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This study explores the influence of Common Tasks for Assessment (CTAs) on the pedagogical practices of Grade 9 Natural Science teachers. CTAs are assessment tasks set by the National Department of Education and administered as an external examination in Grade 9 classes (exit level I) in South Africa. The pedagogical practices in this case refer to the strategies the teachers employ in their practices and the work they give to the learners. The key research questions are: I . What are the teachers' views on the CTAs as teaching and learning tools? 2. What influence do CTAs have on the pedagogical practices of Grade 9 Natural Science teachers? I followed an interpretive paradigm in my research. I used both quantitative and qualitative approaches in my study, so I used triangulation. This study involves survey research hence survey strategies are used. Initially quantitative approach are used and then followed up by qualitative approach. Questionnaires are used to facilitate the quantitative approach and interviews are used for qualitative approach. Thirty two participants responded positively to questionnaires, and five teachers were interviewed in this research. Questionnaires were set to determine the influence of CTAs on teachers' pedagogical practices and interviews were set to validate or corroborate what transpired in questionnaires and also to find the views of teachers on CTAs. The analysis of the questionnaires showed that about 84% of teachers were influenced by CTAs. It also revealed that group work, problem solving, pupils' presentations, self assessment, practical work and investigations are the categories of work that are influenced the most by CTAs. The analysis of the interviews also had the same findings. The interviews also revealed that the inquiry learning, self discovery and question and answer are teaching methods promoted by CTAs. The research also found that some teachers view CTAs as good tools for improving teaching and learning in South African schools because they promote critical thinking and problem solving. After analyzing the results I came to the conclusion that CTAs promote learner-centred pedagogical practices in teachers. They also accentuate the strategies that are associated with critical thinking and problem solving. I also concluded that CTAs tend to influence the teachers towards attaining quality education because leaner-centred practices and problem solving are the key components of quality education. This study has also found that teachers are not happy with the manner in which CTAs are administered. A possible further study therefore could be that of investigating the ways in which the administration of CTAs can be improved so that they can be more beneficial to teaching and learning in South Africa. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

<p>Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students&rsquo; science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students&rsquo; SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age. </p><p> This research study sample consisted of two groups of students: one that participated in the after-school SeaPerch program and the other that did not participate in the after-school SeaPerch program for the 2011&ndash;2012 school year. Both groups comprised students in similar grade levels and the MRT preassessment scores. </p><p> To measure students&rsquo; spatial rotation, the researcher used the Vandenberg and Kuse Mental Rotation Test (MRT). An independent samples t test was conducted to determine the effect of the SeaPerch program on MRT scores. The SeaPerch students (<i>M</i> = 1.35, <i>SD</i> = 2.21) scored significantly higher gains than the Non-SeaPerch students (<i> M</i> = &minus;.03, <i>SD</i> = 1.72), t (737) = 8.27, p = &lt;.001. The effect size as measured by Cohen&rsquo;s <i>d</i> = .697, indicated a medium practical significance. At each school level, MRT post assessment scores for students in the SeaPerch program increased significantly more than scores for students in the non-SeaPerch program. </p>

<p> This causal comparative study used a set of predictable variables, including school configurations, to predict student proficiency on the Arizona Instrument to Measure Standards (AIMS) test in reading and math. The school configurations were K-8 and middle school. </p><p> The researcher analyzed the 2011-2012 AIMS reading and math achievement scores of 2100 students who were enrolled in 7th and 8th grades across four different schools in two unified school districts in the American Southwest. Two schools were K-8 schools and two were middle schools. The 7th and 8th grade students from each school were included in the study. Logistic Regression was used to predict student proficiency on the AIMS test from a set of predictable variables. </p><p> Results revealed that the model was able to predict group membership for students that were proficient in reading and math. The independent variables of free and reduced lunch status, English language learner status, and special education status contributed significantly to the predictive ability of the model for reading. All variables contributed significantly for math. One school structure did not achieve better than the other, but the variables of full academic year, school type, English language learner status and special education status all contributed to predicting proficiency on the AIMS reading or math tests.</p>

<p> The purpose of this study was to examine whether there is significant evidence suggesting that participants benefit more in their learning when musical art education is included in the curriculum. This nonexperimental correlational design was selected in anticipation that participation in the music program would lead to a greater increase in academic achievement, as measured by the Graduate Exit Examination. This study examined English Language Arts and mathematics test scores of 10^th grade participants who received instrumental music instruction and those participants who received no instrumental music instruction during the 2010-2011 academic school year. Three school districts located in southeast Louisiana participated in this study. School district 1 presented a total of 89 participants (<i>N</i>=89) who were administered the GEE during the 2010-2011 school year. There were 13 participants (<i>n</i>=13) who were members in an instrumental music ensemble during the same school year. There were 76 participants (<i> n</i>=76) who were recognized as not being enrolled in an instrumental music ensemble. School district 2 presented a total of 225 participants (<i> N</i>=225) who were administered the GEE during the 2010-2011 school year. Of 225 test takers, 16 participants (<i>n</i>=16) who were members in an instrumental music ensemble. There were 209 participants (<i> n</i>=209) who were recognized as not being enrolled in an instrumental music ensemble. School district 3 presented a total of 317 participants (<i> N</i>=317) who were administered the GEE during the 2010-2011 school year. Of the 317 test takers, 31 participants (<i>n</i>=31) were identified as members in an instrumental music ensemble. There were 286 participants (<i>n</i>=286) who were recognized as not be enrolled in an instrumental music ensemble. The methodology of this study consisted of comparing the mean scores of participants receiving instrumental music instruction at their school with the mean scores of participants who did not receive instrumental music instruction. Although findings of this study indicated the mean scores of instrumental music students were higher than non-instrumental music participants, results displayed no significant differences between mean scores of instrumental music participants and non-instrumental music participants where (<i> p</i>&lt; .05).</p>

<p> Technological innovation in mobile devices has upgraded the potential uses of the devices for living and learning. Mobile learning provides opportunities for mobile users to learn at any time in any location. A certification that confirms computing and Internet technology skills and knowledge provides more opportunities to students in higher education for their future careers. Students can attend a training course to better prepare for a certification exam. However, most students spend their time preparing for and reviewing their regular courses and have less time for the training course. The problems of time limitation and space restriction cause students' insufficient learning toward the preparation for the certification exams. Mobile learning may augment the face-to-face training course to solve these problems. </p><p> The purpose of this study was to investigate undergraduate students' perceptions and the effectiveness of instruction using mobile devices to prepare for a standard certification exam in a blended certification-training course. Participants were randomly assigned to two groups: the experimental group received the treatment and the control group was treated as usual in a face-to-face class. Using a mixed-method research design, a pretest and a posttest collected data from all the participants and a survey and interviews gathered information from the students of the experimental group. The results showed a significant difference between the experimental and control groups in the posttest scores. In the pretest, the experimental and control groups did not differ significantly, which means that they were at the same level before the intervention. Then in the posttest, the experimental and control groups were significantly different, meaning that the treatment was instrumental in the difference. Further, the results revealed that learning via mobile devices provided the students more learning opportunities and improved interaction with other students; though using short message service for learning had positive effectiveness, multimedia messaging service may supplement it to demonstrate manipulation. Suggestions of experts familiar with the field and review of literature can assist development of using short message service messages for preparation of various certification examinations. Using mobile learning in an institute with integrated planning may decrease cost by sharing of resources.</p>

<p>Achievement data from the 3<i>rd</i> International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students&rsquo; use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students&rsquo; perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students&rsquo; experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school. </p>

<p> This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5^th and one in a 6^th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.</p>