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1.
Measuring effectiveness of information retrieval (IR) systems is essential for research and development and for monitoring search quality in dynamic environments. In this study, we employ new methods for automatic ranking of retrieval systems. In these methods, we merge the retrieval results of multiple systems using various data fusion algorithms, use the top-ranked documents in the merged result as the “(pseudo) relevant documents,” and employ these documents to evaluate and rank the systems. Experiments using Text REtrieval Conference (TREC) data provide statistically significant strong correlations with human-based assessments of the same systems. We hypothesize that the selection of systems that would return documents different from the majority could eliminate the ordinary systems from data fusion and provide better discrimination among the documents and systems. This could improve the effectiveness of automatic ranking. Based on this intuition, we introduce a new method for the selection of systems to be used for data fusion. For this purpose, we use the bias concept that measures the deviation of a system from the norm or majority and employ the systems with higher bias in the data fusion process. This approach provides even higher correlations with the human-based results. We demonstrate that our approach outperforms the previously proposed automatic ranking methods. 相似文献
2.
Salim Abu‐Rabia 《教育心理学》1996,16(4):379-388
This study investigated the effect of cultural background of second‐language (L2) readers in different social contexts: Israeli Arabs, a minority learning Hebrew in Israel; Israeli Jews learning Arabic as L3; and Arab immigrants in Canada learning English as L2. Participants had to read related and unrelated cultural stories in their L1 and L2/L3. Results revealed that Arab students in the multicultural Canadian context better understood the unrelated cultural stories, while in both Israeli social contexts Arab and Jewish students found it difficult to read unrelated cultural stories. Comprehension results are discussed in light of the role of multiculturalism and ‘melting pot’ policies in shaping minority students’ social orientations. 相似文献
3.
Meryem Karabekmez 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):71-79
AbstractThis study demonstrates how the cultural role of Ottoman women began to change during the nineteenth and twentieth centuries as well as considering emerging conflicts due to their altering roles in society as they were educated in the Darulmuallimat (teachers’ college for women) and acquired social positions as woman instructors. The first phase of the study is about schooling for women in the late Ottoman Empire and how women became teachers. The work mentions an interesting historical document which shows the relationship between a female instructor and a director of education (maarif müdürü) in Trabzon. This document also points to the disturbances aroused by these changes in women’s social status which needed to be reconstructed. It indicates how the government took measures to preserve the existing norms as women became more visible in the community and reminded them that their first responsibility was always about preserving their chastity and esteem. The first woman teachers to commence participating in the public sphere were effective at shaping and structuring culture in the Ottoman Empire; thus they should be investigated in terms of their social roles and their effects on cultural transformation as well. The case of Macide Han?m is considered in the cultural, economic, and political contexts of late Ottoman history with an emphasis on women’s education and modifying social roles. The study was carried out by scrutinising historical documents in the Prime Ministry Ottoman Archives, especially documents in the maarif mektubi kalemi section. 相似文献
4.
In the educational sciences, many discussions on the use of computer games occur. Most of the scientists believe that traditional computer games are time-consuming software and that game-playing activities negatively affect students’ academic performance. In this study, the accuracy of this general opinion was examined by focusing on the real game-playing scores of an elementary school students in Turkey. First, researchers selected a single-player strategy game. Second, the selected game was given to 105 fifth-grade students, who had not played it before, so that they could play it over a 30-minute period. The most successful student of the group finished the 23rd level of the game and collected 8152 points in total. In order to investigate the correlation between strategy game performance and academic performance, researchers derived the students’ average exam scores for six different courses (mathematics, physical science, science and technology, visual arts, music, and social sciences) from official documents. At the end of the study, it was found that participants’ mathematical or physical science skills were positively correlated with game success; however, a negative relationship was not exists between an individual's computer game success and academic performance. 相似文献
5.
Gultekin Cakmakci Hatice Sevindik Meryem Pektas Asli Uysal Fatma Kole Gamze Kavak 《Research in Science Education》2012,42(3):469-489
This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated
questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among
them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample
may represent a group of students who have a higher level of motivation to seek sources of information outside their formal
education and have more access to resources than the students of low social classes. To overcome this problem, 739 students
were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those
students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture
of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories:
the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics,
nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest
according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only
considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet
sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching
and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing
thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have
different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum
reform and teaching are discussed in this paper. 相似文献
6.
Salim Abu‐Rabia 《教育心理学》1999,19(2):133-148
ABSTRACT This study investigated the social attitudes and academic skills in Russian and Hebrew of Russian‐Jewish immigrant students in northern Israel. The Russian community in Israel is unique in that its members maintain their language and culture and always show their singularity as a strong cohesive ethnic group. A total of 60 participants took part in the study. They answered an attitude questionnaire and the following tests in Russian and Hebrew: working memory, oral cloze, visual condition, phonological condition, orthographic condition, word attack, word identification and spelling test. Further, for validation of attitudes results beyond self‐report questionnaires, 30 open interviews were conducted. The results indicated that these Russian new immigrants were inslrumentally oriented towards learning Hebrew. They possessed moderate anxiety and did not learn Hebrew for army service purposes or to integrate into Israeli society. Their attitude towards the class‐learning situation was not very positive. The results of the linguistic skills in Russian and Hebrew indicated superiority of the former. Regression procedures indicated that only the spelling test score of the Russian language was a significant predictor of Hebrew word recognition. 相似文献
7.
This study examines the higher education experience among Palestinian Arab females in two national spaces and seeks to determine whether studying at an Arab institution of higher learning in a nearby Arab country can alleviate the emotional and economic difficulties that affect Palestinian women at Israeli universities. What can institutions of higher learning in Israel learn or derive from the proposed model to relieve the alienation and exclusion that their female Palestinian students experience? The study will compare two geographically distinct groups of women students. The first is a group of Palestinian women who attend university in Jordan, while the second consists of Palestinian women of Bedouin origin from southern Israel who study in the Jewish Israeli cultural space. The study seeks to shed light on the experience of Muslim students in Western and Muslim universities. 相似文献
8.
Rabia M. Yilmaz Ozlem Baydas 《Educational technology research and development : ETR & D》2017,65(6):1547-1567
The aim of the study is to examine undergraduate students’ awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students’ metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students’ learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom. 相似文献
9.
Amane Meryem Aissaoui Karima Berrada Mohammed 《Education and Information Technologies》2022,27(6):7549-7561
Education and Information Technologies - In distance learning, recommendation system (RS) aims to generate personalized recommendations to learners, which allows them an easy access to various... 相似文献
10.
This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献