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1.
Abstract

This investigation represents one approach to dealing with accountability. Fifth and sixth grade students at a university campus school served as subjects. They were given the Metropolitan Achievement Test in the fall of 1974 and again in the spring of 1975. Significant differences in learning between the fall and spring testing were measured with the purpose of pinpointing weaknesses and strengths for individual students within each of the basic skills. Significant differences were found for all subsections of the test. The student was compared with self (pre- and posttest raw scores), and also his/her position was identified in relation to the class. This information can be useful to the teacher in individualizing instruction and in the reporting process.  相似文献   

2.
Abstract

The purpose of the study was to determine the effect of same-sex class organization on junior high school (seventh and eighth grade) students’ academic achievement, self-discipline, self-concept, sex role identification, and attitude toward school. A pretest and posttest experimental design with randomly assigned groups (with some adjustments in assignment) was employed. Each experimental group was in English, social studies, mathematics, science, and physical education classes for a full school year. The instructional content and method were essentially the same for both the control and experimental groups. Five null hypotheses, one for each dependent variable, were tested by application of analysis of covariance using a 2X2X2 factorial design. While the data did not warrant the rejection of any of the null hypotheses, significant differences were found for factors not effected by the experimental treatment. Differences in academic achievement and general maturity were consistent with the research about early adolescence in that the differences favored the girls.  相似文献   

3.
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.  相似文献   

4.
Abstract

Forty-three second and third grade non-readers who were diagnosed as having visual perceptual deficiencies were randomly assigned to experimental and control groups. The experimental group received training in visual analysis, which included visual short-term memory, visual discrimination of letters and words, and remedial instruction. The control group received only remedial instruction. After seven months, there was no significant difference between the groups in visual perception or achievement of reading skills. However, there was a significant mean difference between pretest and posttest scores for both groups on all measures tested. Experimental subjects gained 8.9 months in reading achievement versus 9.2 months for controls, indicating that visual discrimination and visual memory of word training influenced the achievement of reading skills for this group to the same degree as did a remedial program without visual training.  相似文献   

5.
This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eighth-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socioeconomic status group, but not in the low socioeconomic status group. These results were discussed with the five science teachers, the principal, and a university consultant in the setting, who were the informants of the qualitative elaboration phase of the study. Ethnographic methods uncovered themes explaining differences and similarities within the two instructional strategies. Teachers' feelings and stages of concern were identified. The results are discussed in terms of effectively implementing changes in instructional strategies and assessing science achievement of early adolescents.  相似文献   

6.
The purpose of this study was to explore the influence of reading comprehension on the acquisition of word meanings from context and to compare it to the effects of local context characteristics, such as proximity and directness of context clues. The study also examined the effects of prior topic and enabling concept knowledge. Sixth-grade students were pretested on their knowledge of target vocabulary from two expository passages appropriate for their grade and reading level. The students were then familiarized with selected main concepts from one passage and, subsequently, read both experimental passages. Half of the target words appeared in an informative context, while the rest appeared in an less-informative context. A comprehension test and a vocabulary posttest followed the reading of each passage. Hierarchical Regression analyses indicated that reading comprehension level and prior main concept knowledge facilitated vocabulary learning from context. In comparison, the effect of presence or absence of informative context clues was not significant. These findings, underline the need for a reconceptualization of context to take into account the mental representation that readers construct in addition to the printed text that surrounds an unfamiliar word.  相似文献   

7.

The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (B?LSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.

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8.
The imminent teacher shortage in the United States has caused educators, policy makers, parents and concerned citizens to focus on teacher preparation not only at the university level, but also at the community college level. As a result, many community colleges are developing teacher education programs and focusing on real life classroom situations for early field experiences. Mentoring, one of the most popular ways of benefiting from the positive influence of a more experienced person, is an approach to preparing teachers for educational occupations.

The main objective of this study was to see if a preservice mentoring program can affect changes in the emotions, attitudes, and anxieties of students about the teaching profession. The participants were 60 education majors (30 in the experimental group and 30 in the control group) from a community college. The experimental group had first-hand experiences with 30 master teachers from a local school district. The 30 students in the control group were education majors from the community college who completed a pre- and posttest instrument. Data was collected from results of a pre- and posttest of a teaching attitudinal survey for preservice teachers. An analysis of covariance (ANCOVA) was performed to test for significant differences between the means of the posttests for the control and experimental groups while controlling for the pretests. Results revealed that there were no statistically significant differences between the means of the two groups with respect to changes in emotions and anxiety. However, there was a statistically significant difference between the two groups in attitudinal changes.  相似文献   

9.
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 public school who were randomly assigned to one of the four experimental groups. Pretest, posttest and delayed posttest measures of intrinsic motivation and achievement in science were obtained using the Children’s Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the museum exhibits. The data were analysed using a one-way ANOVA, dependent t tests and Pearson r. Significant differences were found within groups for (1) the lesson group in motivation and (2) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttest. There were no other significant findings to support that the treatment led to any long-term effects on motivation or achievement within any of the four experimental groups.  相似文献   

