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  1. Learning Profiles & Achievement

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann

    2009-01-01

    The premise behind intelligence preferences and learning styles is that students learn in different ways and that teaching and learning would be more effective if students could explore content in ways that work best for them. In this article, the author talks about the place of learning preferences in supporting student success. The author also…

  2. Design and performance of tapered cubic anvil used for achieving higher pressure and larger sample cell.

    PubMed

    Han, Qi-Gang; Yang, Wen-Ke; Zhu, Pin-Wen; Ban, Qing-Chu; Yan, Ni; Zhang, Qiang

    2013-07-01

    In order to increase the maximum cell pressure of the cubic high pressure apparatus, we have developed a new structure of tungsten carbide cubic anvil (tapered cubic anvil), based on the principle of massive support and lateral support. Our results indicated that the tapered cubic anvil has some advantages. First, tapered cubic anvil can push the transfer rate of pressure well into the range above 36.37% compare to the conventional anvil. Second, the rate of failure crack decreases about 11.20% after the modification of the conventional anvil. Third, the limit of static high-pressure in the sample cell can be extended to 13 GPa, which can increase the maximum cell pressure about 73.3% than that of the conventional anvil. Fourth, the volume of sample cell compressed by tapered cubic anvils can be achieved to 14.13 mm(3) (3 mm diameter × 2 mm long), which is three and six orders of magnitude larger than that of double-stage apparatus and diamond anvil cell, respectively. This work represents a relatively simple method for achieving higher pressures and larger sample cell. PMID:23902079

  3. Achievement Information Monitoring in Schools (AIMS): Larger Straws in the Winds of Change. Professional Paper 36.

    ERIC Educational Resources Information Center

    Follettie, Joseph F.

    The Southwest Regional Laboratory for Educational Research and Development (SWRL) is dedicated to the belief that individual differences among students do not stand in the way of universal quality instructional achievement in the nation's schools. Important steps towards the condition of universal instructionalized achievement are: (1) the…

  4. Cooperative Learning and Student Achievement.

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    1988-01-01

    Research evidence shows that cooperative learning strategies are not equally effective, though most positively affect self-esteem, intergroup relations, and the ability to work with others. To produce achievement gains, these methods must include both a group goal and individual accountability. Includes 19 references. (MLH)

  5. Professional Learning Communities Impact on Student Achievement

    ERIC Educational Resources Information Center

    Hamilton, Jan L.

    2013-01-01

    This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…

  6. CLIL Learning: Achievement Levels and Affective Factors

    ERIC Educational Resources Information Center

    Seikkula-Leino, Jaana

    2007-01-01

    The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels…

  7. Mobile Learning and Achievement Goal Orientation Profiles

    ERIC Educational Resources Information Center

    Asplund, Minna

    2014-01-01

    Students with different achievement goal orientations have different approaches towards learning and studying. There is a widespread interest to find an easy access into learning spaces for those students who have low motivation with fear of failure and academic withdrawal. Mobile learning offers an easily accessible chance with low threshold to…

  8. Personality Traits, Learning and Academic Achievements

    ERIC Educational Resources Information Center

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  9. Personality, Approaches to Learning and Achievement

    ERIC Educational Resources Information Center

    Swanberg, Anne Berit; Martinsen, Oyvind Lund

    2010-01-01

    The present study investigated the relationships between the five-factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty-seven business students participated in a survey; 56%…

  10. Self Regulated Learning of High Achievers

    ERIC Educational Resources Information Center

    Rathod, Ami

    2010-01-01

    The study was conducted on high achievers of Senior Secondary school. Main objectives were to identify the self regulated learners among the high achievers, to find out dominant components and characteristics operative in self regulated learners and to compare self regulated learning of learners with respect to their subject (science and non…

  11. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  12. Feedback on Learning Achievement: Rhetoric and Reality

    ERIC Educational Resources Information Center

    Orrell, Janice

    2006-01-01

    Assessment theorists and academics alike espouse the importance of feedback on performance assessment tasks for supporting improvement and progress in student learning achievement. Despite these espoused ideals, students claim a lack of adequate, timely feedback and their teachers claim that students fail to heed the advice given. This paper…

  13. Achievement Goals, Learning Strategies and Instrumental Performance

    ERIC Educational Resources Information Center

    Nielsen, Siw Graabraek

    2008-01-01

    The current study is a survey of the achievement goals of music students and the manner in which their strategies and instrumental performance relate to these goals. In the context of advanced instrumental learning, the rationale for the present study was to contribute to the literature on motivation in music students, and thereby, help teachers…

  14. Designing of Student Learning Achievement Evaluation

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2011-01-01

    This article aims to solve the following problematic issue: how the most essential elements of student learning achievement evaluation should be properly designed? The answers are pursued by the validation of identification of evaluation types, formulation of evaluation criteria and choice of assessment methods. Designing of the most essential…

  15. Factors Influencing Seminar Learning and Academic Achievement.

    PubMed

    Spruijt, Annemarie; Leppink, Jimmie; Wolfhagen, Ineke; Bok, Harold; Mainhard, Tim; Scherpbier, Albert; van Beukelen, Peter; Jaarsma, Debbie

    2015-01-01

    Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup. PMID:26075625

  16. Impaired Verbal Learning Is Associated with Larger Caudate Volumes in Early Onset Schizophrenia Spectrum Disorders

    PubMed Central

    Juuhl-Langseth, Monica; Hartberg, Cecilie B.; Holmén, Aina; Thormodsen, Rune; Groote, Inge R.; Rimol, Lars M.; Emblem, Kyrre E.; Agartz, Ingrid; Rund, Bjørn R.

    2015-01-01

    Background Both brain structural abnormalities and neurocognitive impairments are core features of schizophrenia. We have previously reported enlargements in subcortical brain structure volumes and impairment of neurocognitive functioning as measured by the MATRICS Cognitive Consensus Battery (MCCB) in early onset schizophrenia spectrum disorders (EOS). To our knowledge, no previous study has investigated whether neurocognitive performance and volumetric abnormalities in subcortical brain structures are related in EOS. Methods Twenty-four patients with EOS and 33 healthy controls (HC) were included in the study. Relationships between the caudate nucleus, the lateral and fourth ventricles volumes and neurocognitive performance were investigated with multivariate linear regression analyses. Intracranial volume, age, antipsychotic medication and IQ were included as independent predictor-variables. Results The caudate volume was negatively correlated with verbal learning performance uniquely in the EOS group (r=-.454, p=.034). There were comparable positive correlations between the lateral ventricular volume and the processing speed, attention and reasoning and problem solving domains for both the EOS patients and the healthy controls. Antipsychotic medication was related to ventricular enlargements, but did not affect the brain structure-function relationship. Conclusion Enlargement of the caudate volume was related to poorer verbal learning performance in patients with EOS. Despite a 32% enlargement of the lateral ventricles in the EOS group, associations to processing speed, attention and reasoning and problem solving were similar for both the EOS and the HC groups. PMID:26230626

  17. Dogs’ Body Language Relevant to Learning Achievement

    PubMed Central

    Hasegawa, Masashi; Ohtani, Nobuyo; Ohta, Mitsuaki

    2014-01-01

    Simple Summary For humans and dogs to live together amiably, dog training is required, and a lack of obedience training is significantly related to the prevalence of certain behavioral problems. To train efficiently, it is important that the trainer/owner ascertains the learning level of the dog. Understanding the dog’s body language helps humans understand the animal’s emotions. This study evaluated the posture of certain dog body parts during operant conditioning. Our findings suggest that certain postures were related to the dog’s learning level during operant conditioning. Being aware of these postures could be helpful to understand canine emotion during learning. Abstract The facial expressions and body postures of dogs can give helpful information about their moods and emotional states. People can more effectively obedience train their dogs if we can identify the mannerisms associated with learning in dogs. The aim of this study was to clarify the dog’s body language during operant conditioning to predict achievement in the test that followed by measuring the duration of behaviors. Forty-six untrained dogs (17 males and 26 females) of various breeds were used. Each session consisted of 5 minutes of training with a treat reward followed by 3 minutes of rest and finally an operant conditioning test that consisted of 20 “hand motion” cues. The operant tests were conducted a total of nine times over three consecutive days, and the success numbers were counted. The duration of the dog’s behavior, focusing on the dog’s eyes, mouth, ears, tail and tail-wagging, was recorded during the operant conditioning sessions before the test. Particular behaviors, including wide-eyes, closed mouth, erect ears, and forward and high tail carriage, without wagging or with short and quick wagging, related to high achievement results. It is concluded that dogs' body language during operant conditioning was related to their success rate. PMID:26479883

  18. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

    PubMed

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  19. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  20. Concept Learning for Achieving Personalized Ontologies: An Active Learning Approach

    NASA Astrophysics Data System (ADS)

    Şensoy, Murat; Yolum, Pinar

    In many multiagent approaches, it is usual to assume the existence of a common ontology among agents. However, in dynamic systems, the existence of such an ontology is unrealistic and its maintenance is cumbersome. Burden of maintaining a common ontology can be alleviated by enabling agents to evolve their ontologies personally. However, with different ontologies, agents are likely to run into communication problems since their vocabularies are different from each other. Therefore, to achieve personalized ontologies, agents must have a means to understand the concepts used by others. Consequently, this paper proposes an approach that enables agents to teach each other concepts from their ontologies using examples. Unlike other concept learning approaches, our approach enables the learner to elicit most informative examples interactively from the teacher. Hence, the learner participates to the learning process actively. We empirically compare the proposed approach with the previous concept learning approaches. Our experiments show that using the proposed approach, agents can learn new concepts successfully and with fewer examples.

  1. Achieving Learning Goals through Play. Second Edition

    ERIC Educational Resources Information Center

    Widerstrom, Anne H.

    2004-01-01

    Play is more than just fun; it is a powerful teaching tool that helps young children learn. With this practical, activity-filled guide, teachers will have ready-to-use strategies for weaving individual learning goals into play throughout the school day. Created for use with children ages 2 to 5 who have special needs--but equally effective for…

  2. Achieving Sustainability in Learning and Teaching Initiatives

    ERIC Educational Resources Information Center

    Brew, Angela; Cahir, Jayde

    2014-01-01

    Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…

  3. Achieving Quality Learning in Higher Education.

    ERIC Educational Resources Information Center

    Nightingale, Peggy; O'Neil, Mike

    This volume on quality learning in higher education discusses issues of good practice particularly action learning and Total Quality Management (TQM)-type strategies and illustrates them with seven case studies in Australia and the United Kingdom. Chapter 1 discusses issues and problems in defining quality in higher education. Chapter 2 looks at…

  4. Language Learning Strategy Use and Reading Achievement

    ERIC Educational Resources Information Center

    Ghafournia, Narjes

    2014-01-01

    The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their…

  5. Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel; Kaya, Sibel

    2013-01-01

    Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

  6. Learning Styles and High School Students' Chemistry Achievement

    ERIC Educational Resources Information Center

    Uzuntiryaki, Esen

    2007-01-01

    The aim of the present study was to investigate the effects of students' learning styles on their chemistry achievement, and whether matching between teaching and learning styles also affects students' chemistry achievement. Two hundred and sixty-five tenth-grade students enrolled in a chemistry course and seven chemistry teachers participated in…

  7. Comparability of Educational Achievement and Learning Attitudes across Nations

    ERIC Educational Resources Information Center

    Taht, Karin; Must, Olev

    2013-01-01

    We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The…

  8. The Impact of Professional Learning Communities on Student Achievement

    ERIC Educational Resources Information Center

    DiNardo, Lynne M.

    2010-01-01

    Professional learning communities (PLC) are one strategy aimed at facilitating teacher professional development, with a focus on increasing student achievement. This mixed methods study investigated the impact of professional learning on student achievement. A total of 6 teachers and 121 students recruited from the third and fifth grades of a…

  9. Teachers Developing Assessment for Learning: Impact on Student Achievement

    ERIC Educational Resources Information Center

    Wiliam, Dylan; Lee, Clare; Harrison, Christine; Black, Paul

    2004-01-01

    While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary…

  10. A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

    ERIC Educational Resources Information Center

    Su, C-H.; Cheng, C-H.

    2015-01-01

    This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…

  11. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  12. Achieving Teaching and Learning Excellence with Technology

    ERIC Educational Resources Information Center

    Marcoux, Elizabeth; Loertscher, David V.

    2009-01-01

    Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

  13. Close the Achievement Gap with Summer Learning

    ERIC Educational Resources Information Center

    Huggins, Gary

    2012-01-01

    Summer vacation from school can bring afternoons at the swimming pool, family vacations, and maybe a spirit-filled summer camp that ignites a passion for art or rock climbing. But for many children, summer also means setbacks in learning that take a tremendous toll on teaching and student performance over time. PTA leaders can make a vital…

  14. Improving Student Achievement Using Expert Learning Systems

    ERIC Educational Resources Information Center

    Green, Ronny; Smith, Bob; Leech, Don

    2004-01-01

    Both educators and the public are demanding improvements in student achievement and school performance. However, students meeting the highest college admission standards are increasingly selecting fields of study other than teaching. How can we increase teacher competence when many of our brightest teacher prospects are going into other fields?…

  15. Proven Strategies for Improving Learning & Achievement.

    ERIC Educational Resources Information Center

    Brown, Duane

    The purpose of this book is to give student support personnel tools that: (1) will be recognized by educators as directly related to enhancing academic performance; (2) can be used with confidence that they will have the desired impact on achievement; and (3) are culturally sensitive. Chapters contain detailed presentation of the technology as…

  16. Achieving a nationwide learning health system.

    PubMed

    Friedman, Charles P; Wong, Adam K; Blumenthal, David

    2010-11-10

    We outline the fundamental properties of a highly participatory rapid learning system that can be developed in part from meaningful use of electronic health records (EHRs). Future widespread adoption of EHRs will make increasing amounts of medical information available in computable form. Secured and trusted use of these data, beyond their original purpose of supporting the health care of individual patients, can speed the progression of knowledge from the laboratory bench to the patient's bedside and provide a cornerstone for health care reform. PMID:21068440

  17. Student Team Achievement Divisions (STAD) Technique through the Moodle to Enhance Learning Achievement

    ERIC Educational Resources Information Center

    Tiantong, Monchai; Teemuangsai, Sanit

    2013-01-01

    One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment…

  18. Aberrant Learning Achievement Detection Based on Person-Fit Statistics in Personalized e-Learning Systems

    ERIC Educational Resources Information Center

    Liu, Ming-Tsung; Yu, Pao-Ta

    2011-01-01

    A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy…

  19. The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

    ERIC Educational Resources Information Center

    Selcuk, Gamze Sezgin; Sahin, Mehmet; Acikgoz, Kamile Un

    2011-01-01

    This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics…

  20. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  1. Cooperative Learning: A Standard for High Achievement. The Nutshell Series.

    ERIC Educational Resources Information Center

    Williams, R. Bruce

    2007-01-01

    This book reveals some of the structural complexities involved in implementing authentic cooperative learning in the classroom. It also suggests that when full cooperative learning structures are implemented, the benefits in student achievement often can be astounding. Descriptions, decisions, designs, and developments, a simple four-part scheme,…

  2. University Students' Achievement Goals and Approaches to Learning in Mathematics

    ERIC Educational Resources Information Center

    Cano, Francisco; Berben, A. B. G.

    2009-01-01

    Background: Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently. Aims: This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify…

  3. Professional Development Schools and Student Learning and Achievement

    ERIC Educational Resources Information Center

    Wong, Pia Lindquist; Glass, Ronald David

    2011-01-01

    A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…

  4. The Relationship between Intelligence, Approaches to Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Diseth, Age

    2002-01-01

    Administered three tests of intelligence and the Approaches and Study Skills Inventory for Students (Entwhistle, 1997) to 89 Norwegian undergraduates to study the relationships among intelligence, approaches of learning, and academic achievement. Findings support the construct validity of approaches to learning because of its independence from…

  5. On the Effect of Learning Style on Scholastic Achievement

    ERIC Educational Resources Information Center

    Bhatti, Rahmatullah; Bart, William M.

    2013-01-01

    The present study was designed to explore the influence of learning styles on scholastic achievement levels. The participants in this study were undergraduate students studying social sciences at a Division 1 research university. The frequencies of the participants in the four learning style categories are the following: Convergent ("n"…

  6. The Perceived Efficacy by Educational Stakeholders of the Move to Smaller Learning Communities from Larger Comprehensive High Schools

    ERIC Educational Resources Information Center

    Butterfield, Jay V.

    2008-01-01

    The purpose of this study was to explore the perceptions of key stakeholders, including teachers, board members, administrators, community members and parents in a larger suburban, formerly comprehensive high school that adopted a schools-within-a-school reform model (SWAS). The research illuminated similarities and differences in perceptions…

  7. The Impact of Learning Time on Academic Achievement

    ERIC Educational Resources Information Center

    Jez, Su Jin; Wassmer, Robert W.

    2015-01-01

    As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive…

  8. Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Judge, Sharon; Watson, Silvana M. R.

    2011-01-01

    Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…

  9. Long-Term Learning, Achievement Tests, and Learner Centered Instruction

    ERIC Educational Resources Information Center

    Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

    2008-01-01

    The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

  10. Chemistry Teachers' Estimations of Their Students' Learning Achievement

    ERIC Educational Resources Information Center

    Huann-Shyang, Lin; Sung, Tao Lee; Treagust, David

    2005-01-01

    A study was conducted to assess junior and high school students learning achievement in the topic of stoichiometry by using The Student Conceptual Understanding Test (SCUT). The low student achievement on the SCUT test deserves special attention from chemistry teachers, and it is stated that effective teaching strategies to promote student…

  11. Closing Achievement Gaps: Revisiting Benjamin S. Bloom's "Learning for Mastery"

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    2007-01-01

    The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed…

  12. Achievement as a Function of Time Spent in Learning and Time Needed for Learning.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth

    1984-01-01

    The causal effects of time spent in learning (TSL) and time needed for learning (TTL) on the reading and spelling achievement of 171 fourth and fifth grade students were investigated. TTL contributed significantly to achievement, and its direct effect was greater than TSL. Results also support a Carroll's learning model. (Author/BS)

  13. The relationship of student achievement to learning elementary science outdoors

    NASA Astrophysics Data System (ADS)

    Rich, Steve Anthony

    The purpose of this study was to investigate the relationship between teaching elementary science outdoors and student achievement on science standards. The study also considered student attitudes toward learning outdoors in the schoolyard and their achievement on a science standard appropriate for teaching outdoors. The seminal work in the field (Louv, 2005) created the phrase "nature deficit disorder" to describe the condition of children that spend little time outdoors learning from and playing in nature. Five fourth grade classes took part in outdoor instruction on particular standards after taking an attitudinal survey on learning outdoors and a pretest on the science content. Both measures were repeated after outdoor instruction. The hypotheses of the study were that students receiving outdoor instruction demonstrate improved science achievement and that student attitudes towards learning science outdoors has a significant impact on student achievement related to a science standard. The results of the study indicate a gain in student achievement followed the outdoor science lessons, allowing the research to accept the hypothesis as valid. However, the study found that student attitude toward learning science outdoors was not a significant factor in predicting gains in student achievement.

