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1.
In November 1987, the School of Education at the University of Tasmania at Launceston (then the Tasmanian State Institute of Technology) commenced a programme of pre‐entry assessment of BEd applicants with a view to conducting an ongoing research programme aimed at improving the quality of trainee teachers. Pre‐entry data gathering included English and mathematics skills, learning style, Higher School Certificate (HSC) aggregate scores and interview assessments of each applicant by a panel of at least two academic staff of the School. This paper reports findings from the interview data gathered on students who entered the BEd programme in 1989. In particular, the evidence from this cohort of students suggests that interview ratings by academic staff are successful predictors of future practice‐teaching performance, whereas HSC aggregate scores are not at all predictive. In addition to this finding, the data indicate that staff interview assessments are only marginally weaker than HSC aggregate scores as predictors of academic performance on the BEd course.  相似文献   

2.
As part of required coursework, 112 students in an educational psychology course made asynchronous postings to online study groups. Students permitted their course marks to be used for research purposes and completed a questionnaire that assessed a range of psycho‐educational characteristics as well as personal interpretations of the online study group experience. Students did not perceive the benefits of online study groups equally, but such evaluation was not associated with academic achievement. Results suggest that psycho‐educational functioning relative to satisfaction with online study groups is similar to psycho‐educational functioning relative to satisfaction with learning events generally. In this regard, the difference between student functioning in virtual and real learning environments may not be as apparent as has been suggested.  相似文献   

3.
A questionnaire was used to investigate students’ conceptions of an ideal university when they began their university course and again two years later. The results indicated that over a two‐year period the students focused their attention on the academic aspects of university life and progressively de‐emphasized those characteristics which are not central to success on a degree course. This process of focusing or convergence occurred among students in all fields of study. At the same time there was a process of divergence in the educational values of scientists and technologists on the one hand, and arts and social science students on the other. These two groups moved apart during the two‐year period in their conception of an ideal university.  相似文献   

4.
The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.  相似文献   

5.
The performance in the two major courses of the Dip H.E. at Doncaster Metropolitan Institute is compared between matriculated and non‐matriculated students, and between those with and without recent previous study experience. While in the first year of the course a difference is found between the performance of matriculated and non‐matriculated students, this disappears when tuition in examination techniques is provided. Pre‐entry study is not found to affect performance.  相似文献   

6.
Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student motivation may explain learning outcomes in introductory IS courses, this study investigates the impact of intrinsic and extrinsic academic motivations as framed by self‐determination theory on two measures of learning outcomes: (1) student self‐reported measures of learning and (2) actual grades obtained in courses and course components. Using 269 student responses collected in a second‐year undergraduate core course and a first‐year MBA core course, both of which are offered in a traditional face‐to‐face classroom environment, study hypotheses are analyzed. Results indicate that the motivational model explains both the affective and cognitive perceptions of learning held by students. In examining overall grades and grades in course components, the motivational model, however, was unable to sufficiently explain student performance. Data also indicate that there are significant differences between undergraduate and graduate students in terms of their motivation and learning outcomes.  相似文献   

7.
The effects of students’ attitudes on time devoted to a course (i.e. time‐on‐task), and the subsequent effects of this time‐on‐task on their performance in the course and their overall grade point average (GPA) were studied. Over a three‐year period, engineering students (N = 231) were surveyed in weeks one, three, seven (after midterms) and 10 (before finals) of a 10‐week quarter in six sophomore and junior engineering classes (eight different sections). Results of this study show that most students are optimistic about their future performance in a new course, regardless of their previous overall GPA. All students appear to devote a relatively high and equal amount of time‐on‐task during the first week of the term. The students who earned grades between ‘B+’ and ‘A’ appear to optimise this time by the third week. Students who earned a final grade of ‘B’ study similar to ‘A’ students before midterms but significantly increase their efforts after midterms while the ‘C’ students decrease their time devoted to the course. This study finds that ‘A’ students know they will earn an ‘A’ as long as they do the work. In contrast, ‘C’ students are resigned to the fact that they will earn a ‘C’ and, thus, devote far less time to a course. The ‘B’ students want better grades and will devote the most effort towards achieving these grades.  相似文献   

