<p>Students perceive physics as a difficult teaching subject and have<br />prejudices&nbsp; about&nbsp; this&nbsp; subject&nbsp; before&nbsp; they&nbsp; get&nbsp; acquainted&nbsp; with&nbsp; its<br />content as a part of teaching physics. Poor students&rsquo; performance<br />in&nbsp; physics&nbsp; indicate&nbsp; the&nbsp; need&nbsp; to&nbsp; use&nbsp; appropriate&nbsp; strategies&nbsp; in&nbsp; the<br />teaching&nbsp; process&nbsp; that&nbsp; can&nbsp; help&nbsp; students&nbsp; in&nbsp; mastering&nbsp; physics<br />contents.&nbsp; Since&nbsp; there&nbsp; is&nbsp; a&nbsp; correlation&nbsp; between&nbsp; students&rsquo;<br />performance and metacognition, it is preferably to apply strategies<br />that at the same time encourage the development of metacognition.<br />In this paper a modified Know-Want-Learn strategy is proposed,<br />which&nbsp; can&nbsp; be&nbsp; used&nbsp; in&nbsp; teaching&nbsp; with&nbsp; the&nbsp; aim&nbsp; of&nbsp; encouraging<br />research and practical work. Within the modified strategy, students<br />fill&nbsp; in&nbsp; four&nbsp; columns:&nbsp; What&nbsp; I&nbsp; Think&nbsp; and&nbsp; what&nbsp; I&nbsp; know;&nbsp; What<br />Questions I have; How can I find out; and What I Learned.<br />The aim of the conducted research was to examine the impact of<br />the modified Know-Want-Learn strategy on students&rsquo; performance<br />and&nbsp; metacognition&nbsp; in&nbsp; primary&nbsp; school&nbsp; physics&nbsp; teaching.<br />Pedagogical&nbsp; experiment&nbsp; with&nbsp; parallel&nbsp; groups&nbsp; (experimental&nbsp; andcontrol) was carried out; 141 students (5 classes) of the sixth grade<br />(aged&nbsp; 11-12&nbsp; years)&nbsp; participated.&nbsp; Students&#39;&nbsp; performance&nbsp; was<br />assessed with the use of pre-test and post-test that were created for<br />the purpose of research, while questionnaire on metacognition was<br />used for evaluation of students&#39; metacognition. Statistical analysis<br />of&nbsp; the&nbsp; obtained&nbsp; data&nbsp; showed&nbsp; that&nbsp; the&nbsp; implementation&nbsp; of&nbsp; the<br />modified&nbsp; Know-Want-Learn&nbsp; strategy,&nbsp; in&nbsp; sixth&nbsp; grade&nbsp; primary<br />school&nbsp; physics&nbsp; teaching,&nbsp; has&nbsp; positive&nbsp; impact&nbsp; on&nbsp; students&#39;<br />performance&nbsp; and&nbsp; metacognition.&nbsp; Besides,&nbsp; it&nbsp; has&nbsp; been&nbsp; shown&nbsp; that<br />performance&nbsp; is&nbsp; not&nbsp; dependant,&nbsp; while&nbsp; metacognition&nbsp; is&nbsp; dependant<br />on students&#39; gender. On the basis of the obtained data, it was found<br />that&nbsp; there&nbsp; is&nbsp; statistically&nbsp; significant&nbsp; weak&nbsp; correlation&nbsp; between<br />students&#39;&nbsp; performance&nbsp; and&nbsp; metacognition.&nbsp; The&nbsp; research&nbsp; results<br />suggest&nbsp; that&nbsp; proposed&nbsp; strategy&nbsp; should&nbsp; be&nbsp; used&nbsp; in&nbsp; primary&nbsp; school<br />physics teaching.</p> / <p>Učenici&nbsp; doživljavaju&nbsp; fiziku&nbsp; kao&nbsp; težak&nbsp; nastavni&nbsp; predmet&nbsp; i&nbsp; imaju predrasude o fizici kao nauci i pre nego &scaron;to se upoznaju sa njenim sadržajem&nbsp; u&nbsp; okviru&nbsp; nastave&nbsp; fizike.&nbsp; Slaba&nbsp; postignuća&nbsp; učenika&nbsp; iz fizike ukazuju na potrebu da se u nastavi primenjuju odgovarajuće strategije&nbsp; koje&nbsp; mogu&nbsp; pomoći&nbsp; učenicima&nbsp; u&nbsp; savladavanju&nbsp; sadržaja fizike.&nbsp; S&nbsp; obzirom&nbsp; na&nbsp; to&nbsp; da&nbsp; postoji&nbsp; veza&nbsp; između&nbsp; postignuća&nbsp; i metakognicije&nbsp; učenika,&nbsp; poželjno&nbsp; je&nbsp; primenjivati&nbsp; strategije&nbsp; koje istovremeno&nbsp; podstiču&nbsp; razvoj&nbsp; metakognicije.&nbsp; U&nbsp; ovom&nbsp; radu&nbsp; je predložena modifikovana strategije Znam-Želim da&nbsp; znam-Naučio sam,&nbsp; koja&nbsp; se&nbsp; može&nbsp; koristiti&nbsp; u&nbsp; nastavi&nbsp; fizike&nbsp; s&nbsp; ciljem&nbsp; podsticanja istraživanja&nbsp; i&nbsp; praktičnog&nbsp; rada.&nbsp; U&nbsp; okviru&nbsp; modifikovane&nbsp; strategije učenici&nbsp; popunjavaju&nbsp; tabelu&nbsp; od&nbsp; četiri&nbsp; kolone:&nbsp; Mislim&nbsp; i&nbsp; znam; Pitanja koja imam; Kako mogu da saznam; i Naučio sam.Cilj&nbsp; sprovedenog&nbsp; istraživanja&nbsp; bio&nbsp; je&nbsp; da&nbsp; se&nbsp; ispita&nbsp; uticaj&nbsp; primene modifikovane&nbsp; strategije&nbsp; Znam-Želim&nbsp; da&nbsp; znam-Naučio&nbsp; sam postignuća&nbsp; i&nbsp; metakogniciju&nbsp; učenika&nbsp; u&nbsp; osnovno&scaron;kolskoj&nbsp; nastavifizike.&nbsp; U&nbsp; realizovanom&nbsp; pedago&scaron;kom&nbsp; eksperimentu&nbsp; sa&nbsp; paralelnim grupama&nbsp; (eksperimentalnom&nbsp; i&nbsp; kontrolnom),&nbsp; učestvovao&nbsp; je&nbsp; 141 učenik&nbsp; (5&nbsp; odeljenja)&nbsp; &scaron;estog&nbsp; razreda&nbsp; (uzrasta&nbsp; 11-12&nbsp; godina). Postignuća učenika su procenjena primenom inicijalnog i finalnog testa&nbsp; koji&nbsp; su&nbsp; kreirani&nbsp; za&nbsp; potrebe&nbsp; istraživanja,&nbsp; dok&nbsp; je&nbsp; za&nbsp; procenu metakognicije&nbsp; učenika&nbsp; kori&scaron;ćen&nbsp; upitnik&nbsp; o&nbsp; nivou&nbsp; metakognicije.<br />Statističkom obradom dobijenih podataka pokazano je da primena modifikovane&nbsp; strategije&nbsp; Znam-Želim&nbsp; da&nbsp; znam-Naučio&nbsp; sam,&nbsp; u realizaciji&nbsp; nastave&nbsp; fizike&nbsp; u&nbsp; &scaron;estom&nbsp; razredu&nbsp; osnovne&nbsp; &scaron;kole,pozitivno&nbsp; utiče&nbsp; na&nbsp; učenička&nbsp; postignuća&nbsp; i&nbsp; metakogniciju.&nbsp; Takođe,pokazano je da postignuća ne zavise, dok metakognicija zavisi od pola učenika. Na osnovu dobijenih podataka utvrđeno je da postoji statistički značajna slaba korelacija između učeničkih postignuća i metakognicije.&nbsp; Rezultati istraživanja&nbsp; ukazuju&nbsp; na to&nbsp; da&nbsp; bi opisana strategija trebalo da se koristi u osnovno&scaron;kolskoj nastavi fizike.</p>

Increasing enrollment of students and declining availability of qualified and experienced faculty are leading to increased assessment loads of the existing faculty. Moreover, the assessment techniques are changing drastically due to the ever-increasing demand of new knowledge and abilities from the students. The tools offered by information technology can now be effectively used in enhancing the productivity of a teacher. This thesis proposes a mechanism for creating both summative and formative assessment instruments for a course in an engineering program. The assessment instruments will vary widely in nature depending on the subject. With increasing prevalence of digital devices in all walks of life a first level knowledge of digital systems is considered necessary for all engineers especially under electrical and computer engineering curricula. The first level course ‘Basics of Digital Systems’ is chosen for developing a framework of computer assisted evaluation. Creation of assessment instruments is best done in the context of an instructional system design (ISD) model. ADDIE, a generic model is chosen for the study. Bloom’s classification of levels of cognition, Vincenti’s categorization of engineering knowledge, and ‘Gronlund 2-level’ method for writing the learning objectives are integrated to create a ‘Bloom-Vincenti–Gronlund’(BVG)framework for preparing the learning objectives/assessment instruments. Developing tools for evaluation of performance of students in the assessment tests requires consideration of many issues: analysis of problems and their solution methods, errors normally committed by students, grading preferences of the instructor and feedback to students. A set of tools are developed that are able to evaluate the truth tables, state tables, excitation tables, timing diagram and VHDL codes. The developed tools are validated. The submission of the assignment and the integration of all the tools for evaluation will be more effective if they can be integrated in a learning management system (LMS). ‘MOODLE’, an open source LMS, is identified for the integration of the tools. The developed tools execute the files submitted by the students, evaluate them, and provide feedback to the students. In summary, the thesis addressed some key issues related to “assessment and evaluation of students’ performance” and proposed an integrated computer assisted system for the evaluation of students’ performance in the course ‘Basics of Digital Systems’.

At every educational level reading is a powerful tool for academic success because it provides students with access to information. Comprehension is crucial to reading. Many students at Lobatse College of Education, Botswana, have problems comprehending L2 reading materials and thus struggle academically because English is the medium of instruction. To some extent, methods of teaching L2 reading contribute to students’ reading failure. It is said that how we teach is as important as what we teach. Thus, how L2 reading is taught is important for improving students’ understanding of texts and their L2 academic performance. This study focuses on teaching reading as a process which involves an application of reading strategies in order to facilitate comprehension of texts. The overall aim of the research is concerned with the improvement of methods of teaching L2 reading comprehension in Botswana Colleges of Education. The specific objective was to implement reading strategy instruction programme (RSI) to see what effect it would have on (i) on L2 students’ use of strategies during reading (ii) on L2 students’ reading comprehension, and (iii) on L2 students’ English academic performance. Using a quasi-experimental pre-posttest design, an explicit RSI programme was implemented over six-week period in a Botswana College of Education. Two intact cohorts of second-year teacher trainees were randomly assigned to a control and intervention groups. A reading strategy questionnaire and a reading comprehension test were used to examine the relationship between strategy use and level of comprehension. A discrepancy emerged between the self-reports responses of the participants and their actual performance in reading text. Although they claimed to be strategic readers the results suggested that they were not in fact reading strategically.The Cohen’s d analysis yielded a large effect size. This corroborates the significant differences that emerged between the two cohorts in their posttest comprehension results. The intervention group showed significant gains in strategy use and reading comprehension after the six-week intervention period. This suggests that even a short period of intervention can be beneficial to L2 students. However, these effects did not manifest themselves in the students’ English academic performance. This suggests that students need more exposure and more opportunities to practice applying strategies to texts that they read before the effect spill over into academic performance in general. The findings from this study have important implications for the teaching reading in Botswana in both L1 and L2 context. This research also point to further avenues for reading research in Botswana, and cautions against a reliance on questionnaire data alone in reading research; the triangulation of data is important to gain an accurate and deeper understanding of reading practices and reading performance. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

Indiana University-Purdue University Indianapolis (IUPUI) / Women who fail to confront sexism can experience negative intrapersonal consequences, such as greater negative self-directed affect (negself) and greater obsessive thoughts, particularly if they are highly committed to challenging sexism. Female undergraduates (N = 392) were sampled to investigate whether failing to confront past sexism influences future task performance and whether any effects on performance occur through the depletion of cognitive resources. Participants were randomly assigned to recall either confronting or failing to confront past sexism, then completed measures of affect, obsessive thoughts, working memory, and performance. Women who recalled failing to confront were expected to have greater negself and obsessive thoughts related to the situation and lower working memory and performance, and desire to respond to the situation was expected to moderate these effects. As predicted, compared with women who recalled confronting, women who recalled failing to confront reported greater negself. Contrary to predictions, there was no significant effect of confrontation condition on obsessive thoughts, working memory, or performance. However, condition interacted with desire to confront, such that the more women who recalled failing to confront wanted to respond to the situation, the more negself they reported and the lower their working memory. In addition, for women who recalled confronting, greater desire to respond was associated with higher performance, while desire to respond was unrelated to performance for women who recalled failing to confront. In contrast to predictions, neither obsessive thoughts nor working memory mediated the failure to confront-performance relationship, and there was no evidence of moderated mediation. In sum, although the cognitive variables of obsessive thoughts and working memory did not mediate the effect of failing to confront on performance, the results nevertheless demonstrate the importance of confronting sexism, particularly when one wants to do so, and have important implications for settings like the workplace where women may face discrimination and have to decide whether or not to confront.