Estudamos o problema de obtenção de estimadores/preditores ótimos para combinações lineares de respostas coletadas de uma população finita por meio de amostragem aleatória simples. Nesse contexto, estendemos o modelo misto para populações finitas proposto por Stanek, Singer & Lencina (2004, Journal of Statistical Planning and Inference) para casos em que se incluem erros de medida (endógenos e exógenos) e informação auxiliar. Admitindo que as variâncias são conhecidas, mostramos que os estimadores/preditores propostos têm erro quadrático médio menor dentro da classe dos estimadores lineares não viciados. Por meio de estudos de simulação, comparamos o desempenho desses estimadores/preditores empíricos, i.e., obtidos com a substituição das componentes de variância por estimativas, com aquele de competidores tradicionais. Também, estendemos esses modelos para análise de estudos com estrutura do tipo pré-teste/pós-teste. Também por intermédio de simulação, comparamos o desempenho dos estimadores empíricos com o desempenho do estimador obtido por meio de técnicas clássicas de análise de medidas repetidas e com o desempenho do estimador obtido via análise de covariância por meio de mínimos quadrados, concluindo que os estimadores/ preditores empíricos apresentaram um menor erro quadrático médio e menor vício. Em geral, sugerimos o emprego dos estimadores/preditores empíricos propostos para dados com distribuição assimétrica ou amostras pequenas. / We consider optimal estimation of finite population parameters with data obtained via simple random samples. In this context, we extend a finite population mixed model proposed by Stanek, Singer & Lencina (2004, Journal of Statistical Planning and Inference) by including measurement errors (endogenous or exogenous) and auxiliary information. Assuming that variance components are known, we show that the proposed estimators/predictors have the smallest mean squared error in the class of unbiased estimators. Using simulation studies, we compare the performance of the empirical estimators/predictors obtained by replacing variance components with estimates with the performance of a traditional estimator. We also extend the finite population mixed model to data obtained via pretest-posttest designs. Through simulation studies, we compare the performance of the empirical estimator of the difference in gain between groups with the performance of the usual repeated measures estimator and with the performance of the usual analysis of covariance estimator obtained via ordinary least squares. The empirical estimator has smaller mean squared error and bias than the alternative estimators under consideration. In general, we recommend the use of the proposed estimators/ predictors for either asymmetric response distributions or small samples.

Estudamos o problema de obtenção de estimadores/preditores ótimos para combinações lineares de respostas coletadas de uma população finita por meio de amostragem aleatória simples. Nesse contexto, estendemos o modelo misto para populações finitas proposto por Stanek, Singer & Lencina (2004, Journal of Statistical Planning and Inference) para casos em que se incluem erros de medida (endógenos e exógenos) e informação auxiliar. Admitindo que as variâncias são conhecidas, mostramos que os estimadores/preditores propostos têm erro quadrático médio menor dentro da classe dos estimadores lineares não viciados. Por meio de estudos de simulação, comparamos o desempenho desses estimadores/preditores empíricos, i.e., obtidos com a substituição das componentes de variância por estimativas, com aquele de competidores tradicionais. Também, estendemos esses modelos para análise de estudos com estrutura do tipo pré-teste/pós-teste. Também por intermédio de simulação, comparamos o desempenho dos estimadores empíricos com o desempenho do estimador obtido por meio de técnicas clássicas de análise de medidas repetidas e com o desempenho do estimador obtido via análise de covariância por meio de mínimos quadrados, concluindo que os estimadores/ preditores empíricos apresentaram um menor erro quadrático médio e menor vício. Em geral, sugerimos o emprego dos estimadores/preditores empíricos propostos para dados com distribuição assimétrica ou amostras pequenas. / We consider optimal estimation of finite population parameters with data obtained via simple random samples. In this context, we extend a finite population mixed model proposed by Stanek, Singer & Lencina (2004, Journal of Statistical Planning and Inference) by including measurement errors (endogenous or exogenous) and auxiliary information. Assuming that variance components are known, we show that the proposed estimators/predictors have the smallest mean squared error in the class of unbiased estimators. Using simulation studies, we compare the performance of the empirical estimators/predictors obtained by replacing variance components with estimates with the performance of a traditional estimator. We also extend the finite population mixed model to data obtained via pretest-posttest designs. Through simulation studies, we compare the performance of the empirical estimator of the difference in gain between groups with the performance of the usual repeated measures estimator and with the performance of the usual analysis of covariance estimator obtained via ordinary least squares. The empirical estimator has smaller mean squared error and bias than the alternative estimators under consideration. In general, we recommend the use of the proposed estimators/ predictors for either asymmetric response distributions or small samples.

在台灣的英文學習環境中， 閱讀能力ㄧ向被視為學習中最重要的ㄧ環 ， 然而， 閱讀所帶來的沉重負擔， 讓許多學生在有限的教學時數之下往往成為了犧牲品，特別是低成就者。班上參差不齊的英文程度,也對老師造成了教學上極大的困擾。 本研究旨在探討 ，以合作式學習法來縮短學習者程度上的差異，進而提升整體的閱讀能力。此外, 互動式閱讀技巧也分別在實驗組與控制組中教授， 以檢視其對閱讀能力的影響。 參與本研究的學生為 79名台北某公立高中的兩班九十四學年度高一新生， 實驗組施以合作式學習法，控制組則為傳統老師講授的方式， 兩組在同一時間內閱讀同一本教科書， 並分別施以前測， 後測。 最後， 並再針對所有研究對象施以問卷調查， 以期了解研究對象對合作式學習法及互動式閱讀技巧之回應。此外, 老師上課的觀察紀錄及小組的檢視表也一併在本研究中被採用。 本研究的結果摘要如下: 1. 在學生閱讀成就方面，實驗組以漸進的方式，最後超越控制組。 2. 在一學期互動式閱讀技巧實施之後， 研究對象之閱讀能力明顯提升。 3. 在實驗組中 ，高、中、 低成就者對合作式學習法展現許多雷同與少許差異的反應，但整體而言，皆傾向於正面的肯定。 4. 閱讀技巧在實驗組與控制組中似有明顯之差異， 顯見研究對象會依教學活動採取不同的閱讀技巧。 根據研究結果， 本論文擬提出對現行高中閱讀教學之建議，俾為教師及未來研究者提供參考。 / In an EFL environment in Taiwan, reading is regarded as the most essential skill. However, for most students, abundance in reading material makes them feel stressful--especially the weaker ones who tend to be sacrificed due to limited instruction time. For teachers, how to deal with a big mixed-level class has therefore become the most important task. An aim of this study was to examine the effectiveness of cooperative language learning (CLL) skills in bridging gap among students with differing academic abilities and in enhancing students' overall reading comprehension. In addition, the interactive reading approach was adopted in both the experimental and the control groups to examine its effect upon them. Participants of this study included 79 tenth-graders from two intact classes in one public senior high school in Taipei in the fall semester of 2005. The experimental group was engaged in three CLL activities and the control group was instructed in the traditional teacher-centered methods. Both groups were taught by the researcher with the interactive reading approach. During the span of this study, the participants in both groups were assigned to read nine lessons from the textbook. In the meantime, they were instructed under the CLL methods and the traditional teacher-centered methods respectively. Besides, they were given a pretest and four posttests during and after the study. In time, two questionnaires were adopted: one for investigating the reading strategies used by the participants in both groups and the other for measuring the CLL group participants' attitudes and responses of the CLL group toward CLL teaching. Besides, the teacher's classroom observation and the group processing checklists were also employed in this study. After four months of experiment, the main results of this study can now be summarized as follows: 1. The experimental group gradually outscored the control group on the reading comprehension test during the experiment. 2. The participants’ reading comprehension ability improved significantly after the implementation of interactive reading approach. 3. The results showed some similarities and differences among the high/low achievers and the average students in their perceptions toward the CLL. However, the participants' attitudes toward and responses to CLL may be described as being supportive and positive. 4. The adoption of reading strategies seemed diverse between the two groups. On the whole, when exposed to different teaching activities, the participants adopted different reading strategies accordingly. This study concludes that the effects of CLL might be better than those of individual learning in a big class on senior high school students' reading proficiency. It also suggests that the interactive reading approach can be used to enhance senior high school students' reading ability.

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

Artificial Intelligence (AI) is a useful tool in education, with the potential to enhance teaching through the use of digital learning environments (DLEs) such as intelligent tutoring systems (ITSs). This thesis investigates the development and evaluation of an AI-assisted web-based platform for pure question-based learning (pQBL) in upper secondary school mathematics. The study aims to assess the prototype's effects compared to traditional classroom instruction and the quality of AI-generated multiple-choice questions (MCQs) using OpenAI’s GPT-4. To do this, the following research questions were formulated: (1) How can an AI-assisted platform for pQBL be designed and implemented? (2) To what extent do GPT-4 generated MCQs meet quality criteria? (3) How do learning outcomes compare between students using AI-assisted pQBL materials and those receiving traditional instruction? The study utilized principles of Question Construction and Prompt Engineering, ensuring AI-generated MCQs adhered to predefined quality standards. Human evaluation by a Teacher Quality Control panel refined and validated the generated MCQs. The effectiveness of the developed prototype was tested using a pretest/posttest design where score changes were analyzed using paired-samples t-tests. The findings indicate that generating high-quality MCQs remains a challenge. Human evaluation is essential to ensure educational efficacy, as only a fraction of the AI-generated MCQs met quality standards. User testing revealed comparable learning outcomes between the pQBL and control groups, with statistically significant results, though limitations in the pretest/posttest design may have influenced these findings. This research highlights the potential and limitations of AI in education, suggesting the need for further studies on AI-assisted tools, including exploring other language models and conducting longitudinal assessments to optimize learning outcomes. / AI utgör en viktig resurs inom utbildning och har potential att förbättra undervisningen genom digitala lärmiljöer (DLE), såsom intelligenta handledningssystem (ITS). Detta examensarbete undersöker utvecklingen och utvärderingen av en AI-stödd webbaserad plattform för rent frågebaserat lärande (pQBL) i matematik på gymnasiet. Studien syftar till att bedöma plattformens effektivitet jämfört med traditionell klassrumsundervisning och att utvärdera kvaliteten på flervalsfrågor som genereras av OpenAI:s GPT-4. För att uppnå detta formulerades följande forskningsfrågor: (1) Hur kan en AI-stödd plattform för pQBL designas och implementeras? (2) I vilken utsträckning uppfyller GPT-4- genererade flervalsfrågor fördefinierade kvalitetskriterier? (3) Hur skiljer sig inlärningsresultaten mellan elever som använder AI-stött pQBL-material och de som får traditionell klassrumsundervisning? Studien tillämpade principer för fråge- och promptkonstruktion för att säkerställa att de AI-genererade flervalsfrågorna följde fördefinierade kvalitetsstandarder. En panel av lärare genomförde mänsklig utvärdering för att förbättra och validera de genererade flervalsfrågorna. Effekten av den utvecklade prototypen testades genom en förtest/eftertest-design där poängförändringen analyserades genom parvisa t-tester. Resultaten indikerar att det finns utmaningar i att generera högkvalitativa flervalsfrågor. Mänsklig utvärdering är nödvändig för att säkerställa kvaliteten hos de AI-genererade flervalsfrågornas eftersom endast en mindre del av dem uppfyllde kvalitetskraven. Användartester visade jämförbara inlärningsresultat mellan pQBL-gruppen och kontrollgruppen med statistiskt signifikanta resultat även om begränsningar i förtest/eftertest-designen kan ha påverkat dessa resultat. Denna forskning belyser AI:s potential och begränsningar inom utbildning och föreslår behovet av ytterligare studier kring AI-drivna verktyg, inklusive undersökning av andra språkmodeller och genomförande av longitudinella studier för att optimera inlärningsresultaten.

Heart failure is a growing public health problem associated with significant morbidity and mortality. Family support positively affects outcomes for the person with heart failure while also leading to caregiver burden. Registered nurses have a key role in supporting and meeting the needs of family caregivers. The overall aim was to explore the situation and needs of family caregivers to a person with heart failure, and explore requisites and ways of supporting and involving family caregivers in heart failure nursing care. Two interview studies, one web survey study and one intervention study were conducted between 2012 and 2017. A total of 22 family caregivers, eight persons with heart failure and 331 registered nurses participated in the studies. Family caregivers' daily life was characterized by worry, uncertainty and relational incongruence but salutogenic behaviours restored new strength and motivation to care. Family caregivers experienced that their caregiving was taken for granted by health care professionals. Family caregivers expressed a need for a permanent health care contact and more involvement in the planning and implementation of their near one’s health care together with health care professionals. Registered nurses acknowledged family caregivers’ burden, lack of knowledge and relational incongruence. A registered nurse was suggested as a permanent health care contact to improve continuity and security. Registered nurses neither acknowledged family caregivers as a resource nor their need for involvement. Registered nurses working in primary health care centres, in nurse-led heart failure clinics, with district nurse specialization, with education in cardiac nursing care held the most supportive attitudes toward family involvement in heart failure nursing care. Family health conversations via telephone in nurse-led heart failure clinics were found to successfully support and involve families. The conversations enhanced nurse-family relationship and relations within the family. They also provided registered nurses with new, relevant knowledge and understanding about the family as a whole. Family health conversations via telephone were feasible to both families and registered nurses, although fewer and shorter conversations were preferred by registered nurses. This thesis highlights the divergence between family caregivers’ experiences and needs, and registered nurses’ perceptions about family caregivers’ situation and attitudes toward the importance of family involvement. It adds to the knowledge on the importance to acknowledge family caregivers as a resource and to support and involve them in heart failure nursing care. One feasible and successful way is to conduct Family health conversations via telephone in nurse-led heart failure clinics.

<p dir="ltr">Infographics are increasingly used as visual communication tools for conveying health information to diverse audiences. However, research is lacking on how specific infographic design factors influence learning outcomes. This study aimed to determine the comparative effectiveness of automatically advanced (Group A) versus manually advanced (Group B) infographics for promoting breast cancer awareness and knowledge. A mixed-methods quasi-experimental pretest-posttest design was utilized. The sample comprised 42 participants for analysis. Of these, the majority, 41 persons self-reported as female, with one participant indicating their gender as 'other.' Participant ages ranged from 25 to 55 years (M = 40.5, SD = 7.62). Most participants were well-educated, with graduate degrees or other advanced education beyond a bachelor's degree. Participants were randomly assigned to either the automatically advanced infographic group (Group A) or the manually advanced infographic group (Group B). Results indicated that Group B had significantly higher scores on the knowledge post-test compared to Group A, suggesting improved recall and comprehension of key information. There were no significant differences in cognitive load ratings or viewing duration between the groups. Qualitative feedback from participants suggested that Group B's manually advanced infographic facilitated better self-pacing and absorption of content. While the study's findings provide preliminary evidence supporting the efficacy of manually advanced infographics in learning complex health information, limitations are acknowledged. The research contributes to the design of patient education materials and underscores the necessity for further investigations across varied populations and health topics to understand the impact of infographic design more comprehensively on learning and behavior.</p>

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students. / Language Education Arts and Culture / M. Ed. (Adult Education)

This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. The findings from the quantitative Classroom observations were carried out to collect relevant data on how the study participants were taught stationary points in differential calculus, especially with the use of the constructivist pedagogical approach. A suitable observation checklist was developed for this purpose (Appendix 6 refers). Classroom observation checklist is a list of factors to be considered while observing a class. It gives a structure and framework for the observation. suggested that the use of ACTDFI might have improved academic achievement in learning of polyhedron during the intervention, while the qualitative data analysis indicated that the use of ACTDFI in the experimental groups might have facilitated the learning of the concepts of polyhedron. It is therefore recommended that further research is necessary on the application of ACTDFI in the teaching of 3-dimensional shapes at the primary schools / Mathematics Education / M. Sc. (Mathematics Education)

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students. / Language Education Arts and Culture / M. Ed. (Adult Education)