This Study examines the grades of students using study skill methods and those who do not. The experiment consists of giving the treatment group the opportunity to use well- known study techniques. The Control group could only read the material. Both groups were given ten minutes to read a pre-selected text. The text consisted of an 1,807 word lesson on the, "Technical Training Management System." Each group was given five minutes to take a twenty item quiz. Fifty-five students in the control group were limited to only reading the material. Fifty-six students in the treatment group could choose between highlighting, note-taking, and underlining. The results of the test scores were compared using a t - test for dependent samples. One week later, the same students in each group were re-tested, using the same quiz they had taken earlier. Students had five minutes to review study material. Study material for the treatment group included the same material they had annotated earlier. The Results from each group wascompared. Efforts were made to avoid potential flaws in previous studies, thereby producing more viable results. Results of this study indicate there is no significant difference between the grades of students who use the aforementioned forms of text annotation and those who do not.

<p>The aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight students served as a control group since it could be suspected that the interviews might have an impact on the students’ performance.</p><p>The results of this paper show that the students who were interviewed were able to correct most of the errors that had been underlined. The students in this group also seemed to improve more than the control group, but the results of this investigation are inconclusive, since the total number of errors made was fairly small. Therefore, it is difficult to determine how much the students improved their proficiency in English grammar.</p>

The aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight students served as a control group since it could be suspected that the interviews might have an impact on the students’ performance. The results of this paper show that the students who were interviewed were able to correct most of the errors that had been underlined. The students in this group also seemed to improve more than the control group, but the results of this investigation are inconclusive, since the total number of errors made was fairly small. Therefore, it is difficult to determine how much the students improved their proficiency in English grammar.

Made available in DSpace on 2014-07-29T15:08:22Z (GMT). No. of bitstreams: 1 fabricia p 1.pdf: 6603333 bytes, checksum: 71692ee42eb5f5439767ffb1f02551bd (MD5) Previous issue date: 2009-11-28 / Brazilian students have achieved poor results in the National Student Performance Exam (ENADE) in 2006. ENADE has shown reading is badly cultivated among undergraduates. The low interest on reading is justified by the fact that most of students have jobs and are enrolled in evening courses, without enough time to studies. The current research proposes the use of intelligent tutoring systems to improve student reading comprehension. The main goal is to develop the technique of underlining among undergraduates to assist in the analysis of academic texts. Two groups of students, A and B, participated in data collection. The difference between the groups is the amount of exercises performed in each group. Students of Group A have received 20 exercises with four levels of difficulty. In Group B, an Artificial Neural Network, Multilayer Perceptron (MLP), decides the amount of exercises that the student must perform at each level of difficulty by controlling what is the next exercise after each exercise is finished. The approach used in Group B adapts to the characteristics of knowledge retention of each student. Therefore, the tutoring system adapts the degree of exercise difficulty to the student. Statistical data analysis has indicated significant differences between groups A and B. / Os estudantes universitários brasileiros apresentaram baixos índices de leitura no Exame Nacional de Desempenho (ENADE) em 2006. O ENADE mostrou que o hábito de ler é pouco cultivado entre os universitários. O pouco interesse pela leitura é justificado pelo fato de que maioria dos estudantes são trabalhadores matriculados em cursos noturnos, com pouco tempo para se dedicar aos estudos. Esta pesquisa propõe o uso de sistemas tutores inteligentes para auxiliar universitários na compreensão de leitura. O objetivo do sistema tutor proposto é desenvolver a técnica de sublinhamento dos universitários para auxiliar na análise de textos acadêmicos. Dois grupos de estudantes, A e B, participaram da coleta de dados. A diferença entre os grupos reside na quantidade de exercícios realizados em cada grupo. O grupo A realizou 20 exercícios com quatro níveis de dificuldade. No grupo B a Rede Neural Artificial Multilayer Perceptron (MLP) decide a quantidade de exercícios que o estudante deve realizar em cada nível de dificuldade. A abordagem utilizada no grupo B adapta-se às características de retenção de conhecimento de cada estudante. Com isso, o sistema tutor se adapta ao grau de dificuldade ou facilidade do estudante. Por meio de estudo comparativo, a análise estatística dos dados indicou diferenças significativas entre os grupos A e B.