8.
Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.  相似文献   

9.
In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non–course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination, build self-confidence, take responsibility, learn from lecture and text, prepare for exams, write papers, and manage their lives. First-year students who took the course in their first term had statistically significantly higher grade point averages in each of their first 4 terms. They also demonstrated statistically significantly higher retention rates and were six times more likely to be retained. In addition, they had statistically significantly higher graduation rates than did their matched controls. In particular, graduation rates were 50% higher for students initially in academic difficulty. These findings reveal the value of teaching learning strategies to first-year students by means of a structured course based on educational psychology. This research holds potential importance for other universities and colleges seeking to improve the performance and persistence of first-year students.  相似文献   

10.
A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments. Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam performance. Higher-performing students were very accurate in their calibration and did not show significant improvements across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for these students. The constructs targeting study and social variables accounted for most of the additional explained variance. The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments.  相似文献   

11.
An experiment in which four qualities of screen image from the same educational television programme were presented to randomised groups of school sixth‐form students is described. Picture quality was found to influence significantly short‐term recall of factual visual information from the programme, a matter having implications for broadcast standards and capital investment in ETV. Subsidiary findings regarding performance differences on visual recall tests according to sex and sixth‐form subjects studied are also reported.  相似文献   

12.
This study’s general research question was: Given male and female students in an introductory educational psychology course who vary in cognitive entry characteristics and test anxiety, how do three item arrangements (easy to difficult, difficult to easy, and random) located within a 50-item multiple-choice achievement examination influence students’ total test performance? Two hierarchical multiple regression analyses were used to analyze the data. The four predictor variables and their interactions were tested for the amount of variation that they explained in the dependent variable. The main finding within the context of this study is that item arrangements based on item difficulties do not influence achievement examination performance.  相似文献   

13.
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14.
This paper examines students’ perspectives on the main transitional challenges experienced when commencing higher education. It explores which students are most affected by the transition and is the first paper to provide an overview of student recommendations to help improve the transition in an Irish context. The study involves large‐scale surveys and focus groups across four higher education institutions and explores a range of transitional challenges (including academic, social and course‐specific aspects). Over 1,100 student suggestions to improve transition are analysed and many of these recommendations could be easily implemented beyond Ireland. Ten overall recommendations are made which include, among others, specific supports for mature students and those with longer commuting distances, course‐specific introductory skills modules to be given by current students, a first year ‘starter’ pack with course‐specific orientation materials, and the introduction of a student‐shadowing programme for prospective students.  相似文献   

15.
In the academic year 2006–2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three‐year BEd (Honours) Secondary Physical Education course in the south‐west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools.  相似文献   

16.
A test was constructed which enabled a maturity score to be assigned to students in a women's college of education. Factor analysis of the test data indicated that the three factors which accounted for most of the variance were: the capacity for realistic thought and self‐appraisal, an ability to take a long‐term view, and independence and self‐control under stress.

Scores of first‐ and third‐year students were examined by analysis of variance. It was found that the type of course pursued in college had no significant effect on maturity but that, in the final college year, students from co‐educational secondary schools obtained higher ratings on the maturity scale than those from single‐sex girls’ schools.  相似文献   

17.
Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first‐year medical students in the regular course, and the second group included first‐year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor‐Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 ± 9. The average anatomy grades differed significantly between regular students (67± 15.0) and remedial students (61 ± 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements. Anat Sci Educ. © 2010 American Association of Anatomists.  相似文献   

18.
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19.
This study examined performance of Master’s‐level students in an online course in Cognition, Learning and Assessment and compared it with the performance of students in a face‐to‐face classroom setting of the same course (N = 70). Data were collected from six sections of the course over a two‐year period. The same professor taught all sections. Identical final exams plus two common assignments were used to determine whether there were differences in performance. An analysis of covariance, with graduate record exam scores as the covariate, was applied using each of the dependent variables. Students in the face‐to‐face class scored significantly higher on two out of the three measures.  相似文献   

20.
The development of student teachers’ professional identity   总被引：4，自引：3，他引：1  
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.  相似文献   

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