This research report is about a study into formerly Technikon Natal (now DIT) 'at risk' students' perceptions of learning (deep or surface), learning styles and use of self-regulating learning strategies (level of metacognitive knowledge). The aim of the study is to get a deeper understanding of how this category of student approaches learning. The literature study explored issues on the interdependent relationship between language and learning, how socialisation shapes language and learning, perceptions of learning, learning styles and metacognition. However these issues and interrelationships are shown to be much more complex when learners are 'at risk', that is, come from disadvantaged backgrounds and learn using English as an additional language. The research paradigm chosen is interpretive because the researcher has a practical interest and seeks contextualised understanding of 'at risk' students' subjective experiences of learning. The researcher's central disposition is to make a judgment on 'at risk' students' perceptions of learning, their learning styles and self-regulating learning strategies (metacognitive behaviour) elicited from their responses in questionnaires. Although there are limitations with collecting and analyzing data mainly using questionnaires, key findings in the study show that high achieving (HA) first year of study 'at risk' students seem more likely to be associated with a) emerging deep perceptions of learning b) emerging less active and more reflective learning styles and c) a greater ability to communicate knowledge and express their understanding using English as an additional language. A key recommendation is to abandon a separate and special Academic Literacy course for 'at risk' students in the DIT and rather to integrate academic literacy development into the mainstream. / Thesis(M.Ed.) - University of KwaZulu Natal, Pietermaritzburg,2004.

The application of scientific principles in diverse science domains is widely regarded as a hallmark of expertise. However, the role of basic science knowledge and principles in clinical medicine is the subject of considerable controversy. The study examined the understanding of complex biomedical concepts related to cardiovascular physiology. Subjects at various levels of expertise were presented with questions and problems pertaining to the concepts of cardiac output and venous return. The experiment employed the combined methods of a cognitive science approach to problem-solving with a focused clinical interview approach common in science education research. / The results indicated a progression of conceptual models of the circulatory system as a function of expertise. This was evident in subjects' explanations and applications of these concepts. The study also characterized the etiology of significant misconceptions and biases, evident in subjects' reasoning at each level of expertise. / This research has implications for a theoretical model of conceptual understanding in complex science domains, as well as, implications for medical instruction. It is proposed that the development of a clinically-relevant epistemology of basic science knowledge could contribute substantially to a revised medical curriculum that could impart a more robust conceptual understanding of biomedical concepts to medical students.

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This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning, it is not clear how this effect manifests itself. Previous research suggests that one way to examine the effects of knowledge on learning is to compare subtasking, that is, dividing a task into subsets, to unstructured learning, or learning "all-at-once". Neural network simulations using the cascade-correlation learning algorithm predict that subtasking facilitates learning when it involves learning a function that is compatible (i.e., logically consistent) with the rest of the task, and hinders learning when it involves learning a function that is incompatible with the rest of the task (Tetewsky, Shultz, & Takane, 1995). Two experiments were conducted to test these predictions using a concept learning task, measuring the number of trials required for participants to correctly classify 16 stimuli, consisting of key images defined by four binary dimensions, into two groups based on a relationship between the stimulus dimensions that was either simple or complex. The results indicated that the simple subtasking condition provides a good example of the effects of function compatibility, in that depending on what regularity participants extract in the first subset, learning of the rest of the task is facilitated or hindered as compared to all-at-once learning. The complex condition shows that some participants extracted a function in the first subset that was compatible with the rest of the task, thus facilitating learning as compared to all-at-once learning. However, for other participants, the knowledge acquired in subtasking is inaccessible in later learning. These findings provide evidence for the psychological validity of the simulations. Implications to part-whole transfer and applications in concept learning research are discussed.

Although there is substantial empirical evidence that organization affects recall, there is little known about the effects of specific forms or organizers. The present experiment is an attempt to clarify the role of semantic and graphic cues. Two hundred sixty-four college students participated. Subjects were randomly assigned to eight conditions which varied in explicit visual and semantic organization. Findings indicated that conditions which received explicit semantic organization resulted in much better recall than in other conditions. Additionally, the presence of visual cues facilitated recall at significantly higher rates than the absence of visual cues. Alphabetical information provided no memory facilitation compared to randomly organized lists. Finally, results showed that these findings can be generalized to other hierarchically related word sets. Potential explanations for these findings are presented with a discussion of the study's implications for future research and educational applications. / Department of Psychological Science

