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1.
ABSTRACT

Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results on achievement show that by the end of the study students assigned to group processing condition achieved higher than did students assigned to no processing condition. Results on perception of peer academic and personal support and teacher academic and personal support do not show significant differences between the experimental groups.  相似文献   

2.
An N of 105 fifth and sixth grade Ss was randomly assigned to one of three groups: high level questioning (HQ), low level questioning (LQ), or control (C). Instructionally, the geographical themes for HQ and LQ were identical. However, in implementing instruction, higher (than recall) questions were predominately employed in the HQ and low level questions prevailed for LQ. Observers monitored the number and nature of the student responses to the questions. Analyses of variance indicated that HQ and LQ outperformed C Ss in terms of low as well as high level achievement for both post- and retention test situations (p < .01). The results, when compared to a previous study by the investigator, indicate the instructional importance of considering not only the level of questions posed but also the level of student involvement with those questions, as reflected in the response patterns.  相似文献   

3.
The impacts of the instructional environment (classroom vs. Web-based instructional environment—WBIE) and personality differences on students' social participation were examined among 214 university students. Students reported their attendance, willingness to participate and actual participation in each instructional environment. Students' personality traits were measured by the Big Five Inventory. It was found that despite of frequent attendance to both educational environments, the classroom seems to enhance students' active participation whereas WBIE appears to inhibit it. Participants in class were more extroverted, open to new experiences and emotionally stable, relative to non-participants. Such differences were not found between WBIE participants and non-participants. Students who actively participated only in WBIE were more introverted and more neurotic than students who participated in both environments, students who did not participate in either instructional environment, or students who participated exclusively in class. These results point to the psychological impact of the two instructional environments, and suggest viewing social participation as a result of educational context while individual differences play secondary role.  相似文献   

4.
This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example–problem, problem–example, and fading) to teach series and parallel electrical circuit analysis to learners classified by two levels of prior knowledge (low and high). Although no differences between the instructional procedures were observed, low prior knowledge learners benefited most from traditional example–problem pairs while their high prior knowledge counterparts benefited most from problem–example pairs. Overall, this study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge.  相似文献   

5.
The research in the paper involves an application of the actual and preferred versions of a previously‐validated learning environment instrument: the What is Happening in This Classroom (WIHIC) instrument in a complex multi‐cultural university‐level environment. Statistical analyses suggest the instrument is valid in this setting (with Cronbach alpha above 0.80 for all scales), and data analyses using ANOVA point to relatively few differences between preferred and actual environments. The research findings suggest all students would prefer a more interactive and equitable classroom, the latter issue of particular importance for one cohort, namely Indo‐Fijians (descendents of ethnic Indian indentured labourers). With the exception of this, there are few differences based on ethnicity and further analysis also suggests no differences in perceptions vis‐à‐vis collaborative versus competitive learning environments, excepting that analysis based on gender shows females have a slight preference for a more cooperative learning environment.  相似文献   

6.
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.  相似文献   

7.
Differentiated Effects of Levels of Questioning on Student Achievement   总被引：1，自引：1，他引：0  
An N of 104 fifth and sixth grade Ss from one suburban school was randomly assigned to one of three groups: High Questioning (HQ), Low Questioning (LQ), and Control (C) . The two questioning groups (HQ, LQ) were exposed to the same geographical content and set of materials for nine instructional days. However, the majority of questions posed to HQ Ss was high level (i.e., above recall), whereas the majority of questions posed to LQ Ss was low level. The C group studied a social studies unit that was topically different from HQ and LQ. Posttest and retention results indicated a superiority of HQ and LQ over C on low level understandings (p<.05) and a superiority of HQ over C on high level understandings (p<.05) . Discussion centered on the possibility of differentiated response modes for HQ and LQ students.  相似文献   

8.
The aims of this research were to cross-validate the Cultural Learning Environment Questionnaire (CLEQ) in the local context of Brunei and to evaluate culturally-sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) in teacher trainees' learning environments. Data were collected from 475 teacher trainees enrolled at the Universiti Brunei Darussalam by administering a slightly modified version of the CLEQ (Fisher & Waldrip, 1997). Factor and reliability analyses supported the instrument's suitability to evaluate six of the seven culturally-sensitive factors (excluding teacher authority) associated with the cultural learning environment of Bruneian teacher trainees. The students generally believed that both genders are treated equally and that they are independent learners, although, to some extent, they were reluctant to give their independent views in their classes. Further research is recommended for investigating the factors that contribute to the unusual finding that the students were equally cooperative and competitive. The data revealed no gender differences in trainee teachers' perceptions. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

9.
Abstract

This research was based on the theoretical belief that student evaluations of faculty teaching are related to the person-environment congruence between students’ locus of reinforcement and the degree of control exercised by faculty instructional styles. Fifty-seven college students were classified as internally or externally reinforced based on Rotter’s locus of reinforcement theory. Students evaluated high and low faculty control instructional styles by rating daily seven classroom evaluative questions on a five-point differential scale. It was hypothesized that the evaluation of instruction by students experiencing congruent control styles (internal students/low control and external students/high control) would be more positive than incongruent combinations (external students low control and internal students/high control). ANOVA results yielded a significant 937’value p <.01) for interaction effects which supported the research hypothesis. Implications for student evaluation of faculty teaching are discussed.  相似文献   