  14. Blueprint for a Learning System: Create One Larger, More Flexible Team That Encourages Collaboration in All Directions

    ERIC Educational Resources Information Center

    Ash, Paul B.; D'Auria, John

    2013-01-01

    Every day, teachers and administrators come to work and do the best job they know how. In the book "School Systems That Learn" (Ash & D'Auria, 2013), the authors argue that most school systems, as they are currently designed, have reached or nearly reached the limits of their capacity and that systemic change is necessary to…

  15. Writing and Painting Our Lives into Being: School, Home, and the Larger Community as Transformative Spaces for Learning

    ERIC Educational Resources Information Center

    Cordova, Ralph A., Jr.

    2008-01-01

    Narrated by a "researcher"-teacher, drawing from an interactional ethnographic and sociolinguistics perspective, he re-examines his previous teaching practices as a teacher-researcher in order to build a conceptual model for communities-based learning. This article reveals the discursive ways that linguistically and culturally diverse second and…

  16. Using Weblog in Cooperative Learning to Improve the Achievement of History Learning

    ERIC Educational Resources Information Center

    Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel

    2013-01-01

    This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…

  17. The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum

    ERIC Educational Resources Information Center

    Fan, Kuo-Kuang; Xiao, Peng-wei; Su, Chung-Ho

    2015-01-01

    This study aims to discuss the correlations among learning styles, meaningful learning, and learning achievement. Directed at the rather difficult to comprehend human blood circulation unit in the biology materials for junior high school students, a Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, was…

  18. Cooperative Learning on Academic Achievement in Elementary African American Males

    ERIC Educational Resources Information Center

    Wilson-Jones, Linda; Caston, Marlene Cain

    2004-01-01

    The aim of this study was to investigate how cooperative learning promoted the academic success of elementary African American males in grades 3 through 6 in a rural school in Mississippi. This study presents viewpoints based on these students' perceptions of what influenced academic achievement. In this qualitative study data were collected using…

  19. Behind the Pine Curtain: Lessons Learned on School Achievement

    ERIC Educational Resources Information Center

    Lacina, Jan; Newman, Tara

    2005-01-01

    East Texas, home to a large English language learner (ELL) population, is the setting for a successful program that offers students support for both language development and subject-matter learning. In this article, the authors examine why East Texas is so successful in closing the achievement gap of its minority students. The authors also…

  20. Introverts, Extroverts, and Achievement in a Distance Learning Environment

    ERIC Educational Resources Information Center

    Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

    2007-01-01

    Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

  1. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    ERIC Educational Resources Information Center

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  2. A Neuroscientific Perspective on Second Language Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Hawson, Anne

    It is proposed that research on neurological organization, cognitive psychology, and artificial intelligence can contribute to understanding the relationship between second language learning processes and academic achievement. Relevant research in these areas and in the field of neurolinguistics is reviewed, with several themes or topics…

  3. Effects of Teacher Professional Learning Activities on Student Achievement Growth

    ERIC Educational Resources Information Center

    Akiba, Motoko; Liang, Guodong

    2016-01-01

    The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…

  4. Curriculum Alignment: Exploring Student Perception of Learning Achievement Measures

    ERIC Educational Resources Information Center

    Kuhn, Kerri-Ann L.; Rundle-Thiele, Sharyn R.

    2009-01-01

    The importance of constructively aligned curriculum is well understood in higher education. Based on the principles of constructive alignment, this research considers whether student perception of learning achievement measures can be used to gain insights into how course activities and pedagogy are assisting or hindering students in accomplishing…

  5. Professional Learning Communities That Initiate Improvement in Student Achievement

    ERIC Educational Resources Information Center

    Royer, Suzanne M.

    2012-01-01

    Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically…

  6. Relationship Between Learning Styles and Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    McKinney, James D.; And Others

    This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…

  7. Allometry in the distribution of material properties and geometry of the felid skull: why larger species may need to change and how they may achieve it.

    PubMed

    Chamoli, Uphar; Wroe, Stephen

    2011-08-21

    Extant members of the cat family (Felidae) have been considered behaviourally and morphologically conservative, i.e., despite great differences in size, there is relatively little variation in either the shape of the felid skull and dentition across species, or in the way in which these structures are used to kill and dismember prey. Consequently felids have been considered an appropriate focus for a number of investigations into the influence of allometry on craniomandibular mechanics and morphology. However, although previous treatments have considered the role of shape, they have not investigated the influence of differences in the distribution of relatively stiff cortical and more compliant cancellous bone on performance. Here, using models that incorporate material properties for both cortical and cancellous bone, we apply three-dimensional (3D) finite element analysis (FEA) to models representing the skulls of seven extant felid species. Our objectives being to determine allometric trends regarding both overall geometry and the relative distributions of cortical and cancellous bone tissue. We also more comprehensively assess variation in the efficiency with which muscular force is converted to bite force and the capacity to resist associated stresses. Our results show that the cheetah (Acinonyx jubatus) may be exceptional regarding both the efficiency with which muscular force is converted to bite force and the distribution of stress. We found a negative allometric trend between cortical bone volume and total skull bone volume, and positive allometry between the total skull bone volume and skull surface area. Results gained from mathematical modelling of beam analogies suggest that these trends reflect a need for larger species to respond to physical challenges associated with increased size, and, that changes in skull shape, bone composition, or a combination of both may be required to accommodate these challenges. With geometrical scaling stress increases

  8. A Model for Predicting Learning Flow and Achievement in Corporate e-Learning

    ERIC Educational Resources Information Center

    Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi

    2012-01-01

    The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was…

  9. Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Taymans, Juliana M.; Swanson, H. Lee; Schwarz, Robin L.; Gregg, Noel; Hock, Michael; Gerber, Paul J.

    2009-01-01

    Findings from "Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities" will inform a new professional development program to be offered to practitioners and others working with adults with learning disabilities (LD). The six topics covered in the review--assessment, English language learners,…

  10. Learning Journeys: Learners' Voice. North East Learners' Views on Progress and Achievement in Literacy and Numeracy. Summary Research Report

    ERIC Educational Resources Information Center

    Gregson, Maggie; Spedding, Trish; Banks, Andy; Stewart, Jennifer; Staley, Jim; Edmonds, Catherine

    2004-01-01

    This report describes the processes and findings of a north east Learning and Skills Development Agency (LSDA) research project. This was a collaborative research study, which followed from a similar, much larger project in the north west, which looked into how learners view their own progress and achievement in the acquisition of literacy and…

  11. Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S.

    2013-01-01

    Background: In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is…

  12. The Effect of Graphical Representation on the Learner's Learning Interest and Achievement in Multimedia Learning

    ERIC Educational Resources Information Center

    Park, Sanghoon; Lim, Jung

    2004-01-01

    The purpose of this paper was to investigate the effects of different types of visual illustrations on learner's learning interest, motivation and achievement, especially in multimedia learning. The participants were drawn from two classes of an "Introduction to Educational Technology" course and randomly assigned to one of the three treatments:…

  13. Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning

    ERIC Educational Resources Information Center

    Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.

    2006-01-01

    The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…

  14. Exploring the Complex Relations between Achievement Emotions and Self-Regulated Learning Behaviors in Online Learning

    ERIC Educational Resources Information Center

    Artino, Anthony R., Jr.; Jones, Kenneth D., II

    2012-01-01

    Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors…

  15. Important Learning Dimensions Influencing Undergraduate Students' Learning and Academic Achievement in Higher Education

    ERIC Educational Resources Information Center

    Usun, Salih

    2004-01-01

    The main aim of this study was to determine the opinions of the undergraduate students and faculty members on factors that affect student learning and academic achievement. The sub aims of this study were to: (1) Develop a mean rank ordering of the 23 dimensions affecting learning, for both the students and faculty, and determine the similarities…

  16. Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences.

    PubMed

    Bear, G G; Minke, K M; Griffin, S M; Deemer, S A

    1998-01-01

    Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed. PMID:9455180

  17. Assigning Students in Cooperative and Individual Learning Environments According to Cognitive Styles: Achievement and Perceptions in Computer Technology Learning

    ERIC Educational Resources Information Center

    Bai, Hua

    2009-01-01

    This study explored the achievement of teacher education students in computer technology learning and their perceptions on learning experiences according to cognitive styles in learning environments. It was found that independent students in individual learning environment had significantly higher achievement than field-dependent students in…

  18. Roles of Parents and Annotation Sharing in Children's Learning Behavior and Achievement Using E-Readers

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Liu, Yi-Fan; Chen, Hon-Ren; Huang, Jian-Wun; Li, Jin-Yi

    2015-01-01

    Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using ebooks after school, and…

  19. Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

    ERIC Educational Resources Information Center

    Al-Qahtani, Awadh A. Y.; Higgins, S. E.

    2013-01-01

    The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

  20. Effective Learning: A Case Study of the Learning Strategies Used by a Gifted High Achiever in Learning Science

    ERIC Educational Resources Information Center

    Stott, Angela; Hobden, Paul A.

    2016-01-01

    This article describes a case study of a gifted high achiever in learning science. This learner was selected on the assumption that drawing attention to the characteristics of a successful learner may improve learning effectiveness of less successful learners. The first author taught the gifted learner and collected data through participant…

  1. Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects.

    PubMed

    Anthony, Christopher J; DiPerna, James Clyde; Amato, Paul R

    2014-06-01

    Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce. PMID:24930818

  2. Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

    ERIC Educational Resources Information Center

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting

    2016-01-01

    This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

  3. Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

    ERIC Educational Resources Information Center

    Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

    2009-01-01

    The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

  4. Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning

    ERIC Educational Resources Information Center

    Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

    2016-01-01

    Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…

  5. Learning Objectives: Posting & Communicating Daily Learning Objectives to Increase Student Achievement and Motivation

    ERIC Educational Resources Information Center

    Althoff, Sarah E.; Linde, Kristen J.; Mason, John D.; Nagel, Ninja M.; O'Reilly, Katie A.

    2007-01-01

    This research project was conducted at a high school in a suburban metropolitan area in the Midwest from August 21, 2006 through October 26, 2006. The purpose of the research was to improve student achievement and motivation through the posting and communicating of daily learning objectives. The research participants included 150 students and five…

  6. A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students.

    ERIC Educational Resources Information Center

    Moran, Mary Ross

    The written language characteristics of 26 learning disabled (LD), 26 low achieving (LA), and 26 achieving (ACH) students in grades 7 through 10 were measured using paragraph writing and topic sentence tasks. Tests of differences between LD and LA Ss revealed that spelling was the only formal feature which was significantly higher in the LA group.…

  7. The Effects of Controversy, Concurrence Seeking, and Individualistic Learning on Achievement and Attitude Change.

    ERIC Educational Resources Information Center

    Johnson, Roger; And Others

    1985-01-01

    Compared effects of cooperative learning activities (with and without structured controversy) and individualistic learning activities on the achievement and attitudes of fifth graders (N=84) toward wolves. Results show that cooperative-controversy resulted in the highest achievement, greatest motivation to learn about wolves, and more positive…

  8. Grading and Learning: Practices that Support Student Achievement

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2011-01-01

    Grades should reflect and help motivate learning. This book illustrates ways teachers can shift their practices to conduct accurate, constructive assessments that not only maintain the integrity of essential education objectives, but also motivate students and enhance learning. Through detailed strategies, educators will learn how to grade…

  9. Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

    ERIC Educational Resources Information Center

    You, Ji Won

    2015-01-01

    This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

  10. Larger Icy Satellites

    NASA Astrophysics Data System (ADS)

    Vance, Steven; Buratti, B. J.; Hansen, C.; Hurford, T.; McKinnon, W. B.; Pappalardo, R. T.; Turtle, E. P.

    2009-09-01

    Outer planets exploration in the past three decades has revealed a diverse host of large icy bodies undergoing a myriad of geological and chemical processes remarkably similar yet alien to those occurring on Earth. The most active of these, including the Galilean satellites and Saturn's moons Enceladus and Titan, are obvious targets for future robotic exploration. The broader host of satellites larger than 100 km should also figure into NASA's goals, owing to their abundance and insights they offer into past and present geological processes, Solar System formation and planetary evolution. Included in this class are the enigmatic objects Dione, with its smooth planes and fractured regions; Mimas with its giant crater Herschel; Iapetus, which has an odd shape and a mysterious equatorial ridge; Miranda, which has been subjected to drastic geologic reconfiguration; and Triton, with its geyser-like plumes. Many bodies in this class are of sufficient size and density to have hosted internal liquid water oceans in their early history, or even in the present epoch, making them targets of astrobiological interest. We discuss the importance of larger icy satellites to NASA's objectives, their importance for understanding, geology, chemistry and dynamics in the Solar System, and observational and experimental challenges that need to be addressed in the next decade.

  11. Effects of Learning Style Accommodation on Achievement of Second Graders.

    ERIC Educational Resources Information Center

    Knight, Carol Bugg

    The purpose of this study was to devise an instructional model accommodating students' learning styles in the following areas: sound, light, temperature, design, and mobility. Specifically, this study determined if students in an experimental group with environmental accommodations to their preferred modes of learning differed from students in a…

  12. Deep Learning in Distance Education: Are We Achieving the Goal?

    ERIC Educational Resources Information Center

    Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

    2015-01-01

    As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

  13. Teacher Mathematics Learning and Middle School Student Achievement

    ERIC Educational Resources Information Center

    Mascia, Sally Marie

    2010-01-01

    United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student…

  14. Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2007-01-01

    Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article…

  15. A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

    NASA Astrophysics Data System (ADS)

    Mueanploy, Wannapa

    2016-04-01

    This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

  16. Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

    ERIC Educational Resources Information Center

    Efendioglu, Akin

    2015-01-01

    This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…

  17. Two Models of Learning and Achievement: An Explanation for the Achievement Gap?

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2015-01-01

    Background/Context: Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective: The purpose of the current article is to propose a new model of the achievement gap. Research Design: Data were analyzed from three…

  18. Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's Review.

    ERIC Educational Resources Information Center

    McMaster, Kristen Nyman; Fuchs, Douglas

    2002-01-01

    This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…

  19. The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in Mathematics

    ERIC Educational Resources Information Center

    Yildiran, Guzver; Aydin, Emin

    2005-01-01

    Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but…

  20. The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement

    ERIC Educational Resources Information Center

    Shin, Won Sug; Kang, Minseok

    2015-01-01

    This study investigates online students' acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning's acceptance, and…

  1. Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

    ERIC Educational Resources Information Center

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

    In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

  2. Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

    ERIC Educational Resources Information Center

    Hagenauer, Gerda; Hascher, Tina

    2014-01-01

    While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

  3. Grouping students for instruction: effects of learning style on achievement and attitudes.

    PubMed

    Dunn, R; Giannitti, M C; Murray, J B; Rossi, I; Geisert, G; Quinn, P

    1990-08-01

    The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preference performed significantly better in the learning-alone condition and that the learning-with-peers preference performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the nopreference students had more positive attitudes in the learning-alone condition. PMID:2232737

  4. Structuring feedback and debriefing to achieve mastery learning goals.

    PubMed

    Eppich, Walter J; Hunt, Elizabeth A; Duval-Arnould, Jordan M; Siddall, Viva Jo; Cheng, Adam

    2015-11-01

    Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery standards with different learners needing variable time to reach uniform outcomes. Central to mastery learning are repetitive deliberate practice and robust feedback that promote performance improvement. Traditional health care simulation involves a simulation exercise followed by a facilitated postevent debriefing in which learners discuss what went well and what they should do differently next time, usually without additional opportunities to apply the specific new knowledge. Mastery learning approaches enable learners to "try again" until they master the skill in question. Despite the growing body of health care simulation literature documenting the efficacy of mastery learning models, to date insufficient details have been reported on how to design and implement the feedback and debriefing components of deliberate-practice-based educational interventions. Using simulation-based training for adult and pediatric advanced life support as case studies, this article focuses on how to prepare learners for feedback and debriefing by establishing a supportive yet challenging learning environment; how to implement educational interventions that maximize opportunities for deliberate practice with feedback and reflection during debriefing; describing the role of within-event debriefing or "microdebriefing" (i.e., during a pause in the simulation scenario or during ongoing case management without interruption), as a strategy to promote performance improvement; and highlighting directions for future research in feedback and debriefing for mastery learning. PMID:26375272

  5. Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

    NASA Astrophysics Data System (ADS)

    Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

    2016-05-01

    Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

  6. Learning styles and academic achievement among undergraduate medical students in Thailand

    PubMed Central

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948

  7. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

    PubMed Central

    Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  8. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    PubMed

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  9. Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

    ERIC Educational Resources Information Center

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

    The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

  10. Cooperative Learning and Group Educational Modules: Effects on Cognitive Achievement of High School Biology Students.

    ERIC Educational Resources Information Center

    Watson, Scott B.

    1991-01-01

    Reports a study examining the effects of cooperative learning and self-instructional packets--"Group Educational Modules" (GEM)--on the achievement of biology students. Significant differences in achievement (as compared to control groups) were found for students using GEM materials and students in cooperative learning situations. (PR)

  11. Relations between Personality Traits, Language Learning Styles and Success in Foreign Language Achievement

    ERIC Educational Resources Information Center

    Erton, Ismail

    2010-01-01

    The purpose of this paper is to show that the reflections of different personality types can be observed in students' developing different learning styles for themselves. It is hypothesized that personality may be a dominant factor in achieving the educational goals through several learning styles in foreign language achievement. To clarify this…

  12. Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?

    ERIC Educational Resources Information Center

    Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas

    2009-01-01

    Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on…

  13. Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Veloo, Arsaythamby; Hong, Lee Hooi; Lee, Seung Chun

    2015-01-01

    The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students' midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was…

  14. The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

    ERIC Educational Resources Information Center

    Nath, Samir Ranjan

    2012-01-01

    This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

  15. Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

    ERIC Educational Resources Information Center

    Kaminskiene, Lina; Stasiunaitiene, Egle

    2013-01-01

    The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

  16. EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

    ERIC Educational Resources Information Center

    Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

    2016-01-01

    This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

  17. Investigating Elementary Students' Learning Approaches, Motivational Goals, and Achievement in Science

    ERIC Educational Resources Information Center

    Hacieminoglu, Esme; Yilmaz-Tuzun, Ozgul; Ertepinar, Hamide

    2009-01-01

    This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the…

  18. Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

    ERIC Educational Resources Information Center

    Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

    2013-01-01

    Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

  19. Effects of Reviewing Annotations and Homework Solutions on Math Learning Achievement

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Chen, Nian-Shing; Shadiev, Rustam; Li, Jin-Sing

    2011-01-01

    Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process…

  20. An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students

    ERIC Educational Resources Information Center

    Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan

    2011-01-01

    This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…

  1. Understanding Community College Students' Learning Styles and the Link to Academic Achievement

    ERIC Educational Resources Information Center

    Peters, Kathleen

    2012-01-01

    Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

  2. First Report about an E-learning Application Supporting PBL: Students' Usages, Satisfactions, and Achievements

    ERIC Educational Resources Information Center

    Gurpinar, Erol; Zayim, Nese; Ozenci, Ciler Celik; Alimoglu, Mustafa Kemal

    2009-01-01

    The purpose of the study was to determine applicability of e-learning in problem based learning (PBL) by investigating its usage and acceptability among students and its effect on academic achievement. The study was carried out among first year medical students of Akdeniz University, Turkey. A web-based learning environment (WBLE) including…

  3. A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

    ERIC Educational Resources Information Center

    Lamberg, Catherine Denise

    2012-01-01

    Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

  4. Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

    ERIC Educational Resources Information Center

    Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

    2016-01-01

    The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

  5. Effects of Task-Focused Goals on Low-Achieving Students with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne

    1997-01-01

    The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)

  6. The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course

    ERIC Educational Resources Information Center

    Altun, Sertel

    2015-01-01

    The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the "Systems in Our Body" unit of the 6th grade Science and Technology lesson.…

  7. The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course

    ERIC Educational Resources Information Center

    Surjono, Herman Dwi

    2015-01-01

    This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the…

  8. Self-efficacy and cognitive achievement: implications for students with learning problems.

    PubMed

    Schunk, D H

    1989-01-01

    This article presents a self-efficacy model of achievement that comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Students' sense of self-efficacy for learning is influenced as they work on tasks by cues that signal how well they are learning. Research is summarized on the effects of social and instructional variables on self-efficacy and achievement behaviors. Empirical evidence supports the idea that self-efficacy predicts student motivation and learning. Future research directions are provided, along with educational implications for students with learning problems. PMID:2649627

  9. Formative Evaluation of the Student Achievement Initiative "Learning Year"

    ERIC Educational Resources Information Center

    Jenkins, Davis; Ellwein, Todd; Boswell, Katherine

    2009-01-01

    In September 2007, the Washington State Board for Community and Technical Colleges (SBCTC) officially launched the Student Achievement Initiative, a system-wide policy to reward colleges for improvements in student achievement. Developed by a task force comprised of State Board members, college trustees, presidents, and faculty representatives,…

  10. Applying perceptual learning to achieve practical changes in vision

    PubMed Central

    Deveau, Jenni; Seitz, Aaron R.