For years reading improvement programs have been part of the college curriculum. However, with the current trend toward open admissions these programs become even more vital. It is important to discover what methods best serve these students.The purpose of this study was to determine whether providing students with more freedom of choice as to course content would affect their achievement and attitudes in a college reading improvement program. A further purpose was to determine whether there was an interaction between student personality orientation and degree of student control in relationship to reading achievement.A three-group posttest, and in some cases pretest and posttest experimental design was utilized. The treatment groups represented three levels of student control: minimum, moderate and maximum. In the minimum student-controlled situation the instructor assigned all course work. The moderate student-controlled students chose their assignments from the options presented to them by their instructor. Students in the maximum student-controlled group had complete freedom as to type and amount of assignments they would complete. All groups used a weekly contract system for planning their programs. These contracts were assigned and/or chosen during a weekly conference with the instructor. The students worked independently in a laboratory-type setting.There were four major hypotheses tested. Hypotheses I and all its sub-hypotheses proposed there would be no differences in aspects of reading achievement among the three treatment groups. To measure these aspects of reading achievement the Diagnostic Reading Tests: Survey Section edited by Triggs was administered as a pretest and posttest.Hypothesis II stated there would be no differences among the treatment groups in attitude toward reading. To measure attitude toward reading a revised version of Este's Scale to Measure Attitudes Toward Reading was used. This Likert scale was administered as a pretest and posttest.Hypothesis III stated that there would be no differences among the treatment groups in attitude toward the reading improvement course. To test H othesis III a semantic differential developed by Poppen and Thompson was used. This instrument was administered as a posttest.Hypothesis IV proposed there would be no relationship between student personality orientation and reading achievement in the three treatment conditions. Students were classified as having either internal or external loci of reinforcement control based upon their Rotter I-E Scale scores.To test these hypotheses variations of the analysis of variance test were used. When an analysis of covariance was used the pretest score served as the covariate and the posttest score was the criterion measure. For Hypothesis I, total reading achievement was tested using an analysis of covariance. For the components of the total test score and the types of comprehension, two multivariate analyses of covariance were computed. For Hypothesis II two analyses of variance were computed for the pretest and posttest attitude toward reading scores. The attitude toward the course scores used to test Hypothesis III were also examined with an analysis of variance. For Hypothesis IV a two-way analysis of covariance was computed, using treatment by personality orientation, to analyze total reading achievement scores.In all cases the null hypotheses were not rejected. There were no significant differences in reading achievement, attitude toward reading or attitude toward the course among the treatment groups. There was also no relationship between student personality orientation and reading achievement in any of the treatment groups.Although all groups did improve in reading and displayed relatively positive attitudes toward reading and toward the course, the degree of student control experienced throughout the course did not result in any significant differences. Suggestions for further research include more control for the teacher effect and greater differences in treatment groups.

The purpose of this research was to identify and describe the action's leaders practice that stimulate individual and group learning. An MLQ- Multifactor Leadership Questionnaire and a series of interviews with members of three work teams were utilized to gather research data. This is one of the first studies completed to research this important aspect of leadership. In all three cases, the teams shared experiences where learning was transformed into useable knowledge to accomplish objectives or solve problems. The three teams learned and generated new knowledge based on viewing, challenging, sharing, orchestrating, and modeling.The findings suggest transformational leadership behaviors and actions can and often do influence individual and group learning. Specific findings included that in all three case studies, 1) team leaders engaged in transformational leadership practices 2) transformational leaders created a climate for learning by encouragement, establishing cooperation, and the identification and use of team talent. In addition, 3) the leader modeled appropriate behaviors, 4) challenged the team to question basic assumptions shared by others, 5) and acquired, shares and assimilated information for the purpose of aiding in team learning. Furthermore, in at least two cases, the leader 6) provided the team with opportunities to learn about the "big picture" and how their actions and decisions impact larger systems, and 7) provided team members with opportunities to become their own leader.Results of the research suggest organizations should consider ways to teach leaders about their role in organizational learning, systems thinking, and how their personal actions influence follower performance. Leaders should also construct climates that allow learning to take place. Lastly, with the support from leaders, knowledge and information systems are important organizational elements, which lead to learning. / Department of Educational Leadership