10.
This study investigated perceptions of teachers and educational technologists about the following areas: instructional design, cooperative learning, learner control, school reform, computers and media, and implementation of a key practice in each area in their teaching. Subjects were 477 individuals representing four respondent groups: educational technology faculty, educational technology graduate students, K-8 teachers, and 9–12 teachers. Data were collected using a 30-item, five-choice Likert-type questionnaire containing five items per topic area. Significant differences between groups were found on 16 items, with an overall total of 32 significant between-group differences. Nineteen of the 32 differences were between K-8 teachers and either the educational technology faculty or the graduate students. K-8 teachers had significantly more positive perceptions than one or both of the educational technology groups on all five of the cooperative learning items and on three of the five learner control items. The results suggest approaches that educational technologists can use in teaching instructional design courses and in designing instructional programs for the schools. Deborah L. Lowther is Program Evaluator for the Phoenix Urban Systemic Initiative which is sponsored by the National Science Foundation and Maricopa Community Colleges. The authors wish to acknowledge the contributions of the following people to this study: Gayle Davidson, Thomas Duffy, Nick Eastmond, Donald Ely, Michael Hannafin, Simon Hooper, James Klein, Kyle Peck, Robert Reiser, Lloyd Rieber, and Steven Ross.  相似文献   

11.
ABSTRACT

Given the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment.  相似文献   

12.
Abstract

The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.  相似文献   

13.
This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.  相似文献   

14.
Abstract

Role expectations of 178 Georgia secondary teachers as measured by TPQ (6), pupils’ perceptions as measured by POSR (7), and pupils' attitudes (2) were analyzed by sex" age, experience, perception, field, grade level, and selected interaction effects. Science and mathematics teachers perceived the Advice-information Giver Role as more important than did social studies teachers. Age and sex differentially influenced teachers’ perceptions of the Motivator Role- Grade level and sex-by-field interaction produced significant differences in Disciplinarian Role. From pupils' viewpoint (POSR), the experienced teacher was more knowledgeable and poised than the beginning teacher. For Strict Control, sex, experience, field, and sex-by-field interaction were significant. Pupils had more favorable attitudes toward women teachers.  相似文献   

15.
Achievement in individually competitive and cooperatively reward-structured environments was examined in two high-school biology classrooms. Each was pretested and taught an identical unit of study, one in an individually competitive structure and the other using a cooperative group-investigation model. At the end of seven weeks both classes were posttested. A two-way within-subjects ANOVA was used to determine significant differences in pre- and post-test scores between the two treatment groups. The two groups were not significantly different from each other on the pretest. While both cooperative and competitive techniques obtained significantly (p < 0.05) higher posttest scores, neither treatment was superior over the other in producing academic achievement. Results are compared to previous studies which have examined differences among cooperatively, competitively, and individually structured classrooms.  相似文献   

16.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

17.
Abstract

Numerous claims have been put forth as to the superiority of team teaching ns an instructional arrangement to produce learning. Utile empirical evidence exists, however, to support these assertions. Using 137 eleventh-grade students enrolled In a first semester course in United States History, this study compared on a standardized end-of- course examination the achievement of those taught by a teaching team of three teachers with the achievement of those taught in more traditionally arranged classes.

Through analysis of variance, no significant differences were found between the two groups on Questions requiring factual recall or recognition. On questions requiring reflection, however, differences significant at the .01 and .05 level were obtained. It was concluded that teaching teams may Indeed be more effective than conventional classroom arrangements in producing certain types of learning.  相似文献   

18.
Abstract

Six hundred fifty-two Ss were divided alphabetically into cooperative and competitive sets of eights. Each S was given a play booklet with 12 targets from which to develop rules for placing the target correctly. After 20 minutes, play booklets were collected and a 30-item matrix test was administered in which each S was to identify if the targets were correctly placed. Comparisons of the results observed between groups were made by ANOVA. It was found that a cooperative learning environment is not more conducive to the learning of a mental task than is a competitive learning environment.  相似文献   

19.
Abstract

Sixty fifth and sixth grade subjects were randomly assigned to cooperative (Coop) or competitive (Comp) conditions and involved with identical inquiry-related social studies lessons and reward payoffs over a period of 18 days. Coop subjects worked together in randomly assigned groups of six, but Comp subjects worked individually. Afterwards, Coop groups and Comp groups (subjects randomly assigned) played the simulation game Seal Hunt undertdentical conditions, including options of "winning" in cooperative and/ or competitive fashion. Analysis of video tapes of game play revealed that even in the absence of a pre-structured cooperative or competitive environment, Coop subjects, more than Comp subjects, continued to manifest such cooperative behavior as instituting and implementing group strategies and rendering assistance to one another (p .05)  相似文献   

20.
Abstract

The purpose of this study was to investigate the effects of self-pacing in a course based on behavioral instruction. The effects of using study guide questions were also studied. Surveys of the behavioral instruction (BI) literature indicated that pacing was not creating differences in performance. The question of study guide effectiveness has not been explored. The results of the study indicated that pacing interacted with prior achievement as measured by grade point average. Those students who entered the course with high GPAs performed better under self-pacing conditions. However, over and above the prior achievement variable (GPA), the different pacing styles did not create differential course achievement. The use of study guide questions did not create significant differences in the criterion performance.  相似文献   

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