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Thesis (M.A.)--Ohio University, June, 2004. / Includes bibliographical references (p. 40-43).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

Thesis (M.A.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 40-43)

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

The relationship between memory organization skills and performance was investigated. The purpose was to investigate organization and training differences that might result in different performance under the recall TES effect. The recall test expectancy effect (TES) states that people who expect and receive a recall test perform significantly better than do people who expect a multiple choice test but receive a recall test (Balota & Neely, 1980). In Phase 1, half of the 96 female undergraduate participants were randomly assigned to a categorized word list while the other half were assigned to an unrelated word list (Tulving, 1962) condition. The subjects studied and recalled the same list of words over four study-test trials. The participants were divided into high and low organizer groups depending on their organization scores (Tulving & Sternberg, 1977) from Phase 1. Before Phase 2 the high and low organizer groups were randomly assigned to either a training or no training condition. The subjects in the no training condition went directly to Phase 2. The training period consisted of suggestions for organizing materials for better recall. In Phase 2 all of the subjects received three different word lists for each of three study-test trials. The first two tests were multiple choice (recognition) and the last was a surprise recall test. Thus, the subjects were led to expect a recognition test through practice. The results from all of the condition groups were in support of the traditional recall TES effect. This reflected qualitatively different processes used for recognition versus recall tests (Underwood, 1972). There was a significant relationship between organizational abilities from Phase 1 and performance on the surprise recall test in Phase 2 for the high organizers but not for the low organizers. Significant group differences were found when training was not provided; however, the training period eliminated organizational group differences in Phase 2. The results were interpreted within the theoretical frameworks of Anderson and Bower (1972, 1974) and Gillund and Shiffrin (1984). Future research should be aimed at identifying the practical organization strategies used by test-takers so that recall performance of students, especially low organizers, can be facilitated. / Graduate

M.A.(Psychology) / Please refer to full text to view abstract

The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant relationship was found between MCQ marks and year marks. It was concluded that students’ use of the self-test tool in formative assessments has a significant bearing on students’ year marks and final grades. The negative nature of the standardised beta coefficient for gender indicates that, when year marks and annual self-test time are considered, males appear to have performed slightly better than females.

The objective of the present project was to propose a new methodology for measuring misconceptions and subskills simultaneously using diagnostic information available from incorrect alternatives in multiple-choice tests designed for that purpose. Misconceptions are systematic and persistent errors that represent a learned intentional incorrect response (Brown & VanLehn, 1980; Ozkan & Ozkan, 2012). In prior research, Lee and Corter (2011) found that classification accuracy for their Bayesian Network misconception diagnosis models improved when latent higher-order subskills and specific wrong answers were included. Here, these contributions are adapted to a cognitively diagnostic measurement approach using the multiple-choice Deterministic Inputs Noisy “And” Gate (MC-DINA) model, first developed by de la Torre (2009b), by specifying dependencies between attributes to measure latent misconceptions and subskills simultaneously. A simulation study was conducted employing the proposed methodology (referred to as MC-DINA-H) across sample sizes (500, 1000, 2,000, and 5,000 examinees) and test lengths (15, 30, and 60 items) conditions. Eight attributes (4 misconceptions and 4 subskills) were included in the main simulation study. Attribute classification accuracy of the MC-DINA-H was compared to four less complex models and was found to more accurately classify attributes only when the attributes were relatively frequently required by multiple-choice options in the diagnostic assessment. The findings suggest that each attribute should be required by at least 15-20 percent of options in the diagnostic assessment.

This thesis project took "community dining room" as the theme. Based on the research of different types of public eating places, I came up with a new type of community restaurant system that meets the needs of modern development. Multiple choice and affordable price are the most important feature of this new container construction system. The general background of my thesis topic based on issues of community service, interaction between the public, buildings and community. Moreover, I found two typical methods of showing community relationships, the kitchenless home and hawker centre, which became the supporting materials of my thesis general thoughts. And then, the research section is the most important part of the entire thesis process. In research part, I analyzed and sorted out different types of "public dining areas", summarized their commonalities, and drew several different types of prototypes. Finally, the design of project is based on the summary of the research section. Thesis project was designed based on the prototypes, following the micro-meso-macro scope design step.