencial global. / The learning of Statistics has become increasingly important to the success of companies which compete in global scenarios and has highlighted the professionals who, in fact, have this knowledge. In particular for the business administration, statistics assists in the decisionmaking process and is used as a important tool in several areas, such as Finance, Marketing and Manufacturing Process, such as used also in other subjects. It is known, however, that there are some difficulties in learning this discipline, because attitude towards Statistics is negative or, even because there are differences of learning styles between students. Both student and teacher have the need to better aknowledge the variables that contribute to an effective learning. This project aims to identify how demographic variables, styles of learning, attitude towards statistics are related to the performance of the students, this master thesis analyzes the students of Statistic subjects of the Business Administration and accounting courses of FEARP-USP. The index of learning styles proposed by Felder and Soloman and the attitude scale proposed by Schau directs this work. The results confirm former studies that suggest the positives attitudes causes influence in students performance. It was not possible to conclude about gender, age and labor relationship with performance, because the subjects presents different results. Relating to learning styles, the students styles are similar, but only sequential-global dimension.

Occupational ill-health statistics have consistently placed construction as a high risk industry. Younger workers (aged 15-24) constituting 24% of the UK construction workforce are a high risk group for occupational illnesses from more exposure to physical work factors including noise, vibrations and the handling of dangerous substances. The provision of effective training to young people entering the workforce is crucial in preventing occupational illnesses and improving the industry s occupational health (OH) performance. However, whilst the delivery of training in industries such as healthcare and aviation has rapidly been shifting from pedagogical/instructional theoretical frameworks towards more learner-focused andragogical approaches rich in hands-on/experiential learning, training in the construction industry has not taken full advantage of new training approaches. This thesis aims to examine OH training methods for UK construction apprentices and evaluate the role and effectiveness of a simulation-based training strategy, in order to enhance the OH training for construction apprentices. It presents and adopts innovative wearable, hands on simulations that were designed and developed at Loughborough University, called LUSKInS (Loughborough University Sensory and Kinaesthetic Interactive Simulations), to assess their value and utility in the training of construction apprentices. In order to address the research aim and provide comprehensive answers to the research questions, the research adopted an inductive, multimethods approach, in which the collection and analysis of data combined quantitative and qualitative research methods. First, reviews of theories of learning and existing research utilising simulation learning tools in various educational settings were carried out, to gather insights into how people learn, the theoretical underpinning to the use of simulations as well as the efficacy of simulation-based training. This analysis indicated that use of simulations that is based on the review and application of relevant learning theories has significant potential in enhancing the learning of construction apprentices. Furthermore, the analysis identified a need to move from traditional direct instructional training methods towards more experiential and learner-centred methods in construction education and training. Accordingly, the subsequent use of wearable simulations in the study was guided by experiential and constructivist learning principles, meaning that the research participants were provided with interactive and engaging contextual experiences, which allowed them to actively construct their own understanding, as opposed to them passively acquiring OH information from external sources. Second, fieldwork data was gathered through survey questionnaires, participant observations, semi-structured interviews and photo-elicitation. This involved construction apprentices and instructors from three colleges located in London, Midlands and Norfolk. Together, the quantitative and qualitative data confirmed that a traditional instructor-centred approach, which places emphasis on the passive transmission of information and the use of standardised presentations, texts and workbooks dominates the delivery of OH training for construction apprentices, despite many of the trainees in the study expressing a preference for highly engaging, active or hands-on methods of learning to passive, information-based approaches. It was clear from the findings that by failing to take into consideration the diversity in learning preferences among the trainees and the crucial role of interaction and learner participation in the learning process, the existing instructional strategies do not effectively support the learning of construction apprentices. Notably, the findings revealed that the prevailing views of training amongst instructors and their leaders, which endorse direct instructional strategies and uniformity, create barriers for opportunities to create and utilise more progressive learner-centred training strategies for construction apprentices. The findings related to the impact of the wearable simulations indicated that the use of hands-on simulations can be beneficial to the learning of construction apprentices. The simulations were found to be effective in developing the apprentices understanding of OH illnesses, as well as in changing some of their attitudes, particularly towards prioritising their health at work and adopting correct work practices, for example, wearing appropriate protective clothing when carrying out their work. In addition, the findings also showed that the simulations were largely perceived to be enjoyable, engaging and easier to understand compared to traditional training methods. However, challenges associated with the use of simulations were also identified, including the relatively high costs in terms of both time and money required in their development and implementation as well as challenges associated with trainer competence and adapting curricula to the newer training approach. Based on the empirical evidence and the related theoretical explanations, the study develops a set of propositions which not only challenge the current training paradigm, but more importantly identify the factors that can optimise the OH training of construction apprentices and overcome some of the barriers that were identified. In addition, a conceptual framework and typology of trainees learning styles are developed, in order to provide some practical guidance on how appropriate training strategies can be selected, as well as assist the wider application and integration of simulation learning tools.

O aprendizado de Estatística vem se tornando cada vez mais importante para o sucesso de empresas que competem em cenário globalizado e tem destacado os profissionais que, de fato, possuem este conhecimento. Em especial na administração, a estatística auxilia nas tomadas de decisão e é usada como ferramenta em diversas áreas como Finanças, Marketing e Produção, contudo, é utilizada também em outros cursos. Sabe-se, porém, que existe certa dificuldade no aprendizado desta disciplina, seja porque a atitude perante a Estatística é negativa, ou mesmo porque existem diferenças de estilo de aprendizagem. Tanto aluno como professor têm a necessidade de conhecer melhor as variáveis que contribuem para o aprendizado efetivo. Com o objetivo de identificar como variáveis demográficas, estilos de aprendizagem dos alunos e a atitude perante estatística influenciam o desempenho dos alunos, este estudo analisou os as características, estilos, atitudes e desempenho dos alunos de Estatística aplicada da FEARP-USP. Foi utilizado o índice de estilos de aprendizagem de Felder e Soloman e a escala de atitudes de Schau. Os resultados desta análise reforçam os estudos que sugerem que as atitudes positivas influenciam no desempenho do aluno. Não foi conclusiva a associação entre gênero, idade e vínculo trabalhistas com desempenho, uma vez que as disciplinas apresentaram resultados diferentes. Com relação ao estilo de aprendizagem, nota-se que os estilos dos alunos são similares, com diferença apenas na dimensão sequencial global. / The learning of Statistics has become increasingly important to the success of companies which compete in global scenarios and has highlighted the professionals who, in fact, have this knowledge. In particular for the business administration, statistics assists in the decisionmaking process and is used as a important tool in several areas, such as Finance, Marketing and Manufacturing Process, such as used also in other subjects. It is known, however, that there are some difficulties in learning this discipline, because attitude towards Statistics is negative or, even because there are differences of learning styles between students. Both student and teacher have the need to better aknowledge the variables that contribute to an effective learning. This project aims to identify how demographic variables, styles of learning, attitude towards statistics are related to the performance of the students, this master thesis analyzes the students of Statistic subjects of the Business Administration and accounting courses of FEARP-USP. The index of learning styles proposed by Felder and Soloman and the attitude scale proposed by Schau directs this work. The results confirm former studies that suggest the positives attitudes causes influence in students performance. It was not possible to conclude about gender, age and labor relationship with performance, because the subjects presents different results. Relating to learning styles, the students styles are similar, but only sequential-global dimension.

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