The investigation examined differences in learning efficiency produced by two different methods of discrimination training among regular placement fifth-grade pupils. It was designed to explore possible between-group differences in rate of learning, length of training, mastery rate, recall of learning, and task persistence following training. The experiment consisted of training, an interference task, and a concluding posttest. Two independent groups were formed by random assignment of subjects. The experimental group began training with graduated stimulus change trials--that is, subjects were presented with a succession of three visual discrimination tasks consisting of six trials per task designed to teach correct responding before incorrect alternatives were gradually introduced. Control subjects did not receive graduated stimulus change trials. Instead, they began each task in the training phase with more complex discriminations at trial seven. Pennies were used for reinforcement of correct choices in each group; incorrect selection resulted in no reinforcer delivery. Both groups were then administered a brief exercise designed to inhibit the recall of acquired discriminations. All subjects concluded with a 54-item posttest consisting of intermingled trials from the three-task training phase. The first 21 items were considered mandatory, but the final 33 were optional (i.e., subjects were instructed to complete as many items as they wished and informed that each correct selection earned a penny). Results indicated that graduated stimulus change (GSC) learners committed significantly fewer errors learning the discriminations and mastered significantly more of the training tasks presented than did trial-and-error learners. There was no significant difference between the two groups in the length of training nor in the degree of persistence during posttest voluntary responding. GSC subjects also committed significantly fewer errors on recall than controls although the degree of absolute forgetting in each group was not significantly different. The findings suggest that regular placement, "easy-to-teach" pupils can profit from GSC programming in several important ways. Without lengthening the training process, stimulus control methodologies can render instruction more efficient than trial-and-error procedures for nonimpaired learners. The need is apparent for further experimental research on the application of errorless discrimination procedures to other areas and levels of education. / Department of Educational Psychology

The purpose of this study was to examine the effects of relaxation train and verbal suggestion phrases upon auditory attention of high risk academic students. The population consisted of one hundred eight freshmen entering the Ball State University Academic Opportunity Program.Subjects were randomly assigned to four treatment conditions. Condition one received relaxation training, condition two received relaxation training plus verbal suggestion phrases, condition three received verbal suggestion phrases, and condition four was the control condition. All subjects were post tested. Data were analyzed by a one-way ANOVA and a post-hoc Scheffe test. Six null hypotheses were tested. The .05 level of significance was established as the critical probability level for non-acceptance of hypotheses.Findings1. Subjects who received relaxation training plus verbal suggestion phrases had higher auditory attention levels than those who received relaxation training only.2. Subjects who received verbal suggestion phrases only had higher levels of auditory attention than those who received relaxation training plus verbal suggestion phrases.3. Subjects who received relaxation training plus verbal sugtion phrases had higher levels of auditory attention than those in the control condition.4. Subjects who received verbal suggestion phrases only had higher levels of auditory attention than those who received relaxation training only.5. Subjects who received relaxation training only did not show any differences in levels of auditory attention from those in the control condition.6. Subjects who received verbal suggestion phrases only had higher levels of auditory attention than those in the control condition.ConclusionsThe findings of this study support the effectiveness of the use of verbal suggestion phrase5to enhance auditory attention. They do not support the contention of the large body of research that implies that relaxation training is the most effective method of enhancing auditory attention. Recommendations include the need for replication to further substantiate these findings.

The three purposes of this study were:1. To identify the predominant perceptual modalities from among visual, auditory, kinesthetic, and mixed modalities for first graders;2. To ascertain differences, if any, in cognitive ability levels among the four perceptual modality groups;3. With cognitive ability controlled, to determine the achievement levels in reading, language, and mathematics among the visual, auditory, and mixed modality groups and among students assigned to the teacher modality groups; and to determine the effects on student achievement when student and teacher modalities matched.Perceptual modality, cognitive ability, and achievement data were collected for 165 students in 12 classrooms. Statistical analyses including Chi-square, analysis of variance, and multivariate analysis of covariance were utilized to test five hypotheses. The .05 Alpha level was established to test the statistical significance of the hypotheses.Findings1. Significant differences were found in the percentages of first graders preferring different modalities. The largest percentage of students preferred the visual modalitywhile the smallest percentage preferred the kinesthestic modality.2. Differences in cognitive ability levels among the four perceptual modality groups were not significant.3. With cognitive ability controlled, achievement was not enhanced when student and teacher modality preferences matched. Also, no significant differences in achievement among the student modality groups or among the students assigned to the different teacher modality groups were found.Conclusions1. Differences in preferred perceptual modalities among first graders were identified. The largest group of students preferred the visual modality.2. Significant differences in cognitive ability levels among modality groups did not exist.3. Matching student and teacher modality groups did not enhance achievement.