10.
Abstract

This study demonstrated a procedural model that can be applied by any school to assess, guide, and account for the progress of its students as well as to analyze its own effectiveness. The model uses equivalent achievement tests to monitor student achievement in subject areas at grade levels, between grade levels, and across subgroups of students. Multiple regression analyses of test scores between grades identify factors associated with achievement Using sixth and eighth grade Comprehensive Tests of Basic Skills scores in a matched longitudinal sample of 208 students, the study found small differences in average achievement between boys and girls. Differences between corresponding sixth and eighth grade test means were higher in mathematics than in language. From the sixth grade to the eighth, there was a widening gap in average achievement between high and low I.Q. groups. In multiple regressions of eighth grade test scores on sixth grade measures, I.Q., study skills, and reading were prevalent in the regression equations, but clusters of measures associated with achievement differed between high and low’ LQ. groups. The results of the study have implications for developing and evaluating the achievement of students with varying mental abilities.  相似文献   

11.
Abstract

Seventy-eight white lower-middle class 11th and 12th grade males participated in an experiment designed to assess the effects of variations in locus of control on the efficiency of three types of reinforcement on linear programmed instruction performance: (l) no confirmations, (2) confirmations, (3) feedback from the experimenter to be exchanged for a monetary rein forcer. Dependent measures were gains from pre- to posttest and number of correct responses on the program. Although no significant differences were found for gain scores. Internals made more correct responses when no confirmations or money were available than did Externals, and Externals who were paid for their performance made as many correct responses as did Internals. Results are discussed in terms of the different motivational bases from which Internals and Externals operate.  相似文献   

12.
Ninety-one master's degree candidates in counseling at Michigan State University, enrolled in a counseling theories course, were randomly assigned to one of three instructional conditions: prose-text, linear-programmed instruction, and branching-programmed instruction. A pre- and posttest covering the whole course and posttests following each instructional unit were administered to each of the subjects. No significant differences were found in terms of overall treatment effects; however, a significant location effect was found. In addition, a significant difference among treatments over repeated measures was found. The prose-text group consistently performed more poorly than the other two groups. Better performance (on immediate criterion tests) of subjects instructed by the two programmed instruction methods suggests the possible use of these modes of instruction as motivational and reinforcing tools in teaching a course presented in small segments.  相似文献   

13.
The purpose of this quasi-experimental study was to determine the degree that creative and playful learning (CPL) in a technology-enriched playground influences academic achievement of students and what factors are responsible for successes. The participants were 276 students from 12 elementary classrooms in the Netherlands and Finland. The research used a pretest–posttest, without control design. The dependent variable was academic achievement on teacher-created tests; the independent variable was participation in the intervention; and the control variables were pretest scores, gender, academic subjects previously studied, age, satisfaction with schooling, country of the school, and classroom within the school. The results showed that there were significant gains in academic achievement and that the pretest was the only significant predictor of posttest achievement. Other variables, including gender, academic subjects studied, age, satisfaction with schooling, country of school, and classroom, were not statistically significant predictors of posttest scores. While students’ academic achievements are only one measure of progress in the current debate about learning in the education system, this article provides insight on education through analyses of the relationships among the integration of curriculum-based learning, CPL practices, and outdoor playgrounds.  相似文献   

14.
This study explored Morine and Morine's (Discovery: A challenge to teachers. Englewood Cliffs, NJ: Prentice-Hall, 1973) assumptions regarding age and cognitive development of learners successfully utilizing two types of inquiry, specifically structured inductive and semi-deductive. Two groups of elementary school students from grades one, three and five were individually assessed on six conservation tasks and a multiplicative classification task. The two groups were instructed on two different science topics utilizing different inquiry strategies. Achievement data from topic specific tests were analyzed by an ANOVA technique. The results indicated that age made a significant difference on achievement for both inquiry strategies. The significant contributions were due to the differences between grade one and grades three and five. The differences between grade three and grade five were not significant. The effect of cognitive development was more noticeable in the less structured semi-deductive strategy in which four conservation tasks and the multiplicative classification tasks were significant.  相似文献   

15.
Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework.  相似文献   

16.
Abstract

This investigation was designed to determine whether use of behavioral objectives in teaching poetry results in understanding on all cognitive levels and response on all affective levels. A poetry unit based on behavioral objectives obtained from teachers and pupils through a modified Delphi survey was taught to two ninth grade English classes. Using the Solomon-Four Group Design, data obtained through pre- and post-tests were analyzed by 2x2 analysis of variance. The data revealed that learning and response to poetry as a result of the use of behavioral objectives were significant at the .05 confidence level on every level of the cognitive and affective domains.  相似文献   

17.
Abstract

Many assessment procedures used in the classroom fail to measure the student's comprehension of text materials. Using constructing- algorithms to develop the testing instruments, three quizzes and a posttest measuring both critical and incidental content were given to three fourth grade and three sixth grade classes. Three levels of student comprehension were tested: verbatim, paraphrased, and transformed paraphrased. Significant increases in performance over tests, and superior incidental recall by sixth graders indicated that as the learner's sophistication increases, deeper and more comprehensive instructional encoding can be measured by rule-based assessment systems.  相似文献   

18.
The assumption that the first four cognitive levels of the taxonomy of educational objectives are arranged hierarchically and that this hierarchy is cummulative was evaluated. Mental ability and motivation scores were used to divide 144 high school biology students into six blocks. A 93-frame program in genetics was administered, and at the completion of the program the subjects took a 28-item posttest that had subscores for the cognitive levels of knowledge, comprehension, application, and analysis. Results indicated that no significant differences were found between knowledge and comprehension or application and analysis. A significant difference was found beyond the .0005 level, however, between comprehension and application. These results indicate that the cognitive processes at work at each level of the taxonomy may not be equitable, and that the previously mentioned assumptions are at least questionable.  相似文献   

19.
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students’ (n?=?131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students’ ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students’ abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning.  相似文献   

20.
The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.  相似文献   

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