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Study on the Relationship among Entrepreneurship, Learning Strategy and Performance in Mission-based LearningShih, Yueh-Chun 16 August 2005 (has links)
The aim of this thesis is to explore a brand new learning activity named Mission-based Learning (MBL), which is based on the Complex Problem Learning. Two research objectives are to develop the designing principles for MBL and to analyze the relationship among entrepreneurship, learning strategy and performance while learners participating Mission-based learning activities in groups.
According to the concept of ARCS model proposed by Keller, we developed six designing principles for MBL activities; they are (1) Commitment (2) Risk-taking (3) Persistence (4) Positive Self-talk (5) Self-reflection and (6)_ Self-improvement.
According to the designing principles we developed, we designed and conducted two real MBL activities, ¡§Searching and Backtracking of Chinese Family Names¡¨ and ¡§Unified Invoice¡¨ using the K12 digital school (http://ds.k12.edu.tw/). We adopted all the student groups that participated MBL activities from the beginning to the end as valid samples. Then we took the whole participated groups as valid samples and analyzed their narratives by content analysis. We explored the relationship among entrepreneurship, learning strategy and performance for groups participating in Mission-based learning activities.
Our study has found that the participated groups with competitive aggressiveness would favore adopting action control as learning strategy in doing the two MBL activities. We also found that the participated groups with higher competitive aggressiveness would have a higher performance in two MBL activities. Moreover, we found that the relationship between learning strategy and performance would be affected by different orientations of MBL activities. The participated groups with good adaptation of information-processing strategy will show a higher performance in knowledge-deep oriented MBL activities. And the participated groups with good adaptation of action control strategy will show a higher performance in knowledge-wide oriented MBL activities.
To effectively applying MBL activity, some suggestions are provided for teachers. (1) Participating groups should be well-informed the meaning and spirit of MBL activities before their participation. (2) All groups should be working independently and autonomously by minimizing teacher¡¦s intervention. (3) In order to strengthen the action control strategies of participated groups, adequate psychological scaffolding should be provided by teachers during groups participated in MBL.
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Investigation Of Self-regulated Learning And Motivational Beliefs In Mathematics AchievementErgoz, Gulnur 01 July 2008 (has links) (PDF)
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics.
The study was conducted in Istanbul and Ankara, two largest cities of Turkey, with 577 seventh-grade students (274 boys, 303 girls) from nine private and public schools. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used.
By using Linear Stepwise Regression and MANOVA, respectively, the results indicated that (1) The combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students&rsquo / mathematics
achievement was significant. Boys&rsquo / mathematics achievement at public schools was significantly affected by extrinsic goal orientation and cognitive strategy use whereas self-efficacy and intrinsic goal orientation were two predictors for boys
at private schools. Girls&rsquo / mathematics achievement both at public and private schools was significantly affected by self-efficacy. (2) There was no statistically significant mean difference between girls and boys with respect to task value,
self-efficacy and test anxiety. Also, there was no statistically significant mean difference between public schools and private schools with respect to extrinsic goal orientation, task value, self efficacy and self-regulation.
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Elementary Teachers’ Perceptions of Technology as a Catalyst for Constructivist Practices in the Classroom: A Case StudyMenard, Lynne Brown 08 November 2010 (has links)
This research described and analyzed teachers’ perceptions of technology as a
catalyst for stimulating classroom constructivist practices. The teachers were located at
multiple schools in one Florida county. The teachers were selected based on participation
in the Education through Dynamic Global Experiences (EDGE) program. This One-to-
One program provides one laptop for every classroom teacher and student.
The most frequent ideas in the literature fell into three sections. First is the need to
integrate technology as part of the curricula and use constructivism as a theoretical
framework for technology integration. The second relates to the best practices of
incorporating classroom technology driven by constructivist theory and Self-Regulated
Learning (SRL). The third describes one county’s EDGE program and related literature.
Two focus groups gathered information from teachers with various levels of
classroom and EDGE experience regarding perceptions of a One-to-One classroom.
Teachers were surveyed regarding perceptions of processes of using technology as a
catalyst for constructivist practices, changing teaching and learning, teaching style, and
curriculum content delivery.