    2014-01-01

    Research of visual perceptual learning has illuminated the flexibility of processing in the visual system and provides insights into therapeutic approaches to remediating some components of low vision. A key observation from research of perceptual learning is that effects of training are often highly specific to the attributes of the trained stimuli. This observation has been a blessing to basic research, providing important constraints to models of learning, but is a curse to translational research, which has the goal of creating therapies that generalize widely across visual tasks and stimuli. Here we suggest that the curse of specificity can be overcome by adopting a different experimental framework than is standard in the field. Namely, translational studies should integrate many approaches together and sacrifice mechanistic understanding to gain clinical relevance. To validate this argument, we review research from our lab and others, and also present new data, that together shows how perceptual learning on basic stimuli can lead to improvements on standard vision tests as well as real world vision use such as improved reading and even improved sports performance. Furthermore, we show evidence that this integrative approach to perceptual learning can ameliorate effects of presbyopia and provides promise to improve visual function for individuals suffering from low vision. PMID:25360128

  11. Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.; Roseth, Cary

    2010-01-01

    When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer…

  12. Effects of Learning Style Accommodation on Achievement of Second Graders.

    ERIC Educational Resources Information Center

    Knight, Carol Bugg; Halpin, Gerald; Halpin, Glennelle

    1996-01-01

    Whether grades earned in reading, mathematics, and language by 158 second graders when learning environmental accommodations were made in the areas of light, sound, temperature, design, and mobility differed from grades of control group students without these accommodations was studied. Control group students had higher mathematics and language…

  13. Closing the Achievement Gap: Lessons Learned and Challenges Ahead.

    ERIC Educational Resources Information Center

    Green, R. Stephen

    2001-01-01

    Chronic disparities exist between the performance of minority and nonminority students on high-stakes standardized tests. Similar disparities exist on college admission. The College Board's Equity 2000 Project, implemented in 1990, gathered information on closing the gaps. Seven lessons learned from Equity 2000 emphasize the importance of such…

  14. Teaching Behaviors, Academic Learning Time, and Student Achievement: An Overview

    ERIC Educational Resources Information Center

    Fisher, Charles; Berliner, David; Filby, Nikola; Marliave, Richard; Cahen, Leonard; Dishaw, Marilyn

    2015-01-01

    The purpose of the Beginning Teacher Evaluation Study (BTES) was to identify teaching activities and classroom conditions that foster student learning in elementary schools. The study focused on instruction in reading and mathematics at grades two and five. During the multi-year series of substudies comprising BTES, a variety of issues were…

  15. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    ERIC Educational Resources Information Center

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  16. Monterey Learning Systems: Improving Academic Achievement of Visually Impaired Learners

    ERIC Educational Resources Information Center

    Daugherty, Kathryn M.

    1977-01-01

    Tested was the premise that the academic competencies of visually impaired learners could be enhanced by training procedures that combine auditory and visual skills in a project using the Monterey Learning Systems Reading and Mathematics Programs with 29 visually impaired print readers. (Author/MH)

  17. Why Are You Learning Arabic? Orientations, Motivation and Achievement

    ERIC Educational Resources Information Center

    Husseinali, Ghassan

    2005-01-01

    This is a case study of motivation to learn Arabic as a foreign language at the university level in the United States. Three students enrolled in second year Arabic were the participants. Data about each participant were collected through observation of weekly group conversations, and analysis of grade records for the whole semester during which…

  18. Test Scores and Learning Styles: Understanding Student Achievement

    ERIC Educational Resources Information Center

    Wade, Patricia A.; Schuh, Kathy L.

    2006-01-01

    This two-year study explored the academic lives of three boys in a combined fifth-sixth grade classroom. As these case studies illustrate, viewing students' academic worlds from multiple perspectives can lead to more accurate, comprehensive evaluations and efficacious adaptations of students' learning environments. Richard Snow's aptitude theory…

  19. Success and Interactive Learning: Sailing toward Student Achievement

    ERIC Educational Resources Information Center

    Midcap, Richard; Seitzer, Joan; Holliday, Randy; Childs, Amy; Bowser, Dana

    2008-01-01

    Success and Interactive Learning's (SAIL) front-loaded retention activities and unique financial incentives have combined to improve retention, persistence, and success of first-time college students. Its effectiveness has been validated through a comparison of retention rates and aggregate quality-point averages of SAIL cohorts with those rates…

  20. Internal Accountability and District Achievement: How Superintendents Affect Student Learning

    ERIC Educational Resources Information Center

    Hough, Kimberly L.

    2014-01-01

    This quantitative survey study was designed to determine whether superintendent accountability behaviors or agreement about accountability behaviors between superintendents and their subordinate central office administrators predicted district student achievement. Hierarchical multiple regression and analyses of covariance were employed,…

  1. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    ERIC Educational Resources Information Center

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  2. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    ERIC Educational Resources Information Center

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  3. Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability

    ERIC Educational Resources Information Center

    Geary, David C.; Hoard, Mary K.; Bailey, Drew H.

    2012-01-01

    Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

  4. Academic Achievement and Social Functioning of Children with and without Learning Difficulties

    ERIC Educational Resources Information Center

    Walker, Ann; Nabuzoka, Dabie

    2007-01-01

    The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7-12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these…

  5. An Examination of Achievement Goals in Learning: A Quasi-Quantitative Approach

    ERIC Educational Resources Information Center

    Phan, Huy P.

    2012-01-01

    Introduction: The achievement goals framework has been researched and used to explain and account for individuals' learning and academic achievements. Over the past three decades, progress has been made in the conceptualizations and research development of different possible theoretical models of achievement goals. Notably, in this study, we…

  6. Improving Students' Social Skills and Achievement through Cooperative Learning.

    ERIC Educational Resources Information Center

    Caparos, Jennifer; Cetera, Colleen; Ogden, Lynn; Rossett, Kathryn

    This action research project evaluated a program designed to increase the use of appropriate social skills and improve academic achievement. The targeted population was comprised of first through third graders in four separate communities located in northeast Illinois. Evidence of the problem included teacher observational checklists denoting…

  7. Assessing Goal Intent and Achievement of University Learning Community Students

    ERIC Educational Resources Information Center

    Pfeffer-Lachs, Carole F.

    2013-01-01

    The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

  8. The Effect of Metacognitive Scaffolds on Low Achievers' Laboratory Learning

    ERIC Educational Resources Information Center

    Chen, Sufen; Huang, Chih-Chi; Chou, Te-Lien

    2016-01-01

    This study explored the influence of experimental goal setting and planning on the attitudes toward science, self-efficacy, inquiry performance, and achievement of students with low academic performance. A total of 71 students aged 16-18 were randomly divided into a treatment group (with goal setting and planning) and a control group (without goal…

  9. Effects of Cooperative Learning on Learning Achievement and Group Working Behavior of Junior Students in Modern French Literature Course

    ERIC Educational Resources Information Center

    Orprayoon, Soudaya

    2014-01-01

    This study reported on the results of a quasi-experimental research to explore the effectiveness of using a cooperative learning method on students' academic achievement, their group working behavior and their perception and opinions towards cooperative learning in a Modern French Literature course. The sample included twelve junior students…

  10. The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

    ERIC Educational Resources Information Center

    Duman, Bilal

    2010-01-01

    The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test…

  11. Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

    ERIC Educational Resources Information Center

    Robinson, Keith; Mueller, Anna S.

    2014-01-01

    Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

  12. Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

    SciTech Connect

    Prowell, Stacy J; Symons, Christopher T

    2015-01-01

    Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

  13. Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

    This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

  14. Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Mary

    2012-01-01

    The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with…

  15. Growing into Equity: Professional Learning and Personalization in High-Achieving Schools

    ERIC Educational Resources Information Center

    Gleason, Sonia Caus; Gerzon, Nancy

    2013-01-01

    What makes a Title I school high-achieving, and what can we all learn from that experience? Professional learning and leadership that supports personalized instruction makes the difference, as captured in the ground-breaking research of authors Sonia Caus Gleason and Nancy Gerzon. This illuminating book shows how four outstanding schools are…

  16. Student Perceptions and Achievement in a University Blended Learning Strategic Initiative

    ERIC Educational Resources Information Center

    Owston, Ron; York, Dennis; Murtha, Susan

    2013-01-01

    Examined in this study is the relationship between student perceptions in blended learning courses and their in-course achievement. The research was conducted at a large urban university that embarked on a major initiative to scale-up blended learning across its campus. Student perceptions (N = 577) were assessed in four areas deemed important to…

  17. Problem-Based Learning in Communication Systems: Student Perceptions and Achievement

    ERIC Educational Resources Information Center

    Mitchell, John E.; Canavan, Brian; Smith, Jan

    2010-01-01

    The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

  18. SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes

    ERIC Educational Resources Information Center

    Katz, Yaacov J.

    2013-01-01

    SMS delivery platforms are being increasingly used at the university level to enhance student achievement as well as traits and attitudes related to the learning process. SMS delivery provides access to learning materials without being limited by space or time and sophisticated technological advances in SMS delivery have led to enhanced learner…

  19. Implications of Task Structure on Self-Regulated Learning and Achievement

    ERIC Educational Resources Information Center

    Lodewyk, Ken R.; Winne, Philip H.; Jamieson-Noel, Dianne L.

    2009-01-01

    School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth-grade science…

  20. The Effect of Mobile Learning on Students' Achievement and Conversational Skills

    ERIC Educational Resources Information Center

    Elfeky, Abdellah Ibrahim Mohammed; Masadeh, Thouqan Saleem Yakoub

    2016-01-01

    The present study aimed to examine the effect of Mobile Learning, which is a kind of E-learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who…

  1. Effect of Blended Learning Environment Model on High School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Kazu, Ibrahim Yasar; Demirkol, Mehmet

    2014-01-01

    This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir…

  2. A Comparison of Remediation Systems Affecting Achievement and Retention in Mastery Learning.

    ERIC Educational Resources Information Center

    Swanson, David H.; Denton, Jon J.

    Data from experiments with high school chemistry students revealed (1) that remediation positively influences cognitive achievement and retention, and (2) recycling, which introduces alternate materials and activities under teacher direction, provides more optimum learning conditions than repeating the learning activities and reviewing the reading…

  3. Technology Enabled Active Learning (TEAL) in Introductory Physics: Impact on Genders and Achievement Levels

    ERIC Educational Resources Information Center

    Shieh, Ruey S.; Chang, Wheijen; Liu, Eric Zhi-Feng

    2011-01-01

    This study explored the impact of "Technology Enabled Active Learning" (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, post-tests, self-report…

  4. A Study of Professional Learning Communities and Science Achievement in Large High Schools

    ERIC Educational Resources Information Center

    Kincannon, Susan D.

    2010-01-01

    The purpose of this study was to compare the science achievement and high school completion rates of students in a large high school implementing professional learning community concepts and practices with two large high schools not participating in professional learning community concepts and practices. The primary methodology employed was a…

  5. Blended Learning Approach Using Moodle and Student's Achievement at Sultan Qaboos University in Oman

    ERIC Educational Resources Information Center

    Al-Ani, Wajeha Thabit

    2013-01-01

    This study attempts to identify factors behind the usage of a blended learning approach that could have an effect on students' achievement, motivation, collaboration and communication as perceived by students. It also aims to analyze obstacles faced by students in using Moodle in blended learning. A sample of 283-students from all colleges at…

  6. The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel

    2016-01-01

    The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

  7. Sense of Community, Perceived Learning, and Achievement Relationships in an Online Graduate Course

    ERIC Educational Resources Information Center

    Trespalacios, Jesus; Perkins, Ross

    2016-01-01

    The ubiquity of online programs in higher education requires continued focus on designing instructional environments that improve students' learning. We examine students' perceptions of sense of community and learning, as well as academic achievement, using grades obtained from a final project and participation in asynchronous discussion forums.…

  8. Making the Cut: The Impact of an Integrated Learning System on Low Achieving Middle School Students

    ERIC Educational Resources Information Center

    O'Byrne, B.; Securro, S.; Jones, J.; Cadle, C.

    2006-01-01

    Research in integrated learning systems has demonstrated a need for rigorous studies that identify how such systems influence learning, and in particular that of low achieving students. No Child Left Behind legislation mandated evidence-based interventions as the standard for instructional approaches in American public schools. This…

  9. Exploring the Relationship between Students' Self-Regulated Learning Ability and their ePortfolio Achievement

    ERIC Educational Resources Information Center

    Cheng, Gary; Chau, Juliana

    2013-01-01

    This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N = 26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion…

  10. An Investigation of the Impact of Asynchronous Online Learning on Student Achievement

    ERIC Educational Resources Information Center

    Hill, Sylvia

    2009-01-01

    Asynchronous online learning is well documented with adults, but fewer studies of effectiveness have emphasized elementary education learning environments. This study investigated student achievement on the Texas Assessment of Knowledge and Skills (TAKS) test for fifth grade students who had participated in synchronous and asynchronous courses…

  11. The Effects of Students' Predispositions toward Communication, Learning Styles, and Sex on Academic Achievement

    ERIC Educational Resources Information Center

    Allen, Jerry L.; Long, Kathleen M.; O'Mara, Joan; Judd, Ben B.

    2007-01-01

    The purpose of this study was to examine the relationships among students' biological sex, communication avoidance behaviors, individual learning styles, and classroom achievement. Additionally, the relationship of instructors' gender to students' perceptions of immediacy and learning outcomes was examined. Communication apprehension and nonverbal…

  12. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  13. Situational Interest and Academic Achievement in the Active-Learning Classroom

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

  14. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  15. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  16. Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood.

    PubMed

    Tucker-Drob, Elliot M; Harden, K Paige

    2012-02-01

    There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences on early achievement is by facilitating the processes by which children select, evoke, and attend to learning experiences that are consistent with genetically influenced individual differences in their motivation to learn. We examined this hypothesis in a nationally representative sample of approximately 650 pairs of four-year old identical and fraternal twins who were administered a measure of math achievement, and rated by their parents on a broad set of items assessing learning motivation. Results indicated a genetic link between learning motivation and math achievement that varied positively with family socioeconomic status: Genetic differences in learning motivation contributed to math achievement more strongly in more advantaged homes. Once this effect of learning motivation was controlled for, gene-by-socioeconomic status interaction on math achievement was reduced from previously significant levels, to nonsignificant levels. PMID:22611326

  17. Test of the definition of learning disability based on the difference between IQ and achievement.

    PubMed

    Mayes, Susan Dickerson; Calhoun, Susan L

    2005-08-01

    A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M= 10, SD=2) with normal intelligence. Learning disability was defined as a significant discrepancy (p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems. PMID:16279312

  18. Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

    NASA Astrophysics Data System (ADS)

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-05-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

  19. The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments

    ERIC Educational Resources Information Center

    Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G.

    2012-01-01

    Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…

  20. Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

    ERIC Educational Resources Information Center

    Gunthorpe, Sydney

    2006-01-01

    From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

  1. Learning Presence as a Predictor of Achievement and Satisfaction in Online Learning Environments

    ERIC Educational Resources Information Center

    Kang, Myunghee; Liew, BaoYng Teresa; Kim, Jiyoon; Park, Young

    2014-01-01

    Previous research has indicated the possible impact of learning presence, which consists of cognitive, emotional and social presences, on online learning outcomes. However, the data-driven evidence in actual learning situations is notably lacking. This study, therefore, investigated the viability of the three domains of learning presence to…

  2. 3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

    ERIC Educational Resources Information Center

    Su,Chung-Ho; Cheng, Ching-Hsue

    2013-01-01

    The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning…

  3. Exploring Problem Solving Patterns and Their Impact on Learning Achievement in a Blended Learning Environment

    ERIC Educational Resources Information Center

    Yen, Jung-Chuan; Lee, Chun-Yi

    2011-01-01

    Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for…

  4. Exploring the Relationships between Learning Styles, Online Participation, Learning Achievement and Course Satisfaction: An Empirical Study of a Blended Learning Course

    ERIC Educational Resources Information Center

    Cheng, Gary; Chau, Juliana

    2016-01-01

    The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students…

  5. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    NASA Astrophysics Data System (ADS)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  6. Theories of Intelligence, Achievement Goals and Learning Strategies of Chinese Students.

    ERIC Educational Resources Information Center

    Hau, Kit-Tai; Hui, Hing-fai

    It has been suggested that students' belief of whether intelligence is malleable and flexible would affect their purpose of achievement (achievement goals). This might, in turn, influence their learning strategies. The present study examined the above relationships among 194 Grade 7 Chinese students in Hong Kong. Structural equation modeling…

  7. Do Performance Goals Promote Learning? A Pattern Analysis of Singapore Students' Achievement Goals

    ERIC Educational Resources Information Center

    Luo, Wenshu; Paris, Scott G.; Hogan, David; Luo, Zhiqiang

    2011-01-01

    This study investigated how achievement goals are combined to affect students' learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four…

  8. Exploring the Effect of a Non-Residential Learning Community on Academic Achievement and Institutional Persistence

    ERIC Educational Resources Information Center

    Heaton, Patrick Michael

    2011-01-01

    The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…

  9. Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

    ERIC Educational Resources Information Center

    Youse, Keith Edward

    2012-01-01

    The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

  10. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  11. Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Wilkins, Stephen; Martin, Susan; Walker, Ian

    2010-01-01

    This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

  12. Effects of Cooperative Learning on Achievement and Attitude among Students of Color.

    ERIC Educational Resources Information Center

    Vaughan, Winston

    2002-01-01

    Investigated the effects of cooperative learning on achievement in and attitudes toward mathematics among fifth graders of color in a culture different from that of the United States (Bermuda). Participants completed parts of the California Achievement Test and Penelope Peterson's Attitude Toward Mathematics Scale. Pre-test and post-test data…

  13. Tracking Student Achievement in Music Performance: Developing Student Learning Objectives for Growth Model Assessments

    ERIC Educational Resources Information Center

    Wesolowski, Brian C.

