This study investigated approaches to studying, intellectual developments, and metacognitive skills of general chemistry students enrolled for the spring 2011 semester at a single campus of a multi-campus community college. the three instruments used were the Approaches and Study Skills Inventory for Students (ASSIST), the Learning Environment Preferences (LEP), and the Executive Process Questionnaire (EPQ). the subjects were 138 students enrolled in either general chemistry 1 or 2. the results revealed that the preferred approach to study was the strategic approach. the intellectual development of the students was predominantly Perry’s position 2 (dualist) in transition to position 3 (multiplicity). Correlation statistics revealed that deep approach to studying is related to effective employment of metacognitive skills. Students with a deep approach to studying were likely to utilize effective metacognitive skills. Students with a surface approach to studying used no metacognitive skills or ineffective metacognitive skills. Multiple logistic regression analysis was conducted to ascertain which of the three variables, namely approaches to studying, ability to metacognate, or level of intellectual development, was the most salient in predicting the success of general chemistry students. No single variable was found to predict students’ success in general chemistry classes; however, a surface approach to studying predisposes general chemistry students to fail. the implication of this study is that students’ study approaches, intellectual developments, and metacognitive skills are requisite information to enable instructional remediation early in the semester.

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This study aims to deepen knowledge of active ensemble and music theory teachers' approaches to the use of digital tools and digital technology as a tool for students' musical development in music education. To investigate music teachers' approaches to the subject, four individual semi-structured interviews, with two music theory teachers and two ensemble teachers, were conducted. Data collection has undergone a thematic analysis from a socio-cultural perspective, to analyze the connection between digital tools and students' musical development. The results of the study show both positive and negative effects digital tools have on music teaching. Positive effects that music teachers highlight with the application of digital tools are the teachers' lesson preparations that become more effective, and that lessons can be more individually adapted. In addition, interviewed music teachers highlight how students can use digital tools both before and after school when studying subject-relevant material. Negative effects the music teachers highlight are that the function of digital tools as an aid can result in students taking shortcuts for faster results. Music teachers describe that digital tools and programs make music moreaccessible, which can give students the impression that the theory behind making music is irrelevant. The aid that was meant to facilitate something efficient may instead be an obstacle to students' development of musical tools, an obstacle to musical learning.

Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children’s attention and allows for integrated instruction across domain-general (ATL, EF, and social–emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children.

The purpose of this study was to investigate the relationship of the Utah State University concurrent enrollment program to the achievement (GPA), recruitment, and retention of program participants after joining Utah State University. Three administrative approaches to the management of concurrent enrollment programs were identified for the purpose of this study: Level One, Level Two, and Level Three. Level One involved high school teachers who taught and graded the concurrent enrollment program courses. In Level Two, high school teachers taught the courses, but University professors prepared exams and graded the papers. In Level Three, teaching, exam preparation, and paper grading were all executed by university faculty. To determine the effects of the three different administrative approaches on concurrent enrollment programs, four research questions were formulated: (1) For the three different administrative approaches to the management of the concurrent enrollment program practiced by Utah State University, are there different GPAs for comparable selected major courses for program participants? (2) For the three different administrative approaches, are there differences in the proportion of high school students recruited to Utah State University? (3) For the three different administrative approaches, are there different rates of retention for participating students one year after joining Utah State University? (4) For the three different administrative approaches, are there greater GP As and retention rates when compared with Utah State University's regular freshmen population? A sample from the target population of concurrent enrollment program participants from 1988 to 1991 was used. The data were collected from existing Utah State University records. The dependent variables were GPA, recruitment, and retention, while administrative approaches were the three levels of the independent variable. The means for the Level One approach were statistically and educationally significant as compared to the remaining two levels. One year after joining Utah State University, the recruited concurrent enrollment program participants tended to remain with Utah State University. Therefore, it was recommended that the program be supported with the emphasis on encouraging more high school teachers to teach concurrent enrollment courses in the future.

Purpose: This article provides an empirical identification of groups of marketing scholars who share common beliefs about the role of science and the logic of scientific discovery. Design: We use Topology Representing Network quantization to empirically identify classes of marketing researchers within a representative sample of marketing professors. Findings: We find six distinct classes of marketing scholars. They differ with regard to popularity (size) and productivity (levels of publication output). Comparing the sub-samples of German-speaking and US respondents shows cross-cultural differences. Value: The study enhances our understanding of the current scientific orientation(s) of marketing. It may help to motivate marketing scholars to ponder on their own positions and assist them in judging where they may belong. Future comparisons over time would give us indication about the future of the academic discipline of marketing.(author's abstract)

Poor mathematics performance in South African schools is a major concern (Reddy et al., 2014) and learners’ opportunity to learn is one of the concepts that needs to be explored in schools (Dowd, Friedlander & Guajardo, 2014). Several authors (Gür, 2009; Ebert, 2017; Rohimah & Prabawanto, 2019) state that learners believe that trigonometry is difficult and abstract compared with the other topics of mathematics. Opportunity to learn (OTL) is defined as the degree to which learners during instruction get exposed to the content of the mathematics intended curriculum (Reeves & Muller, 2005). The term “mathematical tasks” refers to classwork problems, homework problems, projects, investigations and assignments. These tasks play a vital role in effective teaching and learning. Learners’ OTL was explored according to the types and nature of tasks selected by the teacher, and the pedagogical approach and strategies used by teachers and the influence of these two aspects on the time spent on tasks and learner engagement. This study therefore aimed to answer the research question about the extent to which mathematics tasks provided Grade 10 learners an opportunity to learn trigonometry. A two-part conceptual framework was used: the first part focused on the task selection in terms of its nature and cognitive demand and the second part focused on the teacher-specific factors such as teachers’ approaches and strategies. The influence of these two parts on the implementation of the tasks by the learners in terms of time-on-task and learner engagement was then described. A qualitative approach was followed, and a descriptive case study was conducted with two Grade 10 mathematics teachers from two formerly disadvantaged public schools in Gauteng Province. A qualitative research approach was used in which document analysis and classroom observations served as data collection techniques. A deductive analysis approach was implemented. The study revealed that teachers mainly gave learners recall-type and routine procedure questions involving pure mathematics, which according to CAPS’ cognitive demands, are classified as lower order thinking tasks. There was a lack of higher order mathematics tasks that could have provided the learners with and OTL trigonometry effectively. The study further revealed that both teachers’ approaches were dominated by a teacher-centred approach where the focus was on the teachers and where teachers mainly used direct teaching as teaching strategy where learners were directed to learn through memorisation and recitation techniques. Although, due to the small sample, the study’s results cannot be generalised, I believe that the findings will contribute to pre- and in-service teacher training, where teachers come to realise the importance of appropriate mathematics tasks to contribute to learners’ OTL. Moreover, the study’s findings highlight the need to engage the four cognitive levels, namely knowledge (20%), routine procedures (35%), complex procedures (30%), and problem solving (15%) in the types of tasks. The value of teachers’ choices regarding the teaching approaches and strategies used should never be under-estimated. Future research could possibly build on this study by examining the implementation of tasks to enhance learners’ in-depth understanding of trigonometry. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted

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