Conclusion:
Data collected from teacher surveys and focus groups support the premise that
“Elementary teacher’s perceptions of technology as a catalyst for constructivist practices
in the classroom” is valid. This conclusion was demonstrated by evaluating teacher
perceptions, patterns of experiences, and the emergence of constructivist instructional
practices when technology is infused in the curriculum. The major recurring themes
supported a constructivist culture that was: collaborative and independent, receptive to
individuals and valued their relationships, replete with opportunities for distributed
leadership, interconnected with integrated technology, populated with highly engaged
and motivated individuals, self-sustaining, safe and nonjudgmental, vision driven, built
on authentic assessment and curriculum, and evolving at the speed of technology.
Implications follow:
1. Technology can be used as a catalyst for classroom constructivist practices
2. Teachers believe that technology supports increasing standardized test scores.
3. Training in constructivism promotes use of technology by teachers and speeds
changing teaching pedagogy into constructivist practices.
4. Teachers’ perceptions are important in changing pedagogy toward
constructivism.
5. School administration must support classroom technology and constructivist
teaching
6. Students and teachers can collaborate in designing, developing, and
implementing their learning experiences and students can actually take control of
their learning experiences.
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Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria NieuwoudtNieuwoudt, Susanna Maria January 2003 (has links)
This research was undertaken to determine the influence of a video class system
on the strategic teaching and learning of school mathematics. A literature
investigation served as a frame of reference for the planning, execution and
assessment of the empirical investigation.
Some of the approaches which have the greatest influence on the learning of
school mathematics, namely the behaviourist, cognitive and constructivist
approaches, are described and, where necessary, critically assessed. Factors
which influence the learning of school mathematics are discussed in an
interrelated manner and are used to identify the features of the strategic learning
of school mathematics.
It is then attempted to determine how teaching should take place to enable the
strategic learning of school mathematics. To reach this objective, different
approaches to the teaching of mathematics are discussed, based on approaches
to the learning of mathematics, and the influence of these on the teaching of
school mathematics is determined, based on the literature investigation. Different
factors which influence the teaching of mathematics are identified and used to
describe the characteristics of the effective teacher, who teaches mathematics
for the strategic learning of the subject.
The empirical investigation involved a quantitative as well as a qualitative
investigation. In the quantitative investigation an actual experimental design with
a pre-test and post-tests was used. Video recordings were made with one
experimental group (video recording class) and delivered (played back) with
another experimental group (video delivery class). The control group received
conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted
LASSI-HS to establish the influence of the video class system used in the
investigation on the study and learning strategies of the learners. In this way the
influence on the strategic learning of mathematics could be determined. At the
same time the influence of the video class system on the mathematics
performance of the learners was established, in order to determine the extent of
success of the use of the video class system.
A qualitative investigation by means of an observation schedule, together with
the analysis of video recordings of mathematics lessons, was used to determine
the influence of the video class system on the teaching of mathematics. The
video class system did not have a negative or a positive influence on the
performance of either the video recording classes, the video delivery classes or
the control classes of the schools who participated in the research. Neither did
the video class system have a positive or a negative influence on the use of
learning and study strategies (concerning mathematics) of the different class
groups who participated in the research. That means that the video class system
did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria NieuwoudtNieuwoudt, Susanna Maria January 2003 (has links)
This research was undertaken to determine the influence of a video class system
on the strategic teaching and learning of school mathematics. A literature
investigation served as a frame of reference for the planning, execution and
assessment of the empirical investigation.
Some of the approaches which have the greatest influence on the learning of
school mathematics, namely the behaviourist, cognitive and constructivist
approaches, are described and, where necessary, critically assessed. Factors
which influence the learning of school mathematics are discussed in an
interrelated manner and are used to identify the features of the strategic learning
of school mathematics.
It is then attempted to determine how teaching should take place to enable the
strategic learning of school mathematics. To reach this objective, different
approaches to the teaching of mathematics are discussed, based on approaches
to the learning of mathematics, and the influence of these on the teaching of
school mathematics is determined, based on the literature investigation. Different
factors which influence the teaching of mathematics are identified and used to
describe the characteristics of the effective teacher, who teaches mathematics
for the strategic learning of the subject.
The empirical investigation involved a quantitative as well as a qualitative
investigation. In the quantitative investigation an actual experimental design with
a pre-test and post-tests was used. Video recordings were made with one
experimental group (video recording class) and delivered (played back) with
another experimental group (video delivery class). The control group received
conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted
LASSI-HS to establish the influence of the video class system used in the
investigation on the study and learning strategies of the learners. In this way the
influence on the strategic learning of mathematics could be determined. At the
same time the influence of the video class system on the mathematics
performance of the learners was established, in order to determine the extent of
success of the use of the video class system.
