The computer is an essential tool for the teaching of Numerical Analysis, since even simple methods involve complicated arithmetic. However, lecturers have been finding difficulties in formulating courseworks for undergraduate courses because the computing aspects tend to consume a great amount of the student's time, and hence divert his attention from the mathematical principles of the exercise. This project therefore instigated an investigation into how the learning of Numerical Analysis may be improved. After having established a learning model for Numerical Analysis, an assessment of the conventional teaching methods was performed, showing that these are not effective in furnishing the student with practical experience on the subject. A national survey of Numerical Analysis courseworks manifested that some lecturers attempted to overcome this problem by replacing the traditional coursework with interactive computer programs. The possible roles that may be assigned to the computer as an interactive teaching device were thus examined, leading to the conviction that the computer's. function must rest in, providing all students with the opportunity to easily execute the numerical methods, and to stimulate them to undertake a thorough critique of their subject. The educational objectives given to the teaching programs are: initiate or increase the amount of student- lecturer communication¡ produce all aspects of problem solutions; maximise the student's enthusiasm; accommodate all students; exhibit a user-friendly disposition; require no pre-usage training; involve no machine dependent code; be useful in all practical learning situations. A study of the programming features which are necessary for the real isatian of these objectives revealed that the methodology for designing the man-machine interaction for educational software requires further research and development. Through the development of three teaching packages (on ordinary differential equations, I inear simultaneous equations, and numerical integration) it became possible to derive a methodology for the design of the man-machine interface for simulation-type programs, whose design elements, which fall in one or more of the categories of learner control, motivation, and informative representation, are explained in terms of the psychological theories of learning. The methodology is proposed on the basis that the experiments carried out in real classroom situations proved that the form of the man-machine interaction enabled the programs to fulfil their educational objectives. Furthermore, it was discovered that the teaching programs have several advantages over the traditional coursework technique, in that they enhance the student's knowledge of Numerical Analysis to a greater extent, as well as increase the amount of student-lecturer contact, without expending more of the student's time.

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 157-163).

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains x, 190 p. Includes bibliographical references.

Thesis (M.S.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 67-71). Online version available on the World Wide Web.

Thesis (Ph. D.)--Ohio University, June, 2004. / Includes bibliographical references (p. 193-207).

Thesis (Ph.D.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 193-207)

Numerous educational research studies have shown that students perceptions of teacher-interpersonal behaviour and classroom environment are positively associated with students attitude to science and students cognitive achievement in science. Laptop computers have become increasing popular in science classrooms since the late 1980s; however, their effects on students perceptions of teacher interpersonal relationships or classroom environment have not been studied.The aim of this study was to assess the effectiveness of laptop computers in science classrooms, in terms of the effects laptops had on students perceptions of teacher-student interpersonal behaviour and classroom environment. Students attitude to science and their cognitive achievement in science were also assessed.Student data were collected from 433 grades 8 and 9 science laptop students in 23 classrooms, in 14 Independent schools, in four Australian states. Both quantitative and qualitative data were collected.The study confirmed the reliability and validity of the QTI and ICEQ for use in science laptop classrooms, described students perceptions of teacher-student interpersonal behaviour and classroom environment in science laptop classrooms and identified associations between students perceptions of teacher-student interpersonal behaviour and classroom environment with each of the student outcomes. The attitudinal outcomes were found to be more strongly associated with both perceptual areas, than were the cognitive achievement outcomes.The study also found that there was a difference in the way science laptop and non-laptop students perceived teacher-student interpersonal behaviour and classroom environment, but that there was no significant difference I the attitudinal and cognitive achievement outcomes between science laptop and non-laptop students.

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Although there has been an increase in the availability of digital technology and related media (DT&RM) in many educational institutions across the UK, it has been frequently suggested that the barrier to the successful development of an effective digital learning environment is teachers' (digital immigrants) lack of technological proficiency to take into account the needs of the new digital generation of students (digital natives). With the aim of contributing to this debate, I investigated the adoption of technology by exploring digital differences between a population of students (n = 444) and teachers (n = 158) in a further education (FE) college in South East England, addressing the research question, 'In what ways do students and teachers differ in how they relate to digital technology in the context of teaching and learning practices?' In order to understand more about how students and teachers relate to DT&RM, this study utilised sequential mixed methods research with a collaborative approach to data collection. This entailed giving the participants a voice and an active role in some aspects of the qualitative recording of evidence, as well as enabling a reflection on the processes of the study. The results of the research indicate differences in digital awareness and the ability to use DT&RM among students and teachers. Although observable, those differences are not specific or age- or gender-related. The findings suggest that many participants among students and teachers struggle with and have limited knowledge of technology, and that differences in how they relate to DT&RM are associated with the different roles they play in an educational setting, as well as the role that technology plays in meeting their individual needs. The data also indicates that both groups of participants recognised the potential of using DT&RM in the classroom. Furthermore, they presented critical awareness of technology, seeing the role of technology in education as supportive rather than transformational.

Thesis (M. Ed.(CIE))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.