    2015-01-01

    Student achievement growth data are increasingly used for assessing teacher effectiveness and tracking student achievement in the classroom. Guided by the student learning objective (SLO) framework, music teachers are now responsible for collecting, tracking, and reporting student growth data. Often, the reported data do not accurately reflect the…

  14. Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang; Watkins, David

    2010-01-01

    The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

  15. Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

    ERIC Educational Resources Information Center

    Parveen, Qaisara; Batool, Sadia

    2012-01-01

    The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

  16. Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

  17. Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom.

    ERIC Educational Resources Information Center

    Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.

    2003-01-01

    A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.)…

  18. To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

    ERIC Educational Resources Information Center

    Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

    2013-01-01

    Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

  19. Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years

    ERIC Educational Resources Information Center

    Judge, Sharon; Bell, Sherry Mee

    2011-01-01

    Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already…

  20. Personal and Contextual Antecedents of Achievement Goals: Their Direct and Indirect Relations to Students' Learning Strategies

    ERIC Educational Resources Information Center

    Michou, Aikaterini; Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten

    2013-01-01

    In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable…

  1. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    ERIC Educational Resources Information Center

    Hong, Zuway-R.

    2010-01-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized…

  2. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

    The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

  3. Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary

    ERIC Educational Resources Information Center

    Welch-Ross, Melissa

    2010-01-01

    The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for…

  4. Learning Disabilities, Low Achievement, and Mild Mental Retardation: More Alike than Different?

    ERIC Educational Resources Information Center

    Gresham, Frank M.; And Others

    1996-01-01

    Elementary students (n=152) with either learning disabilities (LD), low achievement (LA), or mild mental retardation (MMR) were contrasted on 41 measures of school-related factors. LD students scored higher on cognitive ability whereas the LA group showed higher academic achievement. No differences were found on measures of social skills, problem…

  5. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  6. The effect of self-regulated learning strategy instruction on strategy use and academic achievement

    NASA Astrophysics Data System (ADS)

    Cekolin, Catherine Helen

    This study investigated the effects of self-regulated learning strategy instruction on strategy use and academic achievement in middle school science classes. Gender differences in strategy use and academic achievement were evaluated. The research questions focused on the development of instructional strategies to help students become self-regulated learners. Groups of students were given the opportunity to use self-regulated learning strategies with and without prompting. Gender differences within instructional group and strategy use were evaluated. According to these research findings, prompting appears to be a critical component of self-regulated learning strategy instruction with all groups. Selected groups showed greater increases in both academic achievement and self-regulated learning strategy use when prompting was a component of self-regulated learning strategy instruction. Students who demonstrated either below average self-regulated learning strategy skills, or lower GPAs showed the greatest gain from prompting plus instruction. Gender differences were demonstrated, with females showing greater self-regulated learning strategy use compared to males. The findings from this study emphasize the importance of self-regulated learning strategy instruction, especially for middle school students.

  7. The relationship between learning style preference and achievement in the adult student in a multicultural college

    NASA Astrophysics Data System (ADS)

    Roig, Matilde E.

    Minority college students have varied learning styles and process information from distinct background and cultural perspectives, which influences their learning. Accordingly, the way faculty approach teaching affects student achievement. Few minorities are in scientific fields, with a shortage of scientists predicted. A problem exists in understanding the relationship between learning style preferences and achievement of minority college students. The purpose of the study was to investigate this relationship in adult minority students in a South Florida college's biology courses. Research questions pertained to relationships between learning style preferences, race, ethnicity and grades. This quantitative study used the online Felder-Soloman Inventory of Learning Styles with a 73% response comprised of 162 White, Black-African American, Hispanic, and Asian students. Variables included grades, race, ethnicity, and learning styles. Relative frequency analysis revealed students preferred sensing, visual and sequential learning. ANOVA analysis showed no significant differences between learning style preference and achievement, nor between race-ethnicity and grades. Chi-square analysis revealed a significant relationship between Black-African Americans and Hispanics for sensing, visual and sequential learning, but not for visual. Black-African American students had the lowest passing rate in biology courses, with Asians having the highest. Increased educator and advisor knowledge of learning styles could result in social change and educational reform from this study, through the adoption of best methods for teaching minority groups enrolled in science courses. Knowing the potential shortage of minorities in the sciences, increased achievement in science courses might encourage these students to enter into scientific careers.

  8. Effects of Learning Analytics Dashboard: Analyzing the Relations among Dashboard Utilization, Satisfaction, and Learning Achievement

    ERIC Educational Resources Information Center

    Kim, Jeonghyun; Jo, Il-Hyun; Park, Yeonjeong

    2016-01-01

    The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was…

  9. Learning Increases the Survival of Newborn Neurons Provided that Learning Is Difficult to Achieve and Successful

    ERIC Educational Resources Information Center

    Curlik, Daniel M., II; Shors, Tracey J.

    2011-01-01

    Learning increases neurogenesis by increasing the survival of new cells generated in the adult hippocampal formation [Shors, T. J. Saving new brain cells. "Scientific American," 300, 46-52, 2009]. However, only some types of learning are effective. Recent studies demonstrate that animals that learn the conditioned response (CR) but require more…

  10. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  11. The Role of Self-Efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome

    ERIC Educational Resources Information Center

    Liem, Arief Darmanegara; Lau, Shun; Nie, Youyan

    2008-01-01

    Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students' learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model…

  12. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    NASA Astrophysics Data System (ADS)

    Hong, Zuway-R.

    2010-10-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

  13. Effects of cooperative, competitive, and individualistic learning on students' achievement in science class

    NASA Astrophysics Data System (ADS)

    Humphreys, Barbara; Johnson, Roger T.; Johnson, David W.

    The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.

  14. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

    NASA Astrophysics Data System (ADS)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

    2013-11-01

    Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

  15. The effects of controversy, concurrence seeking, and individualistic learning on achievement and attitude change

    NASA Astrophysics Data System (ADS)

    Johnson, Roger; Brooker, Charlotte; Stutzman, James; Hultman, Donald; Johnson, David W.

    The effects of cooperative-controversy, cooperative-concurrence seeking, and individualistic learning were compared on motivation, achievement, and attitudes toward the science subject being studied. Eighty-four fifth-grade students were assigned to conditions on a stratified random basis controlling for sex and reading ability. In all three conditions students studied whether wolves should or should not be a protected species. The results indicate that cooperative-controversy resulted in the highest achievement, greatest motivation to learn more about wolves, more positive attitudes toward the wolf, and more positive attitudes toward controversy.

  16. The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

    ERIC Educational Resources Information Center

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…

  17. Learning Achieved in Structured Online Debates: Levels of Learning and Types of Postings

    ERIC Educational Resources Information Center

    Jin, Li; Jeong, Allan

    2013-01-01

    The purpose of this study was to examine the learning process exhibited in restrained online debates in terms of to what extent each of Bloom's six levels of cognitive learning were exhibited among four types of message (argument, critique, evidence, and explanation). Thirty-three graduate students enrolled in an online entry-level course in…

  18. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

    ERIC Educational Resources Information Center

    Shieh, Chich-Jen; Yu, Lean

    2016-01-01

    In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

  19. Action Learning and Executive Education: Achieving Credible Personal, Practitioner and Organisational Learning

    ERIC Educational Resources Information Center

    Stephens, Simon; Margey, Michael

    2015-01-01

    Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…

  20. A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course

    ERIC Educational Resources Information Center

    Yien, Jui-Mei; Hung, Chun-Ming; Hwang, Gwo-Jen; Lin, Yueh-Chiao

    2011-01-01

    The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be…

  1. Using the Learning Together Strategy to Affect Student Achievement in Physical Science

    NASA Astrophysics Data System (ADS)

    Campbell, Manda D.

    Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

  2. Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

    ERIC Educational Resources Information Center

    Rattanatumma, Tawachai; Puncreobutr, Vichian

    2016-01-01

    The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

  3. Self-regulated learning and science achievement in a community college

    NASA Astrophysics Data System (ADS)

    Maslin, (Louisa) Lin-Yi L.

    Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

  4. The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

    PubMed

    Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

    2014-01-01

    This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level. PMID:24943568

  5. Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics

    PubMed Central

    Geary, David C.

    2011-01-01

    Objective The goals of the review are threefold; a) to highlight the educational and employment consequences of poorly developed mathematical competencies; b) overview the characteristics of the children with persistently low achievement in mathematics; and c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Method Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Results Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, about 7% of children and adolescents have a mathematical learning disability (MLD) and another 10% show persistent low achievement (LA) in mathematics despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence, but are related to working memory deficits for children with MLD, but not LA children. Interventions that target these cognitive deficits are in development and preliminary results are promising. Conclusion Mathematical learning disabilities and learning difficulties associated with persistent low achievement in mathematics are common and not attributable to intelligence. These individuals have identifiable number and memory delays and deficits that appear to be specific to mathematics learning. The most promising interventions are those that target these specific deficits and, in addition, for children with MLD interventions that target their low

  6. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  7. Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

    ERIC Educational Resources Information Center

    Haryono

    2015-01-01

    Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

  8. Effect of Problem-Based Learning on Senior Secondary School Students' Achievements in Further Mathematics

    ERIC Educational Resources Information Center

    Fatade, Alfred Olufemi; Mogari, David; Arigbabu, Abayomi Adelaja

    2013-01-01

    The study investigated the effect of Problem-based learning (PBL) on senior secondary school students' achievements in Further Mathematics (FM) in Nigeria within the blueprint of pretest-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the…

  9. Contingent Teaching to Low-Achieving Students in Mathematics: Challenges and Potential for Scaffolding Meaningful Learning

    ERIC Educational Resources Information Center

    Broza, Orit; Kolikant, Yifat Ben-David

    2015-01-01

    The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS…

  10. Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research

    ERIC Educational Resources Information Center

    Capar, Gulfer; Tarim, Kamuran

    2015-01-01

    This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…

  11. The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2014-01-01

    This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same…

  12. The Effect of Cooperative Learning Strategies on Elementary Students' Science Achievement and Social Skills in Kuwait

    ERIC Educational Resources Information Center

    Ebrahim, Ali

    2012-01-01

    This study compares the effects of two methods of teaching--teacher-centered and cooperative learning--on students' science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4…

  13. The Effects of Grouping Patterns in a Cooperative Learning Environment on Student Academic Achievement.

    ERIC Educational Resources Information Center

    Workman, Mary Burke

    This study investigated the effects of grouping patterns in a cooperative learning environment on the mathematics achievement of two high school geometry classes. Heterogeneous, homogenous, random, mixed gender and single gender grouping patterns were coordinated with six similar geometry topics and students were grouped accordingly for a period…

  14. Perceptions of the Learning Environment and Associations with Cognitive Achievement among Gifted Biology Students

    ERIC Educational Resources Information Center

    Rita, Ronald D.; Martin-Dunlop, Catherine S.

    2011-01-01

    This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions of actual and preferred learning environments. Data indicated that all students preferred…

  15. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  16. Intelligent Preference Selection Model Based on NRE for Evaluating Student Learning Achievement

    ERIC Educational Resources Information Center

    Chen, Yao-Hsien; Cheng, Ching-Hsue; Liu, Jing-Wei

    2010-01-01

    In order to evaluate student learning achievement, several aspects should be considered, such as exercises, examinations, and observations. Traditionally, such an evaluation calculates a final score using a weighted average method after awarding numerical scores, and then determines a grade according to a set of established crisp criteria.…

  17. The Development of Product Parity Sensitivity in Children with Mathematics Learning Disability and in Typical Achievers

    ERIC Educational Resources Information Center

    Rotem, Avital; Henik, Avishai

    2013-01-01

    Parity helps us determine whether an arithmetic equation is true or false. The current research examines the development of sensitivity to parity cues in multiplication in typically achieving (TA) children (grades 2, 3, 4 and 6) and in children with mathematics learning disabilities (MLD, grades 6 and 8), via a verification task. In TA children…

  18. Cultural Connections: Promoting Self-Esteem, Achievement, and Multicultural Understanding through Distance Learning.

    ERIC Educational Resources Information Center

    Cifuentes, Lauren; Murphy, Karen; Davis, Trina

    This case study focused on the effects of collaborative activities between two teachers and their students. The authors explored the effectiveness of distance learning for adolescents in promoting self-esteem, achievement, and multicultural understanding. In Cultural Connections, diverse students across Texas collaborated on multicultural…

  19. Rater Agreement on IQ and Achievement Tests Effect on Evaluations of Learning Disabilities.

    ERIC Educational Resources Information Center

    Van Noord, Robert G.; Prevatt, Frances F.

    2002-01-01

    Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

  20. Treatment, Time, and Achievement: Do Searching Modes of Study Facilitate Learning?

    ERIC Educational Resources Information Center

    Rice, Marion J.

    This report is a synthesis of five research studies comparing the facilitative effects on learning of searching and reception modes of study. The following five studies are discussed: (1) J.R. Dale, the effects on achievement of using the forced inferential response mode in an intermediate grade population-geography unit; (2) D.D. Dumbleton, the…

  1. Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment

    ERIC Educational Resources Information Center

    Taasoobshirazi, Gita; Zuiker, Steven J.; Anderson, Kate T.; Hickey, Daniel T.

    2006-01-01

    As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. "Astronomy Village[R]: Investigating the Universe[TM]" is a software program designed to engage secondary science students in authentic and…

  2. Temperament Influences on Cognition and Achievement in Children with Learning Problems.

    ERIC Educational Resources Information Center

    Hall, Robert J.; Cadwell, Joel

    Forty-six elementary-aged, learning disabled students were rated by their teachers on a 23-item temperament questionnaire (TTQ) during the Fall and Spring of the academic year. Cognitive ability and achievement information (Woodcock-Johnson Psychoeducational Battery) were also collected during the first and last month of the school year. Posttest…

  3. Academic Achievement of Middle School Students with Specific Learning Disabilities in Inclusive Cotaught Classes

    ERIC Educational Resources Information Center

    Emery, Laurie

    2009-01-01

    Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement…

  4. The Relationship between Epistemological Beliefs, Learning Strategies and Achievement in Higher Education

    ERIC Educational Resources Information Center

    Mc Beth, Maureen

    2010-01-01

    This study provides important insights into the relationship between the epistemological beliefs of community college students, the selection of learning strategies, and academic achievement. This study employed a quantitative survey design. Data were collected by surveying students at a community college during the spring semester of 2010. The…

  5. Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

    ERIC Educational Resources Information Center

    Uyanik, Gökhan

    2016-01-01

    The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

  6. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  7. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    ERIC Educational Resources Information Center

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  8. Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics

    ERIC Educational Resources Information Center

    Nasser-Abu Alhija, Fadia; Amasha, Marcel

    2012-01-01

    This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…

  9. The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Simons, Krista D.; Klein, James D.

    2007-01-01

    This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred…

  10. The Impact of Storybooks on Kindergarten Children's Mathematical Achievement and Approaches to Learning

    ERIC Educational Resources Information Center

    Keat, Jane B.; Wilburne, Jane M.

    2009-01-01

    This paper presents a mixed methods study that explored how storybooks influence kindergarten children's mathematical achievement and approaches to mathematics learning. Teachers' observations and research stating primary grade children's lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study.…

  11. Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom

    ERIC Educational Resources Information Center

    Van Sickle, Jenna

    2016-01-01

    In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor…

  12. Modeling Relationships among Learning, Attitude, Self-Perception, and Science Achievement for Grade 8 Saudi Students

    ERIC Educational Resources Information Center

    Tighezza, M'Hamed

    2014-01-01

    The purpose of the present study was to examine the validity of modeling science achievement in terms of 3 social psychological variables (school connectedness, science attitude, and active learning) and 2 self-perception variables (self-confidence and science value). Two models were tested: full mediation and partial mediation. In the…

  13. Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?

    ERIC Educational Resources Information Center

    Jena, Ananta Kumar

    2012-01-01

    This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

  14. The Impact of Discovery Learning in Writing Instruction on Fifth-Grade Student Achievement

    ERIC Educational Resources Information Center

    Treadwell, Julie Wilson

    2010-01-01

    The problem is that 5th-grade students are not achieving sufficient writing scores on Georgia state-mandated writing assessments, which the researcher hypothesized was due to the teacher-directed instructional approach utilized at the school. The purpose of this mixed-methods study was to determine whether discovery learning, a method based on the…

  15. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  16. Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method

    ERIC Educational Resources Information Center

    Ajai, John T.; Imoko, Benjamin I.

    2015-01-01

    This study was undertaken to assess gender differences in mathematics achievement and retention by using Problem-Based Learning (PBL). The design of the study was pre-posttest quasi-experimental. Four hundred and twenty eight senior secondary one (SS I) students using multistage sampling from ten grant-aided and government schools were involved in…

  17. Correlation Study of Physics Achievement, Learning Strategy, Attitude and Gender in an Introductory Physics Course

    ERIC Educational Resources Information Center

    Sezgin Selcuk, Gamze

    2010-01-01

    This study investigates the relationship between multiple predictors of physics achievement including reported use of four learning strategy clusters (elaboration, organization, comprehension monitoring and rehearsal), attitudes towards physics (sense of care and sense of interest) and a demographic variable (gender) in order to determine the…

  18. Achieving Gender Equity in Science Class: Shift from Competition to Cooperative Learning

    ERIC Educational Resources Information Center

    Esiobu, G. O.

    2011-01-01

    Purpose: This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development. Design/methodology/approach: The study sample comprised 56 SSS 2 students in one public…

  19. The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

    ERIC Educational Resources Information Center

    Gozuyesil, Eda; Dikici, Ayhan

    2014-01-01

    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and…

  20. Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement

    ERIC Educational Resources Information Center

    Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper

    2016-01-01

    In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…

  1. Student Conscientiousness, Self-Regulated Learning, and Science Achievement: An Explorative Field Study

    ERIC Educational Resources Information Center

    Eilam, Billie; Zeidner, Moshe; Aharon, Irit

    2009-01-01

    This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade…

  2. Linking Student Achievement to Professional Learning Communities in a Juvenile Court School Setting

    ERIC Educational Resources Information Center

    Wyatt, Scott

    2010-01-01

    Purpose: The purpose of the study was to provide verifiable data regarding the impact Professional Learning Communities (PLCs) have on student achievement in the Juvenile Court School (JCS) system. A second purpose was to measure staff perceptions regarding their support and beliefs about the use of PLCs in the JCS setting. Methodology: This…

  3. Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes

    ERIC Educational Resources Information Center

    Ferguson, Terri Lynn Kurley

    2014-01-01

    This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…

  4. Exploring the Relationship between Student Approaches to Learning and Reading Achievement at the School Level

    ERIC Educational Resources Information Center

    Musu-Gillette, Lauren E.; Barofsky, Meryl Y.; List, Alexandra

    2015-01-01

    Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed…

  5. Predicting Mathematical Achievement and Mathematical Learning Disability with a Simple Screening Tool: The Number Sets Test

    ERIC Educational Resources Information Center

    Geary, David C.; Bailey, Drew H.; Hoard, Mary K.

    2009-01-01

    The Number Sets Test was developed to assess the speed and accuracy with which children can identify and process quantities represented by Arabic numerals and object sets. The utility of this test for predicting mathematics achievement and risk for mathematical learning disability (MLD) was assessed for a sample of 223 children. A signal detection…

  6. Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2011-01-01

    High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

  7. The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

    ERIC Educational Resources Information Center

    Magen-Nagar, Noga

    2016-01-01

    The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

  8. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    ERIC Educational Resources Information Center

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  9. Methods Used to Estimate Achievement Effects in Personalized Learning Schools. Working Paper WR-1061-BMGF

    ERIC Educational Resources Information Center

    Pane, John F.; Baird, Matthew

    2014-01-01

    The purpose of this document is to describe the methods RAND used to analyze achievement for 23 personalized learning (PL) schools for the 2012-13 through 2013-14 academic years. This work was performed at the request of the Bill & Melinda Gates Foundation (BMGF), as part of a multi-year evaluation contract. The 23 schools were selected from a…

  10. Learning Nanotechnology with Texts and Comics: The Impacts on Students of Different Achievement Levels

    ERIC Educational Resources Information Center

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-01-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two…

  11. Comparison of Learning Strategies for Mathematics Achievement in Turkey with Eight Countries

    ERIC Educational Resources Information Center

    Kilic, Serpil; Cene, Erhan; Demir, Ibrahim

    2012-01-01

    The purpose of this study was to examine learning strategies accounted for mathematics achievement across Turkey and neighboring countries. Turkey, Bulgaria, Greece, Azerbaijan, Russian Federation, Israel, Serbia, Romania and Jordan were involved in Programme for International Student Assessment (PISA 2009) study. Since other neighbors of Turkey…

  12. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  13. Attendance and Achievement in Problem-Based Learning: The Value of Scaffolding

    ERIC Educational Resources Information Center

    Smith, Mike; Cook, Kathryn

    2012-01-01

    The impact of problem-based learning (PBL) in improving academic achievement comparedwith other forms of teaching is equivocal. This paper argues that poor tutorial preparation and vague reporting of the brainstorming stage of PBL are major contributing factors. To address these issues this study incorporated a scaffolding mechanism into the…

  14. Relationships among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia

    ERIC Educational Resources Information Center

    Betts, Herbert Alexander, III

    2012-01-01

    The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student…

  15. Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

    ERIC Educational Resources Information Center

    Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel

    2015-01-01

    This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was…

  16. Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement

    ERIC Educational Resources Information Center

    Cigdem, Harun; Ozturk, Mustafa

    2016-01-01

    This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were…

  17. The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Ayaz, Mehmet Fatih; Sekerci, Hanifi

    2015-01-01

    In this research, a meta-analysis study was conducted in order to determine the effects of constructivist learning approach on students' academic achievement. Master's thesis, doctoral dissertation and articles in national and international databases, which are realized between the years of 2003-2014, appropriate to the problem and which can be…

  18. English Learning Achievement and EFL Learners' Cheating Attitudes and Cheating Behaviors

    ERIC Educational Resources Information Center

    Rahim, Mehrak; Goli, Atefeh

    2016-01-01

    The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners' cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their…

  19. Using Social and Emotional Learning to Foster Academic Achievement in Secondary Mathematics

    ERIC Educational Resources Information Center

    Jones, Jennifer L.; Jones, Karrie A.; Vermette, Paul J.

    2009-01-01

    Teaching social-emotional skills to secondary students has been linked to higher student achievement, more positive student motivation and more socially acceptable classroom behaviors (Elias & Arnold, 2006; Weissburg et al., 2003; Kress et al., 2004). Much of the current literature on social-emotional learning (SEL) focuses on research. This piece…

  20. Student Computer Achievement, Attitude, and Anxiety: The Role of Learning Strategies.

    ERIC Educational Resources Information Center

    Tsai, Meng-Jung; Tsai, Chin-Chung

    2003-01-01

    Through research data collected from 75 Taiwanese eighth graders enrolled in a computer course, this study revealed that students with higher-order metacognitive skills in monitoring their comprehension, selecting main ideas, and using resources helpful for learning tended to have higher computer achievement, better computer attitudes, and lower…

  1. Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

    ERIC Educational Resources Information Center

    Abadir, Laila; And Others

    The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…

  2. The Effect of Concept Mapping on Students' Learning Achievements and Interests

    ERIC Educational Resources Information Center

    Chiou, Chei-Chang

    2008-01-01

    The study described in this paper has examined whether concept mapping can be used to help students to improve their learning achievement and interests. The participants were 124 students from two classes enrolled in an advanced accounting course at the School of Management of a university in Taiwan. The experimental data revealed two important…

  3. Follow-Up Study of Reading Achievement in Learning Disabled Children.

    ERIC Educational Resources Information Center

    Gottesman, Ruth L.

    Forty-three learning disabled children referred initially between ages 7 and 14 years to a medical outpatient clinic for developmentally disabled children were evaluated and followed for a period of 5 to 7 years after which their level of academic achievement was reassessed. Initial evaluation included pediatric, neurological and developmental…

  4. The Effects of Mastery Learning Correctives on Academic Achievement and Student Affect

    ERIC Educational Resources Information Center

    DeWeese, Sean Vincent

    2012-01-01

    This study was conducted to examine the differences in high school biology achievement and student affect towards teacher and content from the use of individualized correctives as part of mastery learning. An experimental pretest-posttest with control group design was used during the fall 2011 semester. Over a thirteen-week period, 99 students in…

  5. Rhyming Skills: Differentiating among Mildly Mentally Retarded, Learning Disabled, and Normally Achieving Students.

    ERIC Educational Resources Information Center

    Scott, Marcia S.; And Others

    1993-01-01

    This study of children ages 6-8 found that the rhyming ability of normally achieving students (n=33) and students (n=33) with learning disabilities (LD) was much higher than that of students (n=33) with mild mental retardation (MMR). Most of the LD children could and most of the MMR students could not generate rhymes. (Author/JDD)

  6. It Takes a School: Exploring the Relationship between Professional Learning Communities and Student Achievement

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Harm, Eian; Croft, Glen; McClay, Kerry; Ennis, Kimberly; Winslow, Rob

    2012-01-01

    Professional learning communities (PLCs) are a widespread phenomenon in K-12 education, as they are perceived as a mechanism for enhancing teacher effectiveness and, therefore, student achievement. However, there is a dearth of empirical research on PLCs--particularly, the primary focus that the communities take, teachers' perceptions and…

  7. Cooperative Learning: Effects of Task, Reward, and Group Size on Individual Achievement.

    ERIC Educational Resources Information Center

    Hagman, Joseph D.; Hayes, John F.

    This report examines whether cooperative learning can be used to promote individual achievement, and identifies conditions under which a benefit can be expected. Two experiments were conducted at the Quartermaster School, Fort Lee, Virginia. The first experiment compared test performance of 280 trainees after they had completed practical exercises…

  8. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    ERIC Educational Resources Information Center

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  9. Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

    ERIC Educational Resources Information Center

    Akcay, Husamettin; Durmaz, Asli; Tuysuz, Cengiz; Feyzioglu, Burak

    2006-01-01

    The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

  10. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  11. Does Learning Behavior Augment Cognitive Ability as an Indicator of Academic Achievement?

    ERIC Educational Resources Information Center

    Yen, Cherng-Jyh; Konold, Timothy R.; McDermott, Paul A.

    2004-01-01

    Measures of cognitive ability have a rich history of accounting for meaningful levels of achievement variance. In contrast to other student characteristics, however, they are somewhat limited in terms of their intervention relevance and treatment validity. Alternatively, children's observable learning behaviors are believed to enhance both…

  12. MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY.

    ERIC Educational Resources Information Center

    MOORE, J. WILLIAM; AND OTHERS

    STUDENTS' LOSS OF INTEREST IN LEARNING AS THE NOVELTY OF PROGRAMMED INSTRUCTION WEARS OFF SUGGESTED THIS STUDY OF MOTIVATION AND ABILITY AS RELATED TO LEARNING RATE. STEP SIZE, ITEM DIFFICULTY, AND PERSONALITY VARIABLES WERE CONSIDERED BEFORE HYPOTHESIZING THAT STUDENTS OF EQUAL ABILITY WHO ARE STRONGLY MOTIVATED TO ACHIEVE WILL PREFER MORE…

  13. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

    PubMed

    Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

    2015-03-01

    Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. PMID:25692824

  14. Learned helplessness in children: a longitudinal study of depression, achievement, and explanatory style.

    PubMed

    Nolen-Hoeksema, S; Girgus, J S; Seligman, M E

    1986-08-01

    In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed. PMID:3746624

  15. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  16. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  17. Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

    PubMed

    Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

    2016-10-01

    Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists. PMID:26950521

  18. Reducing statistics anxiety and enhancing statistics learning achievement: effectiveness of a one-minute strategy.

    PubMed

    Chiou, Chei-Chang; Wang, Yu-Min; Lee, Li-Tze

    2014-08-01

    Statistical knowledge is widely used in academia; however, statistics teachers struggle with the issue of how to reduce students' statistics anxiety and enhance students' statistics learning. This study assesses the effectiveness of a "one-minute paper strategy" in reducing students' statistics-related anxiety and in improving students' statistics-related achievement. Participants were 77 undergraduates from two classes enrolled in applied statistics courses. An experiment was implemented according to a pretest/posttest comparison group design. The quasi-experimental design showed that the one-minute paper strategy significantly reduced students' statistics anxiety and improved students' statistics learning achievement. The strategy was a better instructional tool than the textbook exercise for reducing students' statistics anxiety and improving students' statistics achievement. PMID:25153964

  19. A Development of a Collaborative Blended Learning Model to Enhance Learning Achievement and Thinking Ability of Undergraduate Students at the Institute of Physical Education

    ERIC Educational Resources Information Center

    Kingpum, Peerasak; Ruangsuwan, Chaiyot; Chaicharoen, Sumalee

    2015-01-01

    This research aimed to develop a model of a collaborative blended learning (CoBl) to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows:…

  20. The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

    ERIC Educational Resources Information Center

    Shabatat, Kawthar; Al-Tarawneh, Mohammed

    2016-01-01

    This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and…

  1. The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

    NASA Astrophysics Data System (ADS)

    Ebrahim, Ali

    The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

  2. Organizational Learning Goes Virtual?: A Study of Employees' Learning Achievement in Stereoscopic 3D Virtual Reality

    ERIC Educational Resources Information Center

    Lau, Kung Wong

    2015-01-01

    Purpose: This study aims to deepen understanding of the use of stereoscopic 3D technology (stereo3D) in facilitating organizational learning. The emergence of advanced virtual technologies, in particular to the stereo3D virtual reality, has fundamentally changed the ways in which organizations train their employees. However, in academic or…

  3. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    ERIC Educational Resources Information Center

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  4. Facilitating Self-Regulated Learning Skills and Achievement with a Strategic Content Learning Approach

    ERIC Educational Resources Information Center

    Heller, Monica L.; Marchant, Gregory J.

    2015-01-01

    Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through…

  5. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    NASA Astrophysics Data System (ADS)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  6. Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.

    PubMed

    Geary, David C

    2011-04-01

    The goals of the review are threefold: (a) to highlight the educational and employment consequences of poorly developed mathematical competencies; (b) overview the characteristics of children with mathematical learning disability (MLD) and with persistently low achievement (LA) in mathematics; and (c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, ∼ 7% of children and adolescents have MLD and another 10% show persistent LA in mathematics, despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence but are related to working memory deficits for children with MLD, but not LA children. These individuals have identifiable number and memory delays and deficits that seem to be specific to mathematics learning. Interventions that target these cognitive deficits are in development and preliminary results are promising. PMID:21285895

  7. Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

    PubMed

    Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

    2015-07-01

    Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. PMID:26010383

  8. Learning Achievement in Solving Word-Based Mathematical Questions through a Computer-Assisted Learning System

    ERIC Educational Resources Information Center

    Huang, Tzu-Hua; Liu, Yuan-Chen; Chang, Hsiu-Chen

    2012-01-01

    This study developed a computer-assisted mathematical problem-solving system in the form of a network instruction website to help low-achieving second- and third-graders in mathematics with word-based addition and subtraction questions in Taiwan. According to Polya's problem-solving model, the system is designed to guide these low-achievers…

  9. Informal Learning: Student Achievement and Motivation in Science through Museum-Based Learning

    ERIC Educational Resources Information Center

    Holmes, Julie A.

    2011-01-01

    This study examined changes in student motivation and achievement in science during a visit to a university children's science museum. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana…

  10. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  11. Cooperative Learning and Its Effect on Fourth-Grade Mathematics Students' Achievement, Motivation, and Self-Efficacy

    ERIC Educational Resources Information Center

    Torchia, Sean P.

    2012-01-01

    The focus of this study was to explore the relationship between the use of cooperative learning strategies and student achievement, and student perceptions of self-efficacy and motivation in mathematics. Teacher perceptions of the impact that cooperative learning strategies have on student achievement, intrinsic motivation, and self-efficacy were…

  12. Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

    ERIC Educational Resources Information Center

    Overbaugh, Richard C.; Lin, ShinYi

    2006-01-01

    This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

  13. Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students

    ERIC Educational Resources Information Center

    Lodewyk, Ken R.; Winne, Philip H.

    2005-01-01

    Although much has been discovered about relations between self-efficacy and academic achievement, questions remain about links between achievement, the structure of learning tasks, and changes in students' self-efficacy as students engage with a single, complex authentic task. Students' self-efficacy for learning (SEL) and for performance (SEP)…

  14. Examining the Mediating Effect of Learning Strategies on the Relationship between Students' History Interest and Achievement

    ERIC Educational Resources Information Center

    Dan, Yongjun; Todd, Reese

    2014-01-01

    Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain…

  15. Frequency-dependent learning achieved using semiconducting polymer/electrolyte composite cells

    NASA Astrophysics Data System (ADS)

    Dong, W. S.; Zeng, F.; Lu, S. H.; Liu, A.; Li, X. J.; Pan, F.

    2015-10-01

    Frequency-dependent learning has been achieved using semiconducting polymer/electrolyte composite cells. The cells composed of polymer/electrolyte double layers realized the conventional spike-rate-dependent plasticity (SRDP) learning model. These cells responded to depression upon low-frequency stimulation and to potentiation upon high-frequency stimulation and presented long-term memory. The transition threshold θm from depression to potentiation varied depending on the previous stimulations. A nanostructure resembling a bio-synapse in its transport passages was demonstrated and a random channel model was proposed to describe the ionic kinetics at the polymer/electrolyte interface during and after stimulations with various frequencies, accounting for the observed SRDP.Frequency-dependent learning has been achieved using semiconducting polymer/electrolyte composite cells. The cells composed of polymer/electrolyte double layers realized the conventional spike-rate-dependent plasticity (SRDP) learning model. These cells responded to depression upon low-frequency stimulation and to potentiation upon high-frequency stimulation and presented long-term memory. The transition threshold θm from depression to potentiation varied depending on the previous stimulations. A nanostructure resembling a bio-synapse in its transport passages was demonstrated and a random channel model was proposed to describe the ionic kinetics at the polymer/electrolyte interface during and after stimulations with various frequencies, accounting for the observed SRDP. Electronic supplementary information (ESI) available. See DOI: 10.1039/c5nr02891d

  16. Effects of digital game-based learning on student engagement and academic achievement

    NASA Astrophysics Data System (ADS)

    Little, Timothy W.

    This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

  17. Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students with and without Learning Disorders

    ERIC Educational Resources Information Center

    Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva

    2016-01-01

    This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…

  18. Self-Regulated Learning and a Sense of Achievement in MOOCs among High School Science and Technology Students

    ERIC Educational Resources Information Center

    Cohen, Lizi; Magen-Nagar, Noga

    2016-01-01

    This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students' sense of achievement in a massive open online course. The objective was to integrate an innovative teaching-learning strategy into the educational system that is based on online learning for students in subjects that…

  19. Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

    ERIC Educational Resources Information Center

    Barnard, Lucy; Paton, Valerie; Lan, William

    2008-01-01

    Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as…

  20. LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

    ERIC Educational Resources Information Center

    Clarke, Oxana D.

    2013-01-01

    In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

  1. Enhancing computing skills of low-achieving students via e-learning: a design experiment of Web-based, problem-based learning and self-regulated learning.

    PubMed

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2008-08-01

    A design experiment was conducted applying Web-based problem-based learning (PBL), self-regulated learning (SRL), or their combination to help low-achieving students improve their skills of deploying application software in a compulsory course at a vocational school in Taiwan. The effects were encouraging and mostly positive. However, students' inertia to change routines of learning inherited from a culture of taking standard tests found in e-learning practice is quite common. A teacher's awareness of these changes and associated resistance may increase likelihood of e-learning success for future trials. Some modifications of the design are thus suggested for the next round of the experiment. PMID:18721091

  2. Differential negative air ion effects on learning disabled and normal-achieving children

    NASA Astrophysics Data System (ADS)

    Morton, L. L.; Kershner, J. R.

    1990-03-01

    Forty normal-achieving and 33 learning disabled (LD) children were assigned randomly to either a negative ion or placebo test condition. On a dichotic listening task using consonant-vowel (CV) combinations, both groups showed an ioninduced increase in the normal right ear advantage (REA). However, the mechanisms for this effect were different for each group. The LDs showed the effect at the right ear/left hemisphere (enhancement). The normal achievers showed the effect at the left ear/right hemisphere (inhibition). The results are consistent with an activation-inhibition model of cerebral function and suggest a functional relationship between arousal, interhemispheric activation-inhibition, and learning disabilities. The LDs may have an interhemispheric dysfunction. Both groups showed superior right ear report and the normal achiever showed overall superiority. Normal achievers showed higher consonant intrusion scores, probably due to a greater cognitive capacity. Age was a significant covariate reflecting developmental capacity changes. Negative air ions are seen to be a tool with potential theoretical and remedial applications.

  3. Growth oscillation in larger foraminifera

    PubMed Central

    Briguglio, Antonino; Hohenegger, Johann

    2015-01-01

    This work shows the potential for applying three-dimensional biometry to studying cell growth in larger benthic foraminifera. The volume of each test chamber was measured from the three-dimensional model obtained by means of computed tomography. Analyses of cell growth based on the sequence of chamber volumes revealed constant and significant oscillations for all investigated specimens, characterized by periods of approximately 15, 30, 90, and 360 days. Possible explanations for these periods are connected to tides, lunar cycles, and seasonality. The potential to record environmental oscillations or fluctuations during the lifetime of larger foraminifera is pivotal for reconstructing short-term paleoenvironmental variations or for gaining insight into the influence of tides or tidal current on the shallow-water benthic fauna in both recent and fossil environments. PMID:26166912

  4. Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.

    PubMed

    Geary, David C; Hoard, Mary K; Byrd-Craven, Jennifer; Nugent, Lara; Numtee, Chattavee

    2007-01-01

    Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed. PMID:17650142

  5. Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

    NASA Astrophysics Data System (ADS)

    Dobbs, Vicki

    Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

  6. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    ERIC Educational Resources Information Center

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  7. Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

    PubMed Central

    Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

    2015-01-01

    Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

  8. Self-Regulated Learning and Motivation Belief Differences among Gifted and Non-Gifted Middle School Students across Achievement Levels

    ERIC Educational Resources Information Center

    Hogrebe, Jaclyn M.