A qualitative investigation by means of an observation schedule, together with
the analysis of video recordings of mathematics lessons, was used to determine
the influence of the video class system on the teaching of mathematics. The
video class system did not have a negative or a positive influence on the
performance of either the video recording classes, the video delivery classes or
the control classes of the schools who participated in the research. Neither did
the video class system have a positive or a negative influence on the use of
learning and study strategies (concerning mathematics) of the different class
groups who participated in the research. That means that the video class system
did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. GeduldGeduld, Bernadette Winefrede January 2011 (has links)
Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel daar te stel om genoemde vaardighede te verbeter. Om hierdie doel te bereik is ‘n literatuurstudie onderneem ten einde a) leer te omskryf volgens die behavioristiese, sosiaal–kognitiewe, inligtingverwerkings, konstruktiwistiese teorieë en volwasse leerteorieë; b) selfgereguleerde leer te omskryf vanuit die behaviouristiese, fenomenologiese, Vygotskiaanse, kognitief–konstruktivistiese en sosiaal–kognitiewe beskouinge, met die klem op laasgenoemde beskouing en c) afstandsleer en die vereistes wat afstandsleer en selfgereguleerde leer aan afstandsleerders stel, te beskryf.
Vanuit literatuur is bepaal dat effektiewe leer gedefinieer word vanuit die navorser se oriëntasie tot leer sowel as die aard van leer in ‘n spesifieke konteks. Die verskillende leerteorieë beklemtoon verskillende aspekte van leer en hou verskillende implikasies in vir programontwerp, rolle van onderriggewers, leermetodes en assessering. Verder dui literatuur op ‘n positiewe verband tussen selfgereguleerde leer en akademiese prestasie. Terselfdertyd dui bestaande literatuur daarop dat suksesvolle afstandsleerders selfregulerend moet kan leer en dus oor sodanige vaardighede moet beskik.
Die navorsingspopulasie het bestaan uit BEd Honneurs oopafstandsleerders van Noordwes–Universiteit asook fleksieleerders van die Noordwes–Universiteit, Potchefstroomkampus wat alreeds eksamen afgelê het in die Leerperspektiewe module. Die teikengroep het bestaan uit leerders wat reeds vroeër eksamen afgelê het in die module LEON 611 en tydens kontaksessies in 2010 by spesifieke kontaksentrums en vakansieskole bygewoon en die vraelyste voltooi het (n=264).
‘n Multi–metode ontwerp is geïmplementeer waar ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsing aangewend is om die navorsingsprobleem beter te verstaan. Kwantitatiewe data is ingesamel aan die hand van vier vraelyste waarná aanvullende kwalitatiewe data–insameling met semi–gestruktureerde onderhoude gevolg het. Kwantitatiewe navorsing het geskied aan die hand van ‘n ex post facto–benadering en data is statisties ontleed deur middel van a) faktoranalise, b) meervoudige regressie–analise, c) stapsgewyse regressie–analise en d) effekgroottes. Kwalitatiewe data is met behulp van ATLAS.ti.6.0 - ‘n rekenaarondersteunde stelsel, ontleed.
Resultate van die ondersoek dui daarop dat deelnemers nie voldoen aan al die vereistes vir effektiewe afstandsleer nie. Bereiking van leerdoelwitte is in ‘n groot mate afhanklik van die steun van onderriggewers en porture. Hul beskik nie oor inligtingstegnologiese vaardighede nie en kan nie effektief leer waar nie–moedertaalonderrig ter sprake is nie. In teenstelling met bestaande literatuur dui kwantitatiewe en kwalitatiewe resultate op ‘n lae verband bestaan tussen afstandsleerders se selfgereguleerde leervaardighed en hul akademiese prestasie. Deelnemers maak selde gebruik van selfgereguleerde leervaardighede soos ter sprake tydens die voorafdenkfase maar meer tydens die wilsbeheer– en selfreaksiefases.
‘n Model is ontwikkel vir die verbetering van selfgereguleerde leervaardighede van oopafstandsleerders, inbegrepe deurlopende ontwikkeling van akademiese taalvaardigheid en inligtingstegnologiese vaardighede. Aanpassings in studiemateriaal en verandering van onderrigstrategieë en terugvoer is belangrike aspekte van die model. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.
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An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice ProudfootProudfoot, Candice January 2011 (has links)
Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. GeduldGeduld, Bernadette Winefrede January 2011 (has links)
Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel daar te stel om genoemde vaardighede te verbeter. Om hierdie doel te bereik is ‘n literatuurstudie onderneem ten einde a) leer te omskryf volgens die behavioristiese, sosiaal–kognitiewe, inligtingverwerkings, konstruktiwistiese teorieë en volwasse leerteorieë; b) selfgereguleerde leer te omskryf vanuit die behaviouristiese, fenomenologiese, Vygotskiaanse, kognitief–konstruktivistiese en sosiaal–kognitiewe beskouinge, met die klem op laasgenoemde beskouing en c) afstandsleer en die vereistes wat afstandsleer en selfgereguleerde leer aan afstandsleerders stel, te beskryf.
Vanuit literatuur is bepaal dat effektiewe leer gedefinieer word vanuit die navorser se oriëntasie tot leer sowel as die aard van leer in ‘n spesifieke konteks. Die verskillende leerteorieë beklemtoon verskillende aspekte van leer en hou verskillende implikasies in vir programontwerp, rolle van onderriggewers, leermetodes en assessering. Verder dui literatuur op ‘n positiewe verband tussen selfgereguleerde leer en akademiese prestasie. Terselfdertyd dui bestaande literatuur daarop dat suksesvolle afstandsleerders selfregulerend moet kan leer en dus oor sodanige vaardighede moet beskik.
Die navorsingspopulasie het bestaan uit BEd Honneurs oopafstandsleerders van Noordwes–Universiteit asook fleksieleerders van die Noordwes–Universiteit, Potchefstroomkampus wat alreeds eksamen afgelê het in die Leerperspektiewe module. Die teikengroep het bestaan uit leerders wat reeds vroeër eksamen afgelê het in die module LEON 611 en tydens kontaksessies in 2010 by spesifieke kontaksentrums en vakansieskole bygewoon en die vraelyste voltooi het (n=264).
‘n Multi–metode ontwerp is geïmplementeer waar ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsing aangewend is om die navorsingsprobleem beter te verstaan. Kwantitatiewe data is ingesamel aan die hand van vier vraelyste waarná aanvullende kwalitatiewe data–insameling met semi–gestruktureerde onderhoude gevolg het. Kwantitatiewe navorsing het geskied aan die hand van ‘n ex post facto–benadering en data is statisties ontleed deur middel van a) faktoranalise, b) meervoudige regressie–analise, c) stapsgewyse regressie–analise en d) effekgroottes. Kwalitatiewe data is met behulp van ATLAS.ti.6.0 - ‘n rekenaarondersteunde stelsel, ontleed.
Resultate van die ondersoek dui daarop dat deelnemers nie voldoen aan al die vereistes vir effektiewe afstandsleer nie. Bereiking van leerdoelwitte is in ‘n groot mate afhanklik van die steun van onderriggewers en porture. Hul beskik nie oor inligtingstegnologiese vaardighede nie en kan nie effektief leer waar nie–moedertaalonderrig ter sprake is nie. In teenstelling met bestaande literatuur dui kwantitatiewe en kwalitatiewe resultate op ‘n lae verband bestaan tussen afstandsleerders se selfgereguleerde leervaardighed en hul akademiese prestasie. Deelnemers maak selde gebruik van selfgereguleerde leervaardighede soos ter sprake tydens die voorafdenkfase maar meer tydens die wilsbeheer– en selfreaksiefases.
‘n Model is ontwikkel vir die verbetering van selfgereguleerde leervaardighede van oopafstandsleerders, inbegrepe deurlopende ontwikkeling van akademiese taalvaardigheid en inligtingstegnologiese vaardighede. Aanpassings in studiemateriaal en verandering van onderrigstrategieë en terugvoer is belangrike aspekte van die model. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.
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An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice ProudfootProudfoot, Candice January 2011 (has links)
Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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STEPS TO PARNASSUS: The Effects of Guided Practice On Junior and Intermediate School MusiciansPicone, John 19 December 2012 (has links)
Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.
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