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This study evaluates the effects of an intervention aimed at improving representational flexibility in linear-function problems. Forty-nine students aged 13–16 participated in the study. A pretest–intervention–posttest design with an experimental and control group was used. At pretest, both groups solved a choice test, where they could freely select a table, a graph, or a formula, and three no-choice tests, where they used predetermined representations. Twenty-five students in the experimental group were exposed to the intervention, where they learnt to fine-tune their choices both to the task at hand and to their own characteristics as representational users. The control group was not exposed to any intervention. The posttest was similar to the choice pretest. A flexibility score was calculated per student based on Siegler and Lemaire’s score. At posttest, the experimental group became more flexible than the control group. The impact of increased flexibility on problem-solving accuracy and speed is discussed. 相似文献
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J. W. Tilton 《Journal of Experimental Education》2013,81(4):318-323
An experiment was performed to determine the effects of instruction in the Piacceleration program (PXL) on Hispanic Head Start students’ acquisition of Piagetian skills. The PXL is a hands-on, mastery-based program designed to systematically instruct children in the Piagetian skills of classification, seriation, and conservation. The PXL group performed significantly better than the control group on posttest measures of classification of objects by form, size, and orientation, and on measures of general classification and seriation. The two groups did not differ significantly on a posttest measure of intelligence, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The participants who achieved concept mastery, however, performed significantly better than their nonmastery peers on the WPPSI-R Full scale. 相似文献
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将江苏技术师范学院2009级新生的两个自然班级作为实验组和对照组进行实验,其中,实验组进行为期两个月的班级心理辅导,对照组不做干预,且干预前后对两组样本分别实施前测和后测,并对实验结果进行配对样本t检验,结果表明:班级心理辅导对促进大学新生人际交往具有显著的效果;班级心理辅导能够有效降低人际交往的敏感、焦虑、社交回避等心理问题。 相似文献
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Despite the growing use of writing assessments in standardized tests, little is known about coaching effects on writing assessments. Therefore, this study tested the effects of short-term coaching on standardized writing tests, and the transfer of those effects to other writing genres. College freshmen were randomly assigned to either training (receiving nine hours of rule-based coaching) or a control group. Both groups completed pretest essays on the first day, and posttest and transfer essays (writing in a different genre) on the last day of the experiment. Group membership (training versus control) and an interaction between pretest scores and group membership were significant predictors of posttest scores after controlling for pretest performance. Training also produced higher transfer task scores after controlling for pretest and ACT scores. Implications are discussed. 相似文献
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Marc A.T.M. Vorstenbosch Tim P.F.M. Klaassen A.R.T. Donders Jan G.M. Kooloos Sanneke M. Bolhuis Roland F.J.M. Laan 《Anatomical sciences education》2013,6(4):257-262
Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT‐score. Five hundred first year students of medicine (n = 242, intervention) and educational sciences (n = 258, control) participated in a pretest and posttest MRT, 1 month apart. During this month, the intervention group studied anatomy and the control group studied research methods for the social sciences. In the pretest, the intervention group scored 14.40 (SD: ± 3.37) and the control group 13.17 (SD: ± 3.36) on a scale of 20, which is a significant difference (t‐test, t = 4.07, df = 498, P < 0.001). Both groups show an improvement on the posttest compared to the pretest (paired samples t‐test, t = 12.21/14.71, df = 257/241, P < 0.001). The improvement in the intervention group is significantly higher (ANCOVA, F = 16.59, df = 1;497, P < 0.001). It is concluded that (1) medical students studying anatomy show greater improvement between two consecutive MRTs than educational science students; (2) medical students have a higher spatial ability than educational sciences students; and (3) if a MRT is repeated there seems to be a test effect. It is concluded that spatial ability may be trained by studying anatomy. The overarching message for anatomy teachers is that a good spatial ability is beneficial for learning anatomy and learning anatomy may be beneficial for students' spatial ability. This reciprocal advantage implies that challenging students on spatial aspects of anatomical knowledge could have a twofold effect on their learning. Anat Sci Educ 6: 257–262. © 2013 American Association of Anatomists. 相似文献
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Shannon E. Coulter 《Assessment & Evaluation in Higher Education》2012,37(3):321-334
Minimal evidence exists regarding the retrospective pretest’s effectiveness as a tool to obtain usable, indirect evidence of student learning in open admissions institutions. The researcher conducted this study to determine if a retrospective pretest more accurately detected a change in students’ knowledge compared to a conventional pretest–posttest. The researcher designed a 17‐item inventory covering course objectives, and students were randomly assigned to either a retrospective pretest (referred to as post‐then) or a conventional pretest–posttest group. Findings indicated that participants in the post‐then group reported a greater change in knowledge compared to the conventional group. This finding supported the use of the retrospective pretest as a tool for getting usable, indirect evidence of student learning. Future research needs to examine response effect, alternative ways of calculating treatment effect and the confounding influences of other perceptual variables. 相似文献
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I-Chan Kao 《Educational gerontology》2017,43(7):356-364