    2015-01-01

    This dissertation examined self-regulated learning (SRL) and motivation beliefs (i.e., self-efficacy, perceived responsibility) across ability (i.e., gifted, advanced, average) and achievement groups (i.e., high achievers, low achievers) in a sample of 135 suburban middle school students (i.e., fifth and sixth grade). In order to expand upon…

  9. Casting larger polycrystalline silicon ingots

    SciTech Connect

    Wohlgemuth, J.; Tomlinson, T.; Cliber, J.; Shea, S.; Narayanan, M.

    1995-08-01

    Solarex has developed and patented a directional solidification casting process specifically designed for photovoltaics. In this process, silicon feedstock is melted in a ceramic crucible and solidified into a large grained semicrystalline silicon ingot. In-house manufacture of low cost, high purity ceramics is a key to the low cost fabrication of Solarex polycrystalline wafers. The casting process is performed in Solarex designed casting stations. The casting operation is computer controlled. There are no moving parts (except for the loading and unloading) so the growth process proceeds with virtually no operator intervention Today Solarex casting stations are used to produce ingots from which 4 bricks, each 11.4 cm by 11.4 cm in cross section, are cut. The stations themselves are physically capable of holding larger ingots, that would yield either: 4 bricks, 15 cm by 15 an; or 9 bricks, 11.4 cm by 11.4 an in cross-section. One of the tasks in the Solarex Cast Polycrystalline Silicon PVMaT Program is to design and modify one of the castings stations to cast these larger ingots. If successful, this effort will increase the production capacity of Solarex`s casting stations by 73% and reduce the labor content for casting by an equivalent percentage.

  10. What can and should we learn from international studies of mathematics achievement?

    NASA Astrophysics Data System (ADS)

    Leung, Frederick K. S.

    2014-09-01

    International studies of mathematics achievement such as Trends in International Mathematics and Science Study and Programme for International Student Assessment have dominated much discussion within the mathematics education community and beyond, but such discussions often do not do justice to the nature of these international studies. In this paper, the espoused purposes of these international studies are examined, and the limitations of large-scale international studies posed by the nature and the methodology of these studies are discussed. It is argued that because of the limitations, only broad-brush pictures about achievements in different countries can be painted, and one such broad-brush picture is the superior performance of East Asian students. Cultural values in these countries are then discussed as possible explanation of student achievement. What should and should not be learned from these international studies are then discussed. Caution is advised against emphasising fine changes in ranking of countries, asserting causal relations between background variables and achievement, drawing conclusions about teacher attributes, and suggesting changes in education policies without due consideration of the nature and limitations of these studies. Instead one should focus on trends in achievement scores (and not rankings), performance in different strands of mathematics, and the attitudes of our students as shown in the questionnaire results.

  11. How Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PBL) Affects High, Middle, and Low Achievers Differently: The Impact of Student Factors on Achievement

    ERIC Educational Resources Information Center

    Han, Sunyoung; Capraro, Robert; Capraro, Mary Margaret

    2015-01-01

    The purpose of this study was to investigate whether participating in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities effected students who had varied performance levels and to what extent students' individual factors influenced their mathematics achievement. STEM PBL has been a critical challenge…

  12. The Relationships between Problem Characteristics, Achievement-Related Behaviors, and Academic Achievement in Problem-Based Learning

    ERIC Educational Resources Information Center

    Sockalingam, Nachamma; Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity,…

  13. Systematic modeling versus the learning cycle: Comparative effects on integrated science process skill achievement

    NASA Astrophysics Data System (ADS)

    Rubin, Rochelle L.; Norman, John T.

    This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.

  14. The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study.

    ERIC Educational Resources Information Center

    Wetzel, James N.; And Others

    1982-01-01

    Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)

  15. Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong Study

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2007-01-01

    This study aims to investigate the differences between high and low academic achieving Hong Kong University students in terms of learning and study strategies. A total of 180 Hong Kong University students participated in the present study by completing a revised Chinese version of the Learning and Study Strategies Inventory. Results indicated that…

  16. Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2013-01-01

    The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade…

  17. The Effect of Cognitive Learning Style-Based Reading Program on the Achievement of Jordanian Freshmen English Majors

    ERIC Educational Resources Information Center

    Al-Hajaya, Nail; Al-Khresheh, Taisir

    2012-01-01

    The purpose of this study was to investigate cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. The subjects of the study consisted of 104 freshmen English majors enrolled for Reading Skills 1 in Tafila Technical University in Jordan in the fall semester 2007/2008. Students' learning styles,…

  18. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    ERIC Educational Resources Information Center

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  19. The Relative Effects of Positive Interdependence and Group Processing on Student Achievement and Attitude in Online Cooperative Learning

    ERIC Educational Resources Information Center

    Nam, Chang Woo; Zellner, Ronald D.

    2011-01-01

    This study investigated the effects of positive interdependence and group processing on student achievement and attitude in online learning. Students in three university courses received initial instruction about teamwork skills and cooperative learning and were randomly assigned to one of three treatment groups in each course. The "positive…

  20. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    ERIC Educational Resources Information Center

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  1. The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners

    ERIC Educational Resources Information Center

    Rodd, Jane

    2013-01-01

    This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association.…

  2. Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

    ERIC Educational Resources Information Center

    Wolf, Stephen J.; Fraser, Barry J.

    2008-01-01

    This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

  3. Examining the Relationships among Classroom Goal Structure, Achievement Goal Orientation, Motivation and Self-Regulated Learning for Ethnically Diverse Learners

    ERIC Educational Resources Information Center

    Shannon, David; Salisbury-Glennon, Jill; Shores, Melanie

    2012-01-01

    The purpose of this study was to explore the learning strategies used by ethnically diverse learners and to investigate the relationships among the constructs of classroom goal structure, achievement goal orientation, motivation and self-regulated learning in an ethnically diverse population of fourth and fifth grade learners (n = 396). Goal…

  4. Developing Local Curriculum Framework on Water Resource and Disaster Course for Enhancing Students' Learning Achievements in the Basic Educational System

    ERIC Educational Resources Information Center

    Chunrasaksakun, Chunwadee; Sanrattana, Unchalee; Tungkasamit, Angkana; Srisawat, Niwat

    2015-01-01

    The aim of the paper was to administer and prepare teachers for management to their students' learning achievements within the curriculum framework of water resource and disaster management. This course was compared to manage learning into different school sizes with the sample size in the lower secondary education schools with two groups of 28…

  5. Rural Junior Secondary School Students' Perceptions of Classroom Learning Environments and Their Attitude and Achievement in Mathematics in West China

    ERIC Educational Resources Information Center

    Yang, Xinrong

    2015-01-01

    This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…

  6. Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru

    ERIC Educational Resources Information Center

    Cueto, Santiago; Ramirez, Cecilia; Leon, Juan

    2006-01-01

    In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from…

  7. Motivation and Ability: Which Students Use Online Learning and What Influence Does it Have On Their Achievement?

    ERIC Educational Resources Information Center

    Hoskins, Sherria L.; van Hooff, Johanna C.

    2005-01-01

    There has been much recent research examining online learning in universities, but two questions seem to have been largely overlooked in this context: (1) Which students voluntarily utilise web-based learning; and (2) Does this use influence their academic achievement? The current study aimed to determine whether the approaches to studying,…

  8. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were…

  9. Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

    ERIC Educational Resources Information Center

    Shih, Ju-Ling; Ku, David Tawei; Hung, Su-Huan

    2013-01-01

    We investigate how the computerized dynamic assessment system improves the learning achievements of vocational high school students studying accounting. Our experiment was conducted under the one-group pretest-posttest design of 34 junior students. The questionnaire results were analyzed to determine student-learning attitudes and reactions toward…

  10. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  11. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    ERIC Educational Resources Information Center

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  12. Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

    ERIC Educational Resources Information Center

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-01-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

  13. The Place of Multiple Intelligence in Achieving the Objectives and Goals of Open and Distance Learning Institutions: A Critical Analysis

    ERIC Educational Resources Information Center

    Ojo, Olugbenga David; Olakulehin, Felix Kayode

    2006-01-01

    This paper examined the nature of open and distance learning institutions as organizations where synergy of efforts of all personnel is required in order to achieve the aims and objectives of the institution. It explored the huge infrastructural and personnel requirements of distance learning institutions, especially at inception, and the…

  14. Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

    ERIC Educational Resources Information Center

    Sadi, Özlem; Çakiroglu, Jale

    2014-01-01

    This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study…

  15. The Relationship between Learning Approaches of Prospective Teachers and Their Academic Achievement

    ERIC Educational Resources Information Center

    Gurlen, Eda; Turan, Sevgi; Senemoglu, Nuray

    2013-01-01

    To prepare for future professional challenges, prospective teachers should acquire the capabilities for independent learning. Prospective teachers should know how to learn effectively. In this article, prospective teachers' learning approaches, learning preference and the relationship between learning preference, learning approaches with…

  16. Effects of gender and role selection in cooperative learning groups on science inquiry achievement

    NASA Astrophysics Data System (ADS)

    Affhalter, Maria Geralyn

    An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

  17. Exemplary Care and Learning Sites: A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting

    PubMed Central

    Ogrinc, Greg; Hoffman, Kimberly G.; Stevenson, Katherine M.; Shalaby, Marc; Beard, Albertine S.; Thörne, Karin E.; Coleman, Mary T.; Baum, Karyn D.

    2016-01-01

    Problem Current models of health care quality improvement do not explicitly describe the role of health professions education. The authors propose the Exemplary Care and Learning Site (ECLS) model as an approach to achieving continual improvement in care and learning in the clinical setting. Approach From 2008–2012, an iterative, interactive process was used to develop the ECLS model and its core elements—patients and families informing process changes; trainees engaging both in care and the improvement of care; leaders knowing, valuing, and practicing improvement; data transforming into useful information; and health professionals competently engaging both in care improvement and teaching about care improvement. In 2012–2013, a three-part feasibility test of the model, including a site self-assessment, an independent review of each site’s ratings, and implementation case stories, was conducted at six clinical teaching sites (in the United States and Sweden). Outcomes Site leaders reported the ECLS model provided a systematic approach toward improving patient (and population) outcomes, system performance, and professional development. Most sites found it challenging to incorporate the patients and families element. The trainee element was strong at four sites. The leadership and data elements were self-assessed as the most fully developed. The health professionals element exhibited the greatest variability across sites. Next Steps The next test of the model should be prospective, linked to clinical and educa tional outcomes, to evaluate whether it helps care delivery teams, educators, and patients and families take action to achieve better patient (and population) outcomes, system performance, and professional development. PMID:26760058

  18. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

    PubMed Central

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

  19. Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors

    ERIC Educational Resources Information Center

    Cavallo, Ann M. L.; Rozman, Michelle; Potter, Wendell H.

    2004-01-01

    This study investigated differences and shifts in learning and motivation constructs among male and female students in a nonmajors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement. Tests and questionnaires measured students' learning approaches,…

  20. Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

    ERIC Educational Resources Information Center

    Eissa, Mourad Ali; Mostafa, Amaal Ahmed

    2013-01-01

    This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

  1. Flipped Instruction: An Investigation into the Effect of Learning Environment on Student Self-Efficacy, Learning Style, and Academic Achievement in an Algebra I Classroom

    ERIC Educational Resources Information Center

    Wiginton, Barry Lynn

    2013-01-01

    This study utilized an explanatory mixed-methods research design to investigate the effect of learning environment on student mathematics achievement, and mathematics self-efficacy, and student learning style in a ninth grade Algebra I classroom. The study also explored the lived experiences of the teachers and students in the three different…

  2. Differences in Perceptions of Learning and Academic Achievement of Students and Teachers in Project-Based Learning and Balanced Mathematics Classrooms

    ERIC Educational Resources Information Center

    Braden, Sharon Smith

    2012-01-01

    The purpose of this research was to investigate the differences in perceptions of learning and achievement of students and teachers in "Project-Based Learning" and Balanced Mathematics classrooms. The study utilized quantitative and qualitative surveys or a mixed method approach to gathering data relative to the perceptions of students…

  3. An Effect of Levels of Learning Ability and Types of Feedback in Electronic Portfolio on Learning Achievement of Students in Electronic Media Production for Education Subject

    ERIC Educational Resources Information Center

    Koraneekij, Prakob

    2008-01-01

    The purpose of this research was to study an effect of levels of learning ability and types of feedback in an electronic portfolio on learning achievement of students in electronic media production for education subject. The samples were 113 students registered in Electronic Media Production for Education Subject divided into 6 groups : 3 control…

  4. The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students

    ERIC Educational Resources Information Center

    Eissa, Mourad Ali

    2012-01-01

    This study investigated the effect of using advance graphic organizers on academic achievement, self efficacy, and motivation to learn social studies in learning disabled second year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30, 23 boys,…

  5. The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

  6. Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Karagiannopoulou, Evangelia; Milienos, Fotios S.

    2015-01-01

    The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for…

  7. Differences in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and Other Low-Achieving Students.

    ERIC Educational Resources Information Center

    Brownell, Mary T.; And Others

    Research on Vygotsky's zone of proximal development theory was used as a foundation to investigate differences in the learning and transfer ability of 30 students with learning disabilities (LD) and 30 students with matched low achievement (LA), from grades 7 and 8. The two groups were assessed on their problem-solving ability on a balance scale…

  8. The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

    ERIC Educational Resources Information Center

    Pasque, Penny A.; Murphy, Rena

    2005-01-01

    Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

  9. Reassessing a Learning Gap: A Comparative Study of Student Science Achievement in the U.S. and China.

    ERIC Educational Resources Information Center

    Wang, Jianjun

    1996-01-01

    Reviews current literature related to the science achievement "learning gap" between Chinese and U.S. students. Presents an empirical assessment based on a more representative database from both countries. An extended mid-1980s study (the Second International Association for the Evaluation of Educational Achievement Study, or SSIS), found no…

  10. Adult Students' Achievement Goal Orientations and Evaluations of the Learning Environment: A Person-Centred Longitudinal Analysis

    ERIC Educational Resources Information Center

    Pulkka, Antti-Tuomas; Niemivirta, Markku

    2013-01-01

    This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of…

  11. Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

    ERIC Educational Resources Information Center

    Fadlelmula, Fatma Kayan; Cakiroglu, Erdinc; Sungur, Semra

    2015-01-01

    This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and…

  12. Effects of Concept and Vee Mappings under Three Learning Modes on Students' Cognitive Achievement in Ecology and Genetics.

    ERIC Educational Resources Information Center

    Esiobu, Gladys O.; Soyibo, Kola

    1995-01-01

    Verified the efficacy of concept and Vee mapping heuristics under cooperative, cooperative-competitive, and individualistic whole-class learning conditions in improving (n=808) eighth graders' achievement in ecology and genetics. Experimental groups achieved significantly better than the control groups; students in cooperative-competitive…

  13. Achieving Academic Goals through Place-Based Learning: Students in Five States Show How To Do It.

    ERIC Educational Resources Information Center

    Loveland, Elaina

    2003-01-01

    Place-based education roots learning in real issues and needs and helps students become both academic achievers and good citizens. This article profiles programs in five states that are fostering academic achievement. The Alaska Rural Systemic Initiative (AKRSI) links Alaska Native culture and indigenous knowledge with the formal educational…

  14. Task- and Self-Related Pathways to Deep Learning: The Mediating Role of Achievement Goals, Classroom Attentiveness, and Group Participation

    ERIC Educational Resources Information Center

    Lau, Shun; Liem, Arief Darmanegara; Nie, Youyan

    2008-01-01

    Background: The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between…

  15. The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement

    ERIC Educational Resources Information Center

    Bruce, Catherine D.; Esmonde, Indigo; Ross, John; Dookie, Lesley; Beatty, Ruth

    2010-01-01

    This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the…

  16. Dosage Effects of a Preventive Social-Emotional Learning Intervention on Achievement Loss Associated with Middle School Transition

    ERIC Educational Resources Information Center

    Rosenblatt, Jennifer L.; Elias, Maurice J.

    2008-01-01

    A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, "Talking with TJ," in limiting achievement loss across transition. Data were…

  17. The Learning Environment and the Reading Achievement of Middle School African American Male Students in a Suburban School Setting

    ERIC Educational Resources Information Center

    Frazier, Nicole Denise

    2012-01-01

    The reading achievement of African American males might be impacted by a host of variables. This study was undertaken to determine if there was a difference in the culturally responsive characteristics present in the learning environment of a middle school and the reading achievement of middle school African American males. The purpose of this…

  18. Achievement Testing Program Provincial Report. June 1993 Administration. Grade Level 3 Language Learning, Grade 6 Social Studies, Grade 9 Science.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    The annual report on achievement testing in Alberta (Canada) includes test results for third-grade students in language learning (for the regular English program), sixth-grade students in social studies, and ninth-grade students in science. Results are regarded in terms of curriculum standards, assessment standards, and achievement standards.…

  19. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-Level Computer-Aided Drafting Course

    ERIC Educational Resources Information Center

    Swab, A. Geoffrey

    2012-01-01

    This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic…

  20. The Relationship between Professional Learning Communities, Personal Teacher Efficacy, and Student Achievement at the High School Level

    ERIC Educational Resources Information Center

    Brooks, Sherri L.

    2013-01-01

    The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course…

  1. The Relationship between Professional Learning Community Implementation and Academic Achievement and Graduation Rates in Georgia High Schools

    ERIC Educational Resources Information Center

    Hardinger, Regina Gail

    2013-01-01

    Many educational administrators in Georgia continue to struggle with low student academic achievement and low high school graduation rates. DuFour's professional learning community (PLC) theory suggests a positive relationship between levels of PLC implementation and academic achievement and between levels of PLC implementation and graduation…

  2. The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community

    ERIC Educational Resources Information Center

    Martinez, Beate M. Winter

    2010-01-01

    The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

  3. Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

    PubMed

    Kamp, Rachelle J A; van Berkel, Henk J M; Popeijus, Herman E; Leppink, Jimmie; Schmidt, Henk G; Dolmans, Diana H J M

    2014-03-01

    Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research. PMID:23657726

  4. Enhance Low-Achieving Students' Learning Involvement in Taiwan's Higher Education: An Approach via E-Learning with Problem-Based Learning and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2010-01-01

    This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102…

  5. Achieving E-learning with IMS Learning Design--Workflow Implications at the Open University of the Netherlands

    ERIC Educational Resources Information Center

    Westera, Wim; Brouns, Francis; Pannekeet, Kees; Janssen, Jose; Manderveld, Jocelyn

    2005-01-01

    This paper uses the Open University of the Netherlands as an instructive case for the introduction of e-learning based on the IMS Learning Design specification (IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a…

  6. The effects of a formal notebook on learning achievement of tenth grade biology students

    NASA Astrophysics Data System (ADS)

    Hirst, Sabine Korpus

    Despite the national agenda for achieving scientific literacy for all American students, there appears to be a paucity of research on the role of writing and, more specifically, on the organization of students' notes. The use of student notebooks as an ongoing record of both the process function and product function of notetaking has received little attention in the American research literature reviewed. The purposes of this study were to investigate if (a) the use of a formal notebook has a positive effect on learning achievement by high school biology students, (b) the gender of the biology student makes a difference with regard to the effect of keeping a formal notebook, (c) students perceive notetaking skills as an important set of study skills, and (d) students regard keeping a formal notebook as a valuable tool for improving learning outcomes. A quasi-experimental study was conducted, using a matching-only posttest control group design. A purposive cluster sample of four intact tenth grade biology classes with a total of 126 students from two Brevard County public high schools was used. The design resulted in two experimental conditions for the independent variable: (a) notebook treatment and (b) no notebook control. In each school, one class was randomly assigned to either the treatment or control group. A Study Skills Questionnaire was pilot-tested, revised, and administered to all students as a pre-assessment to determine if notetaking was regarded as important. One teacher-made posttest was used to measure learning achievement in biology as a consequence of the experimental conditions. A researcher-developed six-item postquestionnaire was only administered to the students of the treatment groups to determine if students perceive the requirement of keeping a formal notebook as a valuable learning tool. A factorial independent measures analysis of variance (2 x 2 x 2 ANOVA) was used to determine the effects of experimental group, school, gender, and their

  7. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    PubMed

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. PMID:23223201

  8. Does Computer Technology Improve Student Learning and Achievement? How, When, and under What Conditions?

    ERIC Educational Resources Information Center

    Schacter, John; Fagnano, Cheryl

    1999-01-01

    Discussion of the implementation of computer technology in schools focuses on the need to design computer technologies based on sound learning theories. Considers the results of meta-analyses on computer-based instruction; socio-cultural learning theory; computer-supported collaborative learning; constructivist theories; project-based learning;…

  9. An Individualized Approach To Improve Reading Achievement Levels and Behavior of Learning Disabled Pupils.

    ERIC Educational Resources Information Center

    Hebron, Preston T., Jr.

