91 |
The effects of inquiry and brain-based learning on the understanding of scientific concepts and student attitudes toward scienceKrutzler, Stephanie 01 April 2002 (has links)
No description available.
|
92 |
The effects of teacher collaboration and flexible age grouping in a primary mathematics settingBemiller, Sarah Jane 01 July 2002 (has links)
No description available.
|
93 |
Effects of small group cooperative team work on high school students' attitude and achievement in algebraMcCue, Lilian Arbic 01 April 2001 (has links)
No description available.
|
94 |
Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geographyLai, Ling-yan, Edith., 賴靈恩. January 1991 (has links)
published_or_final_version / Education / Master / Master of Education
|
95 |
A study of the effectiveness of group interaction perparation for the performance of students in group situationsChiang Ng, Kit-mei, Nancy., 吳潔美. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
|
96 |
Group work in management education - the role of task design.Du Toit, Anna. January 2007 (has links)
<p>This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.</p>
|
97 |
The Contribution Of Learning Motivation, Reasoning Ability And Learning Orientation On Ninth Grade International Baccalaurate And National Program StudentsBaser, Meltem 01 July 2007 (has links) (PDF)
In this study, the contributions of learning motivation, reasoning ability, learning
orientation and gender to International Baccalaureate and National Program
students&rsquo / mitosis and meiosis achievement was investigated.
Participants of the study were 472 ninth grade students from a private high school
in Ankara. Two hundred nineteen students (46%) were in International
Baccalaureate Program and two hundred fifty three (54%) were in National
Program. The study was conducted during the 2006-2007 Spring semester. Prior
to the introduction of mitosis and meiosis topics, students&rsquo / motivations toward
biology learning (self efficacy, active learning strategies, science learning value, performance goals, achievement goals, learning environment stimulation), formal
reasoning abilities and learning approaches were measured by Students&rsquo / Motivation Towards Biology Learning Questionnaire, Test of Logical Thinking
Ability scale and Learning Approach Questionnaire respectively. After the topics
have been covered, a 20 item Mitosis and Meiosis Achievement Test was used to
measure achievement in mitosis and meiosis topics.
Multiple regression analysis revealed that achievement was explained in positive
direction by formal reasoning ability and in negative direction by active learning
strategies and rote learning in National Program classes. Self-efficacy and formal
reasoning ability had significant contributions to achievement for International
Baccalaureate students. The main predictor of achievement was formal reasoning
ability for both International Baccalaureate and National Program students,
explaining 4.7% and 10.9% variance respectively. Moreover, while 2.9% of the
variance in achievement was explained by self efficacy in International
Baccalaureate classes, rote learning explained 2.2% of the variance in
achievement in negative direction in National Program classes.
|
98 |
Predictive Influence Of Students Achievement Motivation, Meaningful Learning Approach And Epistemological Beliefs On Classification Concept AchievementKizilgunes, Berna 01 September 2007 (has links) (PDF)
The purpose of the present study was to investigate the predictive influences of
epistemological beliefs, achievement motivation, learning approaches on sixth grade
students&rsquo / achievement in classification concepts. The study was carried out in the fall
2006-2007 semester. One thousand forty one 6th grade students from twenty five
randomly selected elementary schools in Ç / ankaya district of Ankara participated in
this study. In this study Turkish version of the Learning Approach Questionnaire,
Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and
Classification Concept Test were used as measuring instruments to collect relevant
data.
Multiple Regression Correlation Analyses was computed in order to find out the
contribution of students&rsquo / learning approaches, epistemological beliefs and
achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo / achievement in classification concepts. Stepwise multiple regression analyses was
conducted in order to find out which variable best predicted students&rsquo / achievement in
classification concepts. Students&rsquo / learning approaches were found to be the best
predictor of achievement explaining 12% of the variance. The remaining 2% of
variance was explained by epistemological beliefs of the students. Achievement
motivation, however did not contribute to students&rsquo / achievement in classification
concepts.
Results also revealed significant positive correlations between students&rsquo / achievement
in classification concepts, their learning goal orientations, epistemological beliefs
and learning approaches. Students&rsquo / performance goal orientations, and self efficacy
beliefs, however, were not found to be related to their achievement in classification
concepts.
|
99 |
Effects of student-student interaction on approaches to learning and on academic performanceLeung, Wai-yee, Winnie., 梁慧儀. January 1993 (has links)
published_or_final_version / Education / Master / Master of Philosophy
|
100 |
Dilemmas of cooperative learning: Chinese students in a Canadian schoolLiang, Xiaoping 05 1900 (has links)
Research in cooperative learning in education generally and second language education in
particular has documented the apparently successful and simultaneous achievement of a number
of educational goals. For second language learners, these goals include developing the second
language (L2), maintaining the first language (L1), and acquiring content knowledge. However,
little research has examined the opinions of the learners themselves with regard to cooperative
learning together with the process of cooperative interaction. This study explores the opinions
and interactions of Chinese immigrant students engaging in cooperative learning in English as a
second language (ESL) classes.
Drawing on qualitative research and discourse analysis traditions, the study used multiple
methods of data collection in a Canadian secondary school ESL program: (1) individual
interviews were carried out with 49 Chinese students; (2) 120 hours of observations in natural
classroom settings were conducted; and (3) 30 hours of audio taped recordings of Chinese
students' interactions during cooperative learning activities were also analyzed.
The findings of the study present a complex picture of cooperative learning in the ESL
classroom. The Chinese students seemed to be sitting on the horns of cooperative learning
dilemmas between cooperation and individualism, between achieving results and sharing
understandings of the task, and between using L1 to help with L2 / content learning and
developing L2 for academic purposes. Particularly with cooperative learning goals of developing
L2, maintaining L1, and acquiring content knowledge, Chinese students had difficult choices to
make between developing L2 and maintaining L1, between using L1 for academic language and
developing academic language in L2, and between learning content in L1 and learning content in
L2.
At a detailed level, tensions and dilemmas that Chinese students confronted appear to be
intrinsic to the simultaneous pursuit of the three cooperative learning goals claimed for L2
learners. Cummins' (1991b, 1992) bilingual proficiency theory, which offers a possible
theoretical model of how these goals are related, needs to address the various conflicts and
dilemmas involved in these three cooperative learning goals. While recognizing other
contributing factors, this work suggests that cooperative learning dilemmas may arise from
conflicts of socially shared values and beliefs, and that discrepancies between Chinese students'
home educational culture and their present Canadian secondary school culture add a layer of
complexity to the dilemmatic situation of cooperative learning in an ESL context.
|
Page generated in 0.0672 seconds