We examined whether a 12-week leisure education program could promote leisure autonomy and leisure competence and reduce stress in older adults. Forty subjects were randomly assigned to either an experimental group or a control group. Before the experiment, pretest data were collected using leisure autonomy, leisure competence, and stress scales. After the experiment, posttest data were collected using the same scales; follow-up test data were collected a year later. These data were evaluated through an analysis of covariance. The results indicated that the average posttest and follow-up test scores of leisure autonomy and leisure competence in the experimental group were significantly higher than the corresponding scores in the control group and that the average posttest and follow-up test scores of stress in the experimental group were significantly lower than the corresponding scores in the control group. In the experimental group, the average posttest and follow-up test scores of leisure autonomy and leisure competence were significantly higher than the average pretest scores of leisure autonomy and leisure competence, whereas the average posttest and follow-up test scores of stress were significantly lower than the average pretest scores of stress. Therefore, health care practitioners should adopt the provision of leisure education as a priority to promote leisure autonomy and leisure competence and reduce stress in older adults. 相似文献
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N. Dale Bryant Harriet R. Fayne Maribeth Gettinger 《Journal of Experimental Education》2013,81(3):116-121
The present study evaluated the effect of applying a mastery learning model to sight word instruction for learning disabled (LD), elementary school children. A total of 48 LD children were taught 30 sight words in 9 lessons which incorporated mastery learning strategies, and a comparison group (W = 16) with methods that are typically used in the teaching of sight words. While all children could read less than 10% of the words on the pretest, the experimental group achieved over 90% accuracy on the posttest. This was higher than the average posttest performance of the comparison group (72% accuracy). Results of this investigation suggest that a majority of LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. The procedures described in this paper can serve both as a model of effective sight word instruction and as a diagnostic, trial-remediation technique for a disabled population. 相似文献
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We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery. 相似文献
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Ya‐Ting Carolyn Yang Jeffrey Hugh Gamble Yu‐Wan Hung Tzu‐Yun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):723-747
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes. 相似文献
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This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. 相似文献
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Imitoro E. John Nsikak-Abasi Udofia Mercy A. Anagbogu 《Educational Media International》2016,53(4):298-312
This study developed and field tested an electronic career guidance package for secondary schools, the e-Career Guidance System. The study was an educational research and development study and thus utilised the instrumentation research design. The formative evaluation of the developed programme was carried out using the pretest–posttest control-group quasi-experimental methodology. The researchers used the Students Career Awareness Questionnaire in collecting data for the experiment. The questionnaire was standardised, with a reliability index of .87. Sixty senior secondary two (SS 2) students were selected for the quasi-experiment using the purposive sampling technique. Thirty students were randomly assigned to the control group and the other thirty to the intervention group. The pretest and posttest data collected were analysed and used in testing the four null hypotheses in the study using analysis of covariance statistics. The results obtained showed that the e-Career Guidance System developed in this study produced a significant difference in the vocational self-awareness and career awareness of the sample in the experimental group in contrast to the sample in the control group. It was further observed from the analysis that gender did not interfere with the gains from the e-Career Guidance System. Based on these outcomes, the researchers concluded that the developed e-Career Guidance System has validity and could be used in the career guidance of male and female secondary school students in Akwa Ibom State and beyond. 相似文献
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Marcel W. Vooijs Tom H.A. Van Der Voort Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved. 相似文献
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Perceptions of the elderly were determined for 42 4‐ and 5‐year‐old children. The Social Attitude Scale of Ageist Prejudice (SASAP) was used to examine how these young children perceived elderly people after being exposed to a developmentally appropriate classroom curriculum that focused on the characteristics and positive aspects of the elderly. In a pretest‐posttest design, a decrease in prejudice score was found for children in the experimental group from pretest to posttest; an increase in prejudice score was determined for the control group. Results of this study also indicate that young children are more negative toward elderly persons’ abilities than toward their social characteristics and that level of grandparent visitation is unrelated to SASAP score. 相似文献
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通过合作学习的实证研究了解了其对大学一年级英语专业学生写作能力的影响,本次实验对象为刚入学的大一新生,共68人,其中实验组为35人,控制组为33人,本实验首先通过前测了解到两个组在写作能力方面无显著性差异,然后通过18周的学习后进行后测,发现两组之间有显著性差异,从而证实合作学习对写作能力的影响。 相似文献
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This study was intended to assess the effect of a psychoeducational computer‐assisted and paper‐and‐pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3‐months follow‐up, 44 Italian second graders were presented with a battery of tests assessing nonverbal problem solving, imagery, speed of processing, visuomotor coordination, and verbal working memory. After pretest, 22 pupils were trained by the psychoeducational intervention for 15 weekly sessions (Fastame & Antonini (2011). RECUPERO IN… abilità visuo‐spaziali [Recovery in… visuo‐spatial abilities]. Trento, Italy: Edizioni Erickson). Posttest scores and a follow‐up assessment conducted after 3 months by the end of the training documented the positive effect of the psychoeducational intervention in enhancing visuospatial functions of the experimental group. These outcomes were also replicated when a questionnaire assessing visuospatial efficacy was proposed to the teachers of the participants. 相似文献