The purpose of this study was to develop, implement and evaluate a self-evaluation instrument that students would be able to use to assess their metacognitive awareness of volleyball skill and knowledge. The Self Evaluation in Volleyball Questionnaire (SEV) was designed to include a series of self-evaluation items within the five areas identified in a knowledge-based approach to skill acquisition; namely: procedural, declarative, affective, metacognitive knowledge and metacognitive skill. / The reliability, face and content validity of the SEV were found to be very acceptable. The scores on the SEV show that the questionnaire was easily understood by the students, but the students found certain sections were more difficult to answer. Students were categorized by their teacher into top, middle and bottom skill groups. Analysis of variance procedures showed that there were significant differences in SEV scores due to skill level, which demonstrated the value and the sensitivity of the SEV in differentiating such skill levels. Even though this was a descriptive study, it was also shown that the instructional programme did have a positive effect on the students' SEV scores.

The purpose of this study was to determine whether certain non-musical components of a performance affect evaluator's performance quality ratings. Specifically, if there is an age at which point the presence of a music stand (i.e. an implied use of the score), the performers attractiveness, attire, stage behaviour and perceived level of accomplishment impacts performance ratings. Fourteen cellists were videotaped performing by memory, and then a second time with their music on a music stand, synchronizing their motions with the audio feedback from their first performance. The cellists and their performances were evaluated by 1024 individuals with no formal training in music ranging in age from six to fifty-five years old. Each evaluator was assigned to one of six groups: Visual only, Audio only, Memorized, Dubbed, Random 1, or Random 2. Results revealed that the presence or absence of a music stand had no impact on performance ratings. Performer attractiveness affected performance ratings for both sexes, although contrary to previous findings, being attractive was not advantageous. Dress had an inverse effect on ratings of female performers and poor stage behaviour affected ratings of both sexes. Although evaluators were unable to predict a performer's proficiency based solely on gesture, proficiency gestures made by musicians during performances affected ratings. Evaluators in the audiovisual conditions gave performers who appeared less accomplished significantly lower ratings than those in the audio only condition. Evaluators aged 13 were more critical than younger evaluators with their musical ratings and their ratings were also affected by the visual aspects of a performance. These results suggest that older non-musician evaluators use visual aspects to help their evaluations of subjective musical elements because they have a hard time hearing differences.

This study primarily examined the use of second language production as a measure of second language text comprehension in 18 first-year nursing students enrolled in French for Nursing courses (nine low-intermediates, nine high-intermediates). / Although few differences were found between the two levels of proficiency with respect to recall and inference, the high-intermediates were more proficient in reading highly variable material and difficult vocabulary in their second language than the low-intermediates as measured by sentence reading times. The within-subjects results indicate a greater amount of propositional recall of the second language text when it was interpreted in the first language than when it was interpreted in the second language.

Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.

Different types of evaluations, including utilization-focused, participatory, collaborative, and empowerment, have commonly been used to evaluate community development programs. None, however, appear to be entirely suited to community development programming due to the varying levels of stakeholder participation in the evaluation process. The purpose of this study was to understand how program evaluation can support community development programming. The evaluation processes of two programs operated by the Sexuality Education Resource Centre (SERC) were examined through semi-structured interviews, document analysis and participant observation. Findings showed that SERC successfully implemented evaluations that enhanced and supported community development programming through the development of strong partnerships with the community. The thesis provides additional strategies within a community development framework to highlight practices that may be useful for other community development programs.

<p> Classroom disruptions present an obstacle to raising student achievement for teachers and school administrators. This study was designed to investigate potential relationships between weather, specifically barometric pressure, or the lunar cycle, and whether either had a direct correlation with student discipline referrals. The intent was to discover trends concerning barometric pressure or lunar phases and their predictability on the number of discipline referrals. Data were collected on three years of elementary student discipline referrals and compared to barometric pressure readings and lunar phases over the same period. The study also surveyed elementary principals on current measures school districts are utilizing to combat potential obstacles to student achievement. A Pearson correlation coefficient was computed on the dependent variable, student disciplinary referrals, and the independent variables, barometric pressure and lunar phases. After analyzing student discipline data, historical barometric pressure readings, and lunar phases, results determined neither barometric pressure or a full or new moon were accepted as significant predictors of student discipline. Survey results, however, indicated a belief that weather has a strong effect on student behavior.</p>

