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1
Scott, Benjamin G. "Faculty Attitudes Toward Residential and Distance Learning: A Case Study in Instructional Mode Preferences Among Theological Seminary Faculty." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4146/.
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Twenty-first century learners have bought into a cafeteria-style mentality for obtaining higher education that learning should be available at the student's convenience. Institutions that ignore this postmodern trend will likely find their applicant pools dwindling along with significant reductions in entering class sizes. Students will simply choose other schools able to provide respected, accredited, and useful learning which fits their busy lifestyles. Since 1987, Dallas Theological Seminary (Texas), a 76-year-old graduate school of theology in the conservative, evangelical, free-church movement, has offered distance learning classes in both extension and print-based delivery models. Because the faculty plays a pivotal role in the successful or unsuccessful implementation of online courses (McKenzie, Mims, Bennett, & Waugh, 2000), the present study uncovered the attitudes of full-time, graduate theological faculty at Dallas Theological Seminary (DTS) regarding distance learning and the likelihood of faculty to adopt this delivery innovation.
Bruce Manning's (1976) Trouble-Shooting Checklist (TSC) for Higher Education Institutions was the instrument used in the study. The TSC is a nonparametric test designed to uncover differences between the observed and expected levels of acceptance that a department, program, or institution possesses regarding change toward distance learning in contrast to residential learning. The checklist's two major purposes are to provide an overall norm-referenced, predictive score estimating the organization's likelihood of adopting and implementing an innovation and to profile the strengths and weaknesses of an organization's environment (culture) relative to the adoption and implementation of innovations. Five scales provide a comprehensive understanding of the organizational climate, personality and leadership characteristics of participants, communication pathways within the organization, the degree of sophistication or expertise within the organization, and the receptivity of the students.
An official administration of the instrument was conducted involving all full-time faculty at DTS. Frequency counts, percentage distributions, and the chi-square goodness-of-fit statistic were used to analyze the data at the .05 alpha level. A summary of findings from the questionnaire was prepared indicating that significant change must take place within the faculty culture of DTS before distance learning innovations can be implemented.
2
Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.
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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
3
Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14659.
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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
4
Pinnaka, Sumanth. "Negative Attitude Towards AI and Its Relationship with the Cultural Dimension of Power Distance." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-420372.
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Earlier studies have focused on the relationship between negative attitudes towards AI and collective culture of the country (country of origin). These differences may be because of sizeable differences in the power distance index (PDI) on the population level between different countries. We investigated the relationship between power distance index (PDI) of individuals; and their attitudes towards AI through a survey of participants from two countries, India and Sweden, where there are large differences in PDI on the population level. Results of the correlation test showed that power distance correlates positively with negative attitudes towards interactions with AI and the social influence of AI i.e. higher PDI means more of a negative attitude towards AI. However, power distance correlates positively to the acceptance of AI in a workplace environment, i.e. higher PDI means higher acceptance of AI in the workplace. The latter result was contradictory to our expectations and contradicted an earlier study [8], wherein high PDI showed hindrance in acceptance of the technology at workplace.
5
Morgan, Jane. "A journey towards increasing learning confidence : health and social care professionals learning at a distance." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273857.
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6
Radu, Maria Carina. "Designing for a sustainable attitude : The role of informal education in changing students' attitude towards recycling." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96537.
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An essential part on the way to a sustainable society is each individual’s perspective on handling consumption. To develop a sustainable attitude towards one step in the consumption process, such as recycling, is a way to prevent environmental problems. This project aims to design through informal education and social innovation a solution for increasing the rate of waste separation among students in Sweden. In order to do so, it focuses on students at Linnaeus University in Växjö as an example and it responds to the local needs. It supposes collaborations with student associations, Linnaeus University, recycling companies and Växjö municipality. The solution proposes an innovative framework formulated to develop the habit of separating waste. Through informal education, it intends to deliver the knowledge and create the social space for practice and connection necessary in developing the proposed habit. The theoretical perspectives include design for learning in the context of waste separation, while gamification and learning by doing are tools for development. Several methods are used throughout the innovation process. Among these, conducting a workshop is the main one for defining the design project. The project can be considered a social innovation because it responds to the students’ needