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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)

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.

假設市場評價法（Contingent valuation）多用於評估有關某一非市場性財產（Non-market goods）或公共財（Public goods）在民眾心目中的願付價值（Willingness to pay, WTP）。探討受訪者願付價值之研究調查案的問卷設計方式，大致可分成五種，其中開放式出價法和逐步競價法已被證實會對估計造成偏誤，而支付卡法、二分選擇法和雙界二分選擇法則是現今較常為研究者所使用的價格詢問方法，本論文的研究是針對二分選擇法的最佳設計（Optimal design），作一深入的探討。 假設欲探究之母體的願付價值為一服從平均數為 、標準差為 的常態分配，若採用二分選擇法作為價格詢問的方式，則何種詢問方法才能讓參數估計最佳化，由模擬實驗的結果，我們知道若將受訪者隨機等分成兩群，分別詢問兩個不同的價格，且這兩個價格的平均等於預先猜測的母體平均數，那麼不但會有相當不錯的估計結果，在實際的執行上亦較方便。此外，我們提出較容易計算的參數估計量來代替傳統的最大概似估計量（MLE），並以數理證明保證了新的參數估計量有良好的估計性質。 願付價值的研究若對母體資訊不充分時，常會先採行前測（Pretest）。本論文除了探討二分選擇法的最佳設計之外，亦針對支付卡法和二分選擇法運用在前測時，作一深入的討論，結果發現當事先猜測的母體分配參數和真實分配相差很多下，支付卡法和二分選擇法會產生無法估計的情況，因此我們提出新的前測方法，試圖彌補這兩種傳統前測法的不足，我們稱之為序列詢問法（Sequence method）。序列詢問法為一種追蹤母體平均數的方式，依照現在這位受訪者的回答，決定下一位受訪者的詢問價格，在我們的研究中發現，如此的序列詢問方法比傳統的前測法利用更少的資訊，但仍然維持不錯的母體平均數估計結果。

Background Health education programs that are aimed at improving individuals' skills to self-manage are increasingly recognised as a critical component of chronic disease management. Despite the apparent need for such interventions, current studies show inconsistent results regarding program effectiveness, with meta-analyses indicating only marginal effects for some disease groups. A closer examination of these studies however suggests that the magnitude and inconsistency of the findings may be related to the types of outcomes that were assessed rather than specific disease groups. Where self-report measures were used, results tended to be smaller and inconsistent. It is therefore possible that current studies do not adequately reflect program effects because self-report outcomes have a high risk to be confounded by a range of potential biases. Objective The aim of this thesis was to identify and quantify the potential influence of biases in the measurement of change in chronic disease self-management interventions using self-report. Methods The research design targeted the processes that individuals undergo when filling out questionnaires and whether this has an influence on their self-report outcomes. This was achieved by developing a three-group research design. The Health Education Impact Questionnaire (heiQ) was used to collect outcomes data. While pretest questionnaires were identical across groups, three questionnaire versions were randomly distributed at posttest. One of the groups filled out traditional posttest questions (n=331), whereas the other two groups were asked to provide data in addition to posttest questions, with one group providing transition questions (n=304) and one providing retrospective pretest data (n=314). Resulting datasets were further examined for possible confounding effects through response shift and social desirability bias. Through the random allocation of the heiQs it was ensured that data were not influenced by potential intra-group effects. Results The thesis revealed that the design of the posttest questionnaire significantly influenced people's ratings of their posttest levels. In particular, when participants were asked to provide ratings of their retrospective pretest levels in addition to their posttest levels, the latter scores were significantly higher than those of participants who did not perform this additional task. Subsequent analyses however suggested that these differences could neither be explained by response shift nor by social desirability bias. Conclusions This research has provided important insight into the measurement of outcomes of chronic disease self-management interventions. While the threat to the validity of traditional pretest-posttest data due to confounding effects through response shift and social desirability biases could not be supported, the thesis has highlighted that the cognitive task that subjects are asked to perform when providing data at posttest significantly influenced their self-reported outcomes. Given that previous research has predominantly focused on other aspects of validity - such as applying control group designs to circumvent common threats to internal and external validity - this study suggests that more attention must be paid to the design of questionnaires. The thesis concludes that further research, in particular into the influence of cognitive tasks on obtained scores, is important to improve the interpretation of self-report outcomes data derived from participants of self-management interventions.

Ante la insatisfactoria preparación matemática de los futuros maestros y sus malos resultados en didáctica de la matemática, consideramos necesario averiguar realmente el nivel de conocimientos matemáticos de dichos estudiantes al iniciar la Diplomatura y su relación con el rendimiento en las asignaturas de didáctica de la matemática.Hemos realizado un diseño cuasi-experimental Pretest-Postest con Grupo de Control y varias medidas.La muestra la formaron los estudiantes de Primer curso de Maestro de la UJI, el Grupo Experimental los que asistieron al Curs Zero: Matemática Prévia y el de Control los no asistentes.La medida del Pretest (O1) fue única, para determinar el nivel de partida en conocimientos matemáticos, y se efectuaron varias medidas de Postest (O2, O3, O4, y O5) para analizar los distintos objetivos planteados.Los instrumentos utilizados han sido pruebas de conocimientos de matemáticas y de conocimientos de didáctica de la matemática.Se ha realizado un estudio descriptivo y otro inferencial obteniendo los siguientes resultados:El nivel de conocimientos matemáticos previos de los futuros maestros es realmente bajo.El nivel de conocimientos matemáticos de los estudiantes de Maestro asistentes al Curs Zero, al finalizar el curso es mejor que el de los no asistentes y se mantiene en el tiempo.El rendimiento en didáctica de la matemática de los estudiantes de Maestro asistentes al Curs Zero es mejor que el de los no asistentes.Existe una elevada correlación positiva entre el nivel de conocimientos matemáticos y el rendimiento en las asignaturas de didáctica de la matemática de los estudiantes asistentes al Curs Zero.

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)

Two modalities of research design's workshops -long and short- were developed to qualify 658 Hispanamerican research workers, whom were divided into 30 groups, and were applyied along ten years. The terminal efficiency of the workshops was measured with a pre-post-test design and the differences were assessed with a t-test -for dependent samples-. The results showed that the values of the post-test were higher -p ≤ 0.001- than the pretest averages. Contrasting the two workshop versions, the average of the long workshop was significantly higher -p ≤ 0.001- than the short one, by means of a multiple pre-post-test design and the t-test for independent samples. Using Solomon four-group design it was feasible to establish that the significant increase of knowledge about research designs was not influenced by the interaction of the pretest and treatment factors and there was not observed any significant difference between both versions. / Se aplicaron dos modalidades de talleres de investigación -corta y larga- para habilitar por espacio de diez años a 658 investigadores hispanoamericanos, divididos en 30 grupos. La eficiencia terminal de los talleres fue medida con un diseño de pre y post-test y las diferencias con una prueba t-Student -para muestras dependientes-. Los resultados mostraron que los valores del post-test eran más elevados -p ≤ 0.001- que los del pretest. Contrastando las dos versiones del taller, el promedio del largo fue significantemente mayor -p ≤ 0.001- que el del corto; esto, bajo la tutela de un diseño múltiple de pre y post-test y la prueba t-Student, pero para muestras independientes. Con el diseño de cuatro grupos de Solomon se estableció que el incremento significativo en el conocimiento sobre diseños de investigación no fue intervenido por los factores tratamiento y pretest -interacción- y no se observaron diferencias significativas entre ambas versiones.