<p> The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban environment insight for student success. </p><p> The study was conducted within a Midwest urban high school in which, 98.5% of the students were African American. Student performance data in the areas of reading and math for the past three years had been trending downward and caused the high school to be placed in a negative performance status. To investigate the possible difference between 11th-grade students in terms of academic achievement and perceptions of leadership skills and citizenship traits, the researcher utilized a mixed methodology design. Participants with similar GPAs were identified from the total 11th-grade population and 30 student participants from each of the three student groups were randomly selected. A comparison of the Prairie State Achievement Examination (PSAE) and ACT assessment results, in addition to self-perceptions of leadership and citizenship traits through a Likert-scale survey were examined. Questionnaires were given to a random sample of 10 participants from each of the three student groups to gain a deeper understanding of the perceptions and attitudes of the participants. An ANOVA and z-test for difference in means was conducted, as necessary, on each of the three PSAE assessment areas. The open-ended questionnaires were coded and analyzed to uncover categories and themes, which provided further insight into student self-perceptions of their leadership and citizenship skills. </p><p> The results of this study did not support a significant difference in academic achievement using standardized assessments measured by the PSAE, between 11th-grade JROTC students, student athletes, and other students. The statistical analysis for the Leadership Skills Inventory and the Citizenship Scale, resulted in a lack of support by data for a significant difference in student perceptions of their leadership Skills, defined and measured by the Leadership Skills Inventory, and the Citizenship Scale, between the three groups of 11th-grade students.</p>

<p> Introductory biology courses at two-year, open enrollment colleges in America are presented in a variety of different course delivery formats. Traditionally, most students have enrolled in seated or face-to-face (F2F) lectures and laboratories. There is increased demand for courses presented online or in a hybrid format, although some studies report higher attrition rates, and lower grades for these course delivery formats. The purpose of this study was to examine if there were academic differences among F2F, hybrid, or online introductory biology courses by analyzing precourse and postcourse assessment scores, final grades, attrition rates, and students' perceptions of course satisfaction. This study was grounded in the social constructivist conceptual framework and followed a mixed method design. Four research questions guided the study which involved the collection of both quantitative and qualitative data. The study involved 354 adult students enrolled in three, open enrollment, two-year institutions in Southern Missouri. Statistical analysis indicated significantly higher mean gain scores on postcourse than precourse assessments, regardless of location or course format. There was a significant difference in final course grades for students enrolled in online courses compared to those in F2F or hybrid sections; students enrolled in online sections also had a significantly higher attrition rate. Seven focus groups were conducted, and students completed online surveys indicating their satisfaction level. This study had direct application to the design, implementation, and assessment of introductory biology courses and provided insight into students' academic success and perceptions of course satisfaction with introductory biology classes. </p>

The following research thesis examined services offered by the Ozosunon program which is an Aboriginal Foster Care program. Its focus is to have Aboriginal families care for Aboriginal children within the community. The Ozosunon Neighbourhood Care Program Evaluation examined two primary questions: 1. Does the Ozosunon program provide services that are culturally appropriate? If the services are determined to be culturally appropriate, a second question was posed in an attempt to address the benefits of the services: 2. Does the Ozosunon program provide culturally appropriate services that support the child’s needs? The research was a mixed qualitative and quantitative study. The methods used were semi-structured interviews and questionnaires aimed at collecting relevant information regarding the program and the services offered. The results of the research showed that there are many shared positive views from participants regarding the program and its services. The responses showed that the program is offering cultural services but that perspectives regarding what that means were varied. After having completed the research it appears there is a need for further study on the services offered by the program, particularly how they are understood by staff, foster parents and families.

This study was to examine whether the Manitoba Provincial Health Contact program for congestive heart failure is cost-effective and/or cost-benefit intervention relative to the standard treatment. The benefit-cost ratio was calculated in terms of the program cost and the cost savings from averted healthcare visits in order to determine whether the program would pay for itself. Then I conducted a cost-effectiveness study in which outcomes were measured in terms of QALYs derived from the SF-36. Bootstrap-resampled incremental cost-effectiveness ratios were computed to allow us to take into account the uncertainty related to small sample size. This intervention program generated a net saving of $28,307. The cost-effectiveness analysis suggests that the Health Lines intervention can generate an additional QALY for $26,486 and Health Line plus Monitoring for $70,266. The findings demonstrate that the Health Lines strategy for congestive heart failure holds great promise.