    In this practicum, 15 learning-disabled pupils in grades two and three participated in an individualized program featuring mastery learning, a personalized system of instruction, attention to learning style and modality, and behavior modification, in order to improve reading levels and poor behavior. Program components included learning stations,…

  10. An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes

    PubMed Central

    Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan

    2011-01-01

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114

  11. The Effects of Online Interactive Games on High School Students' Achievement and Motivation in History Learning

    ERIC Educational Resources Information Center

    Lin, Kuan-Cheng; Wei, Yu Che; Hung, Jason C.

    2012-01-01

    Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan's History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an…

  12. The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

    ERIC Educational Resources Information Center

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu

    2015-01-01

    We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them…

  13. Lifelong Learning: Ideas and Achievements at the Threshold of the Twenty-first Century.

    ERIC Educational Resources Information Center

    Bown, Lalage

    2000-01-01

    Explores the concept of lifelong learning and other related ideas, highlighting applications such as human rights, literacy, and gender. Reports on new areas for lifelong learning and suggests lessons in learning for the high development countries, such as development-related learning and popular participation. (CMK)

  14. Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results

    ERIC Educational Resources Information Center

    Leonard, H. Skipton

    2015-01-01

    Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that…

  15. A Formative Assessment-Based Mobile Learning Approach to Improving the Learning Attitudes and Achievements of Students

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Chang, Hsun-Fang

    2011-01-01

    The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content.…

  16. PLME as a Cognitive Tool for Knowledge Achievement and Informal Learning

    NASA Astrophysics Data System (ADS)

    Nelkner, Tobias; Magenheim, Johannes; Reinhardt, Wolfgang

    Since 2003 the research on Personal Learning Environments has increased. These environments support problem based, situated and informal learning in social networks within organisations and educational institutions and in subject related communities. The EU project MATURE [1] enhanced this idea with the concept of a Personal Learning and Maturing Environment (PLME), which shall support and foster learning and knowledge maturing. In this paper, we present a model that describes the maturing of knowledge and informal learning. Based on an example of changing a university study course, we present the personal, community and organisational perspective on knowledge maturing and informal learning. This leads to a derivation of requirements for a PLME implementation.

  17. How specific is second language-learning ability? A twin study exploring the contributions of first language achievement and intelligence to second language achievement.

    PubMed

    Rimfeld, K; Dale, P S; Plomin, R

    2015-01-01

    Learning a second language is crucially important in an increasingly global society, yet surprisingly little is known about why individuals differ so substantially in second language (SL) achievement. We used the twin design to assess the nature, nurture and mediators of individual differences in SL achievement. For 6263 twin pairs, we analyzed scores from age 16 UK-wide standardized tests, the General Certificate of Secondary Education (GCSE). We estimated genetic and environmental influences on the variance of SL for specific languages, the links between SL and English and the extent to which the links between SL and English are explained by intelligence. All SL measures showed substantial heritability, although heritability was nonsignificantly lower for German (36%) than the other languages (53-62%). Multivariate genetic analyses indicated that a third of genetic influence in SL is shared with intelligence, a third with English independent of intelligence and a further third is unique to SL. PMID:26393484

  18. The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course

    ERIC Educational Resources Information Center

    Zacharis, Nick Z.

    2010-01-01

    This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students…

  19. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    PubMed

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. PMID:25485463

  20. A Case Study of the Feedback Design in a Game-Based Learning for Low Achieving Students

    ERIC Educational Resources Information Center

    Lai, Ting-Ling; Lin, Hsiao-Fang

    2015-01-01

    The purpose of the study is to explore the effects of text-based and non-text-based feedback in a game-based learning system. The pilot study is a case study to find low-achieving math students' comprehension and motivation in using the game-based systems. Four low-achieving students from a suburban middle school participated in the study. Data…

  1. The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course

    ERIC Educational Resources Information Center

    Orhun, Nevin

    2013-01-01

    This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the…

  2. Learning Disabilities and Reading/Mathematics Achievement of Eighth Graders in the USA

    ERIC Educational Resources Information Center

    Fusaro, Joseph A.; Shibley, Ivan A.

    2008-01-01

    The No Child Left Behind Act mandates all students with learning disabilities in schools receiving Title I funds must show proficiency in reading and mathematics by 2014. This stricture applies to all students, those with diagnosed learning disabilities as well as those without learning disabilities. Subjects of this study were eighth graders in…

  3. Self-Regulated Learning and Academic Achievement of Hong Kong Secondary School Students

    ERIC Educational Resources Information Center

    Ho, Esther Sui-Chu

    2004-01-01

    Education aims to enable students not only to acquire knowledge but also to become capable and enthusiastic lifelong learners. Prior research has found that learning is more likely to be effective where a student plays a proactive role in the learning process. Such a proactive process, including learning on students' own initiative and strategies,…

  4. Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

    ERIC Educational Resources Information Center

    Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

    2015-01-01

    In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

  5. A Classroom Study on the Relationship between Student Achievement and Retrieval-Enhanced Learning

    ERIC Educational Resources Information Center

    Carpenter, Shana K.; Lund, Terry J. S.; Coffman, Clark R.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.

    2016-01-01

    Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students' learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored…

  6. Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education

    ERIC Educational Resources Information Center

    Kruger, Janette; Blignaut, A. Seugnet

    2013-01-01

    Higher education institutions (HEIs) increasingly use technology-enhanced learning (TEL) environments (e.g. blended learning and e-learning) to improve student throughput and retention rates. As the demand for TEL courses increases, expectations rise for faculty to meet the challenge of using TEL effectively. The promises that TEL holds have not…

  7. Achieving Service-Learning Goals in a Financial Accounting Class Project

    ERIC Educational Resources Information Center

    Yu, Darwin D.

    2011-01-01

    Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are…

  8. The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

    ERIC Educational Resources Information Center

    Princiotta, Daniel; Fortune, Ayeola

    2009-01-01

    Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

  9. A Critical Study of Effectiveness of Online Learning on Students' Achievement

    ERIC Educational Resources Information Center

    Baig, Muntajeeb Ali

    2011-01-01

    An experimental design was carried out to study the effectiveness in learning of the tenth grade students in Physics, when taught through online and face to face. A mash-up of different online tools and learning environment is used for the study. Website "Wiziq.com" provides these online tools and learning environment hence it is used…

  10. How Achievement Emotions Impact Students' Decisions for Online Learning, and What Precedes Those Emotions

    ERIC Educational Resources Information Center

    Tempelaar, Dirk T.; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim H.; Giesbers, Bas

    2012-01-01

    This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this…

  11. Can Learning Style Predict Student Satisfaction with Different Instruction Methods and Academic Achievement in Medical Education?

    ERIC Educational Resources Information Center

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-01-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods…

  12. Self-Regulated Learning Strategies and Achievement in an Introduction to Information Systems Course.

    ERIC Educational Resources Information Center

    Chen, Catherine C.

    2002-01-01

    The Motivated Strategies for Learning Questionnaire was completed by 197 business students, comparing self-regulated strategies in lecture versus hands-on computer lab. Effort regulation had a positive effect, peer learning a negative effect on learning computer concepts in lectures. Prior computer experience had no effect. Data were inconclusive…

  13. Primary and Secondary Virtual Learning in New Zealand: Examining Barriers to Achieving Maturity

    ERIC Educational Resources Information Center

    Barbour, Michael; Davis, Niki; Wenmoth, Derek

    2016-01-01

    This paper describes the organisational development of virtual learning in networked rural schools in New Zealand, specifically the obstacles that e-learning clusters of rural schools face in their journey to sustainability and maturity through the lens of the Ministry's Learning Communities Online Handbook. Analysis of a nationwide purposeful…

  14. An Investigation into the Mathematics Achievement and Attitude towards Mathematics with Respect to Learning Style According to Gender

    ERIC Educational Resources Information Center

    Orhun, N.

    2007-01-01

    This study aimed to investigate whether there is a relationship beween gender and learning style, mathematical achievement and attitude towards mathematics. The subjects of this study were 5th-semester students (42 females, 31 males) from the Mathematics Department at Anadolu University. The results of this study suggest that there were…

  15. College students' role models, learning style preferences, and academic achievement in collaborative teaching: absolute versus relativistic thinking.

    PubMed

    Chiou, Wen-Bin

    2008-01-01

    Based on the perspective of postformal operations, this study investigated whether college students' role models (technical teachers vs. lecturing teachers) and preferred learning styles (experience-driven mode vs. theory-driven mode) in collaborative teaching courses would be moderated by their cognitive development (absolute thinking vs. relativistic thinking) and examine whether academic achievement of students would be contingent upon their preferred learning styles. Two hundred forty-four college students who have taken the technical courses with collaborative teaching participated in this study. The results showed that those participants with absolute thinking perceived the modeling advantage of technical teachers was greater than that of lecturing teachers, preferred the experience-driven mode over the theory-driven mode, and displayed differential academic achievement between technical courses and general courses. On the other hand, the students with relativistic thinking revealed no difference in perceived modeling advantage of role models, learning styles preferences, and academic achievement between two categories of courses. In addition, this research indicates that college students' preferred learning styles would interact with course category (technical courses vs. general courses) to display differential academic achievement. Implications and future directions are discussed. PMID:18447085

  16. Relations between the Development of Future Time Perspective in Three Life Domains, Investment in Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Peetsma, Thea; van der Veen, Ineke

    2011-01-01

    Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…

  17. Relationships of Cognitive and Metacognitive Learning Strategies to Mathematics Achievement in Four High-Performing East Asian Education Systems

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Caleon, Imelda S.

    2013-01-01

    The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education…

  18. Problem-Based Learning versus Traditional Science Instruction: Achievement and Interest in Science of Middle Grades Minority Females

    ERIC Educational Resources Information Center

    Mungin, Rochelle E.

    2012-01-01

    This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also…

  19. Effects of an Animated Agent with Instructional Strategies in Facilitating Student Achievement of Different Educational Objectives in Multimedia Learning

    ERIC Educational Resources Information Center

    Yung, Hsin I.

    2008-01-01

    The purpose of this study was to examine the effects of an animated agent that provides instructional scaffolding strategies via a story mnemonic or cuing question with feedback versus instructional scaffolding strategies alone on student achievement of different educational objectives in multimedia learning. Specifically, the study investigated…

  20. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in…

  1. Magnitude of Interaction between Language of Instruction of Prior Education and Learning Traits on Academic Achievement Scores of International Students

    ERIC Educational Resources Information Center

    Varughese, Varughese Kuzhumannil; Fehring, Heather

    2010-01-01

    This paper investigates the magnitude of difference of academic achievement scores by language of instruction of prior education and the magnitude of interaction between language of instruction of prior education and students' preferred learning trait on academic performance of a group of international students in two teaching and learning…

  2. Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District

    ERIC Educational Resources Information Center

    Arulselvi, Evangelin

    2011-01-01

    The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their…

  3. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

    ERIC Educational Resources Information Center

    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  4. The Effects of the Cooperative Learning Method Supported by Multiple Intelligence Theory on Turkish Elementary Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Isik, Dilek; Tarim, Kamuran

    2009-01-01

    In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students' academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental…

  5. THE EFFECTS OF SONIC ENVIRONMENT OF INDIVIDUALIZED INSTRUCTION IN LEARNING DIFFICULT AND EASY TASKS BY HIGH ACHIEVERS.

    ERIC Educational Resources Information Center

    MCCARTHY, EDWARD H.

    THE SIXTH-GRADE STUDENTS OBTAINING THE 80 HIGHEST MEAN SCORES ON THE METROPOLITAN ACHIEVEMENT TEST FORM D WERE RANDOMLY ASSIGNED TO GROUPS OF EASY OR DIFFICULT TASKS WITHIN EACH OF FIVE DECIBEL LEVEL GROUPS. THE LEARNING TASKS WERE TAKEN FROM THE MEANINGFULNESS OF ALL POSSIBLE CVC TRIGRAMS (ARCHER, 1960). THE APPARATUS INCLUDED A TAPE RECORDING OF…

  6. Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

    2014-01-01

    In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

  7. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    ERIC Educational Resources Information Center

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

  8. Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

    ERIC Educational Resources Information Center

    Cunningham, Rhonda Phillips

    2013-01-01

    Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

  9. Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

    ERIC Educational Resources Information Center

    Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

    2008-01-01

    There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

  10. Effectiveness of 5E Learning Cycle Instruction on Students' Achievement in Cell Concept and Scientific Epistemological Beliefs

    ERIC Educational Resources Information Center

    Kaynar, Devrim; Tekkaya, Ceren; Cakiroglu, Jale

    2009-01-01

    This study investigated the effectiveness of 5E learning cycle on 6th-grade students' achievement of cell concepts, and their scientific epistemological beliefs. Epistemological Belief Questionnaire and the Cell Concept Test were administered as pre-test and post-test to a total of 153 sixth grade students in four intact classes of an elementary…

  11. Having Your Cake and Eating It Too: Maximizing Achievement and Cognitive-Social Development and Socialization through Cooperative Learning.

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.

    Research on the educational outcomes of cooperative learning strategies suggests that educators can "have their cake and eat it too" since these strategies have been found to promote simultaneously high achievement, constructive student-student relationships, positive attitudes toward subject areas, continuing education, critical thinking,…

  12. The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies

    ERIC Educational Resources Information Center

    Kim, Jong Suk

    2005-01-01

    The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours…

  13. Effects of the Know-Want-Learn Strategy on Students' Mathematics Achievement, Anxiety and Metacognitive Skills

    ERIC Educational Resources Information Center

    Tok, Sükran

    2013-01-01

    This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders' mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public…

  14. Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program

    ERIC Educational Resources Information Center

    Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam

    2014-01-01

    The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive…

  15. Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement

    ERIC Educational Resources Information Center

    Ocak, Gurbuz; Yamac, Ahmet

    2013-01-01

    The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…

  16. Steps to Self-Determination: A Curriculum To Help Adolescents Learn To Achieve Their Goals. Self-Determination Knowledge Scale.

    ERIC Educational Resources Information Center

    Hoffman, Alan; Field, Sharon; Sawilowsky, Shlomo

    The "Self-Determination Knowledge Scale" (SDKS) Form A and Form B are designed as a pretest and posttest for the "Steps to Self-Determination" curriculum. The program is meant to assist students, with and without disabilities, to learn more about themselves and develop skills to achieve their goals, get support from family and friends, and learn…

  17. Steps to Self-Determination: A Curriculum To Help Adolescents Learn To Achieve Their Goals. Student Activity Book.

    ERIC Educational Resources Information Center

    Field, Sharon; Hoffman, Alan

    This student activity book includes worksheets that secondary students with and without disabilities can use to complete each activity in the "Steps to Self-Determination" curriculum. The program is meant to assist students in learning more about themselves and developing the skills they need to achieve their goals, getting support from family and…

  18. Effects of Cooperative Learning Approach on Biology Mean Achievement Scores of Secondary School Students' in Machakos District, Kenya

    ERIC Educational Resources Information Center

    Muraya, Daniel Ngaru; Kimamo, Githui

    2011-01-01

    Performance in Biology at secondary school level in Kenya remains poor and one reason is the teaching approach adopted by teachers with teacher-centered approaches being pre-dominant. This study sought to determine the effect of cooperative learning approach on mean achievement scores in Biology of secondary school students.…

  19. The Relationship between Socioeconomic Status at Age One, Opportunities to Learn and Achievement in Mathematics in Fourth Grade in Peru

    ERIC Educational Resources Information Center

    Cueto, Santiago; Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Freire, Silvana

    2014-01-01

    Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and…

  20. The Effects of a Professional Learning Community on Teachers and Student Achievement in a High School Serving Predominately Latino Students

    ERIC Educational Resources Information Center

    Mendez, Larry

    2013-01-01

    The research study was an evaluation of a professional learning community (PLC) and its effect on teachers and student achievement in a high school serving predominately Latino students. The study was a mixed research study that consisted of both quantitative and qualitative data. The quantitative data included school-wide and Latino student…

  1. Effects of Multiple Intelligences Supported Project-Based Learning on Students' Achievement Levels and Attitudes towards English Lesson

    ERIC Educational Resources Information Center

    Bas, Gökhan; Beyhan, Ömer

    2010-01-01

    The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009-2010 education-instruction year in Karatli Sehit Sahin Yilmaz…

  2. Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

    ERIC Educational Resources Information Center

    Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

    2008-01-01

    The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

  3. Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

    ERIC Educational Resources Information Center

    Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

    2015-01-01

    This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

  4. An Examination of the Interrelationships between Self-Esteem, Others' Expectations, Family Support, Learning Approaches and Academic Achievement

    ERIC Educational Resources Information Center

    Roman, Sergio; Cuestas, Pedro J.; Fenollar, Pedro

    2008-01-01

    The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish…

  5. Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

    NASA Astrophysics Data System (ADS)

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-07-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students' self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).

  6. Running to Achieve: Engaging Students in Literacy and Physical Activity through an After-School Learning Community

    ERIC Educational Resources Information Center

    Vanzandt, Christina

    2011-01-01

    The purpose of this participant-observation study is to describe rural, southern, 3rd-5th grade children's engagement in running and writing in an after-school learning community called "Running to Achieve." This study provides insights into links between physical activity and writing by using one to engage students in the other. Three…

  7. Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

    ERIC Educational Resources Information Center

    McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

    2014-01-01

    This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two…

  8. The Effects of Multimedia Learning on Thai Primary Pupils' Achievement in Size and Depth of Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Jingjit, Mathukorn

    2015-01-01

    This study aims to obtain more insight regarding the effect of multimedia learning on third grade of Thai primary pupils' achievement in Size and Depth Vocabulary of English. A quasi-experiment is applied using "one group pretest-posttest design" combined with "time series design," as well as data triangulation. The sample…

  9. The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2016-01-01

    The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a…

  10. Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

    ERIC Educational Resources Information Center

    Yildiz, Ali

    2012-01-01

    In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

  11. Achieving Standards in the English Language Arts (and More) Using The RULER Approach to Social and Emotional Learning

    ERIC Educational Resources Information Center

    Rivers, Susan E.; Brackett, Marc A.

    2011-01-01

    This article introduces The RULER Approach ("RULER") to social and emotional learning, with a particular focus on its Feeling Words Curriculum. Through this curriculum, RULER contributes to the ultimate goals of an English language arts education--preparing students to achieve personal, social, and academic goals and to be engaged and contributing…

  12. Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

    ERIC Educational Resources Information Center

    Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

    2009-01-01

    This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

  13. Development of Product Relatedness and Distance Effects in Typical Achievers and in Children with Mathematics Learning Disabilities

    ERIC Educational Resources Information Center

    Rotem, Avital; Henik, Avishai

    2015-01-01

    The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…

  14. Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement

    ERIC Educational Resources Information Center

    Allen, Debra

    2013-01-01

    This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching…

  15. Measuring Opportunity to Learn and Achievement Growth: Key Research Issues with Implications for the Effective Education of All Students

    ERIC Educational Resources Information Center

    Elliott, Stephen N.

    2015-01-01

    The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended…

  16. Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics

    ERIC Educational Resources Information Center

    Adani, Anthony; Eskay, Michael; Onu, Victoria

    2012-01-01

    This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental…

  17. Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

    ERIC Educational Resources Information Center

    Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

    2015-01-01

    This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…

  18. A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement

    ERIC Educational Resources Information Center

    Kalaian, Sema A.; Kasim, Rafa M.

    2014-01-01

    This meta-analytic study focused on the quantitative integration and synthesis of the accumulated pedagogical research in undergraduate statistics education literature. These accumulated research studies compared the academic achievement of students who had been instructed using one of the various forms of small-group learning methods to those who…

  19. Professional Learning Communities: An Analysis of Teacher Participation in a PLC and the Relationship with Student Academic Achievement

    ERIC Educational Resources Information Center

    Aylsworth, Anthony James

    2012-01-01

    This study sought to compare teacher participation in a Professional Learning Community with the performance of their students. Student achievement data from multiple subject-alike groups were compared in a pre-and post-PLC format, using an independent, two-sample t-test. Overall, 10 PLCs from one high school in a suburban, Iowa setting were…

  20. A Meta-Analysis of Dissertation Research on the Relationship between Professional Learning Community Implementation and Student Achievement

    ERIC Educational Resources Information Center

    Patrick, Susan McClendon

    2013-01-01

    The purpose of this study was to conduct a meta-analysis of dissertation research that examined the implementation of professional learning communities (PLCs) and student achievement in preK-12 schools. An exhaustive search for such unpublished studies was conducted using the following criteria: 1) the studies were available on dissertation…

  1. The Effect of Varied Rehearsal Strategies Used to Complement Visualized Instruction in Facilitating Achievement of Different Learning Objectives

    ERIC Educational Resources Information Center

    De Romero, Lisba L. Pineda; Dwyer, Francis

    2005-01-01

    Even though simple line drawing by itself, has been found to be effective in improving learning visualization, it is not always sufficient for optimizing student achievement. Under these types of conditions it becomes necessary to incorporate other instructional strategies to complement the visualized instruction. Visuals allow for mental…

  2. WISC-III Predictors of Academic Achievement for Children with Learning Disabilities: Are Global and Factor Scores Comparable?

    ERIC Educational Resources Information Center

    Hale, James B.; Fiorello, Catherine A.; Kavanagh, Jack A.; Hoeppner, Jo-Ann B.; Gaither, Rebecca A.

    2001-01-01

    This study of 174 children meeting criteria for learning disabilities revealed that the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) factors accounted for a large portion of the achievement variance during hierarchical regression analyses. Proposes that the practitioner should refrain from focusing on global scores and…

  3. Academic Achievement among First Semester Undergraduate Psychology Students: The Role of Course Experience, Effort, Motives and Learning Strategies

    ERIC Educational Resources Information Center

    Diseth, Age; Pallesen, Stale; Brunborg, Geir Scott; Larsen, Svein

    2010-01-01

    This study investigated the relationship between multiple predictors of academic achievement, including course experience, students' approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average--HSGPA) among 442 first semester undergraduate psychology students. Correlation…

  4. Investigating Predictive Role of 2x2 Achievement Goal Orientations on Learning Strategies with Structural Equation Modeling

    ERIC Educational Resources Information Center

    Soltaninejad, Mehraneh

    2015-01-01

    The purpose of this study is to examine the relationships between achievement goal orientations and Learning Strategies. The sample of study consists of 350 public high school students (135 males and 215 females, mean age: 17 ± 0.65) from two high schools in Kerman province of Iran selected by random multistage cluster sampling method. In this…

  5. The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learners' Achievement in Communication Skills

    ERIC Educational Resources Information Center

    AbuSeileek, Ali Farhan

    2012-01-01

    This study explored the effect of cooperative learning small group size and two different instructional modes (positive interdependence vs. individual accountability) on English as a Foreign Language (EFL) undergraduate learners' communication skills (speaking and writing) achievement in computer-based environments. The study also examined the…

  6. The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers

    ERIC Educational Resources Information Center

    Afzal, Muhammad Tanveer; Gondal, Bashir; Fatima, Nuzhat

    2014-01-01

    The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching…

  7. Differences between High and Low Academic Achieving University Students in Learning and Study Strategies: A Further Investigation

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2009-01-01

    Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued…

  8. The Effect of Blended Learning Model on High School Students' Biology Achievement and on Their Attitudes towards the Internet

    ERIC Educational Resources Information Center

    Yapici, I.Umit; Akbayin, Hasan

    2012-01-01

    The present study aims to determine the effect of the blended learning model on high school students' biology achievement and on their attitudes towards the Internet. Among the experimental models, the pretest-posttest control group model was used in the study. The study was carried out with 107 students (47 of whom were in the experimental group,…

  9. Addressing Low U.S. Student Achievement in Mathematics and Science through Changes in Professional Development and Teaching and Learning

    ERIC Educational Resources Information Center

    Tabernik, Anna Maria; Williams, Paul R.

    2010-01-01

    "When compared with high-achieving countries around the world, the U.S. appears to be significantly behind in providing certain kinds of professional learning opportunities" (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009, p. 39). The present study was designed to investigate the relationship between sustained, targeted professional…

  10. Issues in the Application of Aptitude-Achievement Discrepency as a Criteria for Classifying Students Learning Disabled.

    ERIC Educational Resources Information Center

    Spinelli, Cathleen G.

    This study examined whether discrepancy between aptitude and achievement is used to determine eligibility in the classification of learning disabilities. Test scores of 50 middle and high school students from eight school districts were used to determine whether Federal Code eligibility criteria were used to determine initial eligibility for…

  11. Physics Learning Achievement Study: Projectile, Using Mathematica Program of Faculty of Science and Technology Phetchabun Rajabhat University Students

    ERIC Educational Resources Information Center

    Hutem, Artit; Kerdmee, Supoj

    2013-01-01

    The propose of this study is to study Physics Learning Achievement, projectile motion, using the Mathematica program of Faculty of Science and Technology Phetchabun Rajabhat University students, comparing with Faculty of Science and Technology Phetchabun Rajabhat University students who study the projectile motion experiment set. The samples are…

  12. The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

    ERIC Educational Resources Information Center

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

    The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

  13. Case Studies of Factors Affecting the Motivation of Musical High Achievers to Learn Music in Hong Kong

    ERIC Educational Resources Information Center

    Leung, Bo Wah; McPherson, Gary E.

    2011-01-01

    This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the…

  14. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  15. Learning the Cell Structures with Three-Dimensional Models: Students' Achievement by Methods, Type of School and Questions' Cognitive Level

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Naim, Raphael

    2013-08-01

    The cell topic was taught to 9th-grade students in three modes of instruction: (a) students "hands-on," who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The "hands-on" learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions' levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the "hands-on" mode of instruction/learning.

  16. The relationship between service-learning participation and high school students' achievement in math and science education

    NASA Astrophysics Data System (ADS)

    Elliott, Eddie Brown

    This study examined a causal relationship between service-learning participation and academic achievement of 9th grade students in math and science courses. The central purpose of the study was to examine the impact of service-learning participation on students' academic outcomes, and to determine if this impact was consistent after controlling for the socioeconomic status (SES) of the student. The participants in this study were from the base year data of the High School Longitudinal Study of 2009 (HSLS:09). For this study, 15,058 students identified as being enrolled in mathematics and science classes were selected. Quantitative methods were used to analyze cross-sectional data from the HSLS:09 study. The initial findings from this study suggest that service-learning participation was consistent in student's academic achievement of all students regardless of socioeconomic status.

  17. ) Composites Containing Nanoparticles and Larger Particles

    NASA Astrophysics Data System (ADS)

    Ghanaraja, S.; Nath, S. K.; Ray, S.

    2014-07-01

    The composites reinforced with nanoparticles result in improved strength and ductility while those containing coarser particles of micron size have limited ductility. The present study investigates the outcome of mechanical properties in a composite reinforced simultaneously with coarse and fine particles. High energy milling of manganese dioxide particles with excess of aluminum powder ensures that nanoparticles generated, either of MnO2 or alumina, are mostly separate and surrounded by aluminum particles. The milled powder when added to aluminum alloy melt, the excess aluminum particles will melt leaving behind separate oxide nanoparticles without significant agglomeration. Different amounts of milled powder mix have been stirred into molten aluminum alloy where nanoparticles of MnO2 react with melt to form alumina. The resulting slurry is cast into composites, which also contains coarser (nearly micron size) alumina particles formed by internal oxidation of the melt during processing. The microstructure of the composites shows good distribution of both the size categories of particles without significant clustering. The oxide particles are primarily γ-alumina in a matrix of aluminum-magnesium-manganese alloy containing some iron picked up from the stirrer. These composites fail during tensile test by ductile fracture due to debonding of coarser particles. The presence of nanoparticles along with coarser particles in a composite improves both strength and ductility considerably, presumably due to delay in debonding of coarser particles to higher stress because of reduced mismatch in extension caused by increased strain hardening in presence of nanoparticles in the matrix. The composites containing only coarser oxide particles show limited strength and ductility attributed to early debonding of particles at a relatively lower stress due to larger mismatch in extension between matrix and larger particles. Higher addition of powder mix beyond a limit, however

  18. Assessing Current State Science Teaching and Learning Standards for Ability to Achieve Climate Science Literacy

    NASA Astrophysics Data System (ADS)

    Busch, K. C.

    2012-12-01

    addressed. Least covered were number 6 "Human activities are impacting the climate system" and number 7 "Climate change will have consequences for the Earth system and human lives." Most references, either direct or indirect, occurred in the high school standards for earth science, a class not required for graduation in either state. This research points to the gaps between what the 7 Essential Principles of Climate Literacy defines as essential knowledge and what students may learn in their K-12 science classes. Thus, the formal system does not seem to offer an experience which can potentially develop a more knowledgeable citizenry who will be able to make wise personal and policy decisions about climate change, falling short of the ultimate goal of achieving widespread climate literacy. Especially troubling was the sparse attention to the principles addressing the human connection to the climate - principles number 6 and 7. If climate literate citizens are to make "wise personal and policy decisions" (USGCRP, 2009), these two principles especially are vital. This research, therefore, has been valuable for identifying current shortcomings in state standards.

  19. Improving Science Achievement and Attitudes of Students With and Without Learning Disabilities

    NASA Astrophysics Data System (ADS)

    Sanders-White, Pamela

    The primary purpose of this study was to investigate the effect of structured note-taking compared to traditional note-taking on the acquisition of scientific knowledge for students with and without learning disabilities (LD) and students with reading difficulties (RD). An additional purpose was to examine whether the two note-taking methods affected students' attitudes toward science. The sample population consisted of 203 fifth grade students across four public schools in the southern area of the United States. A standardized instrument aligned to Florida's science standards was used to measure the acquisition of scientific knowledge and the Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes. For meaningful analyses, students with LD and students with RD were collapsed to form a single group due to the small numbers of participants in each of the subgroups; the collapsed group was referred to as "low achievers." A three-way repeated measures ANOVA was conducted to determine the effects of the pretest-posttest Science Interim assessment by group, type of student, and gender. The pretest-posttest Science Interim assessment scores were the within-group factor, while group, type of student, and gender were the between-groups factors. Results revealed that there was a significant interaction between the pretest-posttest Science Interim assessment and group, F(1, 191) = 9.320, p = .003, indicating that scientific knowledge scores increased for the experimental group, but decreased for the control group. Results also indicated that there was a significant three-way interaction between the pretest-posttest Science Interim assessment, group, and gender, F(1, 191) = 5.197, p = .024, showing that all participants in the experimental group improved their scores; while in the control group, female scores decreased and male scores increased. Participants in the experimental and control groups did not show improved attitudes

  20. A Project-Based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement

    ERIC Educational Resources Information Center

    Hung, Chun-Ming; Hwang, Gwo-Jen; Huang, Iwen

    2012-01-01

    Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a project-based digital storytelling approach is proposed to cope with this problem. With a…

  1. Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students

    ERIC Educational Resources Information Center

    Gonzalez, Hilda Leonor; Palencia, Alberto Pardo; Umana, Luis Alfredo; Galindo, Leonor; Villafrade M., Luz Adriana

    2008-01-01

    Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience…

  2. Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels

    ERIC Educational Resources Information Center

    Gubrud, Allan R.; Novak, Joseph D.

    1973-01-01

    Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

  3. Effectiveness of Mutual Learning Approach in the Academic Achievement of B.Ed Students in Learning Optional II English

    ERIC Educational Resources Information Center

    Arulselvi, Evangelin

    2013-01-01

    The present study aims at finding out the effectiveness of Mutual learning approach over the conventional method in learning English optional II among B.Ed students. The randomized pre-test, post test, control group and experimental group design was employed. The B.Ed students of the same college formed the control and experimental groups. Each…

  4. Impact of learning orientation on African American children's attitudes toward high-achieving peers.

    PubMed

    Marryshow, Derrick; Hurley, Eric A; Allen, Brenda A; Tyler, Kenneth M; Boykin, A Wade

    2005-01-01

    This study examined Ogbu's widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin's psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin's thesis is a needed refinement to Ogbu's ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent. PMID:16402748

  5. Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

    2013-01-01

    Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and…

  6. The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments

    ERIC Educational Resources Information Center

    Cho, Moon-Heum

    2004-01-01

    The purpose of this study was to investigate the effects of design strategies for promoting students' self-regulated learning skills on students' self-regulation and achievements. Seven strategies for promoting students' SRL are identified through the literature review and applied into the experimental group: goal setting, self-evaluation,…

  7. Learning and Teaching: Where Does Einstein's Concept of Learning about "Service of Our Fellow Man" Enter into Our Discussions about Student Achievement?

    ERIC Educational Resources Information Center

    Manthey, George

    2005-01-01

    The author of this paper discusses the significance of Albert Einstein's concept of learning about "service of our fellow man" into the discussions about student achievement. Albert Einstein wrote in 1954 of what he considered an evil of modern life--that the "individual feels more than ever dependent on society, but it is not felt in the positive…

  8. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng; Shu, Kuen-Ming; Liang, Chaoyun; Tseng, Ju-Shih; Hsu, Yu-Sheng

    2014-01-01

    The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly…

  9. Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-Regulation and Science Achievement

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Vural, Semra Sungur

    2013-01-01

    Background: There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose: This study explored the relationships among constructivist learning environment perception…

  10. An Integrated Learning System: Impact on At-Risk Students' Ninth Grade TAKS Mathematics Achievement

    ERIC Educational Resources Information Center

    Harris, Tina D.

    2011-01-01

    The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of…

  11. Approaches to Learning and Age in Predicting College Students' Academic Achievement

    ERIC Educational Resources Information Center

    Cetin, Baris

    2016-01-01

    The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students' GPAs in the Early Childhood Education Department. The…

  12. Relationship of Self-Regulated Learning and Academic Achievement among English Language Learners

    ERIC Educational Resources Information Center

    Garrido-Vargas, Martha

    2012-01-01

    There has been a rapid increase in the emergence of minority groups during the past few decades in the United States. Hispanics are the largest minority group that has people who speak English as a second language. The increasing proportion of English Language Learning (ELL) students has made it more difficult to maintain high learning standards.…

  13. The Relationship between Computer-Assisted Language Learning and Student Achievement on Language Tests

    ERIC Educational Resources Information Center

    Umstead, Lyubov

    2013-01-01

    The number of English Language Learners (ELLs) is rapidly growing. Teachers continue facing challenges in providing effective content instruction to ELLs while helping them learn English. New and improved approaches are necessary to meet the individual learning needs of this diverse group of students and help them progress academically while…

  14. Innovative Learning and Developments in Motivation and Achievement in Upper Primary School

    ERIC Educational Resources Information Center

    Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

    2015-01-01

    Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and…

  15. Achieving Our Potential: An Action Plan for Prior Learning Assessment and Recognition (PLAR) in Canada

    ERIC Educational Resources Information Center

    Morrissey, Mary; Myers, Douglas; Belanger, Paul; Robitaille, Magali; Davison, Phil; Van Kleef, Joy; Williams, Rick

    2008-01-01

    This comprehensive publication assesses the status of prior learning assessment and recognition (PLAR) across Canada and offers insights and recommendations into the processes necessary for employers, post-secondary institutions and government to recognize and value experiential and informal learning. Acknowledging economic trends in Canada's job…

  16. Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved.

    ERIC Educational Resources Information Center

    Reis, Sally M.; And Others

    1997-01-01

    Qualitative methods were used to examine experiences of 12 successful college students with learning disabilities. The participants reported social problems, difficulty with teachers, and frustration with certain academic areas, sometimes resulting from the interaction of their high ability and learning disabilities. Participants successfully…

  17. Achieving Both Intellectual Quality and Relevance in Classroom Learning Experiences: Some Conceptual Challenges

    ERIC Educational Resources Information Center

    Williams, Carolyn; Wilson, Steve

    2012-01-01

    The idea that the educational needs of secondary school students are best met by providing them with learning experiences that are both intellectually challenging and connected to the world beyond the classroom underpins several recent pedagogical initiatives in Australia. However, such learning experiences are rarely found in practice. Many…

  18. Improving Student Achievement in Introductory Computer Science Courses Using Peer-Led Team Learning

    ERIC Educational Resources Information Center

    Dennis, Sonya Maria

    2013-01-01

    There has been a steady decline of majors in the disciplines of science, technology, engineering, and mathematics ("STEM majors"). In an effort to improve recruitment and retention in "STEM" majors, an active-learning methodology--"peer-led team learning" ("PLTL")--was implemented by the participating…

  19. Effects of Cooperative Learning on Achievement in Secondary Schools: A Summary of Research.

    ERIC Educational Resources Information Center

    Newmann, Fred M.; Thompson, Judith A.

    This synthesis offers a descriptive inventory of research studies of cooperative learning at the secondary level. While cooperative learning techniques vary, they all share an interest in finding an alternative to "frontal teaching"--the teacher instructing the whole class or individual seatwork by students. Cooperative methods allow students to…

  20. Evaluation of Achievements from Collaboration in a Learning Technology Mentoring Program.

    ERIC Educational Resources Information Center

    Gray, Kathleen; McNaught, Carmel

    Academic staff development that is concerned with how to incorporate online learning into university courses must address two issues: online technology and its educational implications challenge many staff to review their attitudes to their own teaching, and working with online learning technology lends itself to a team-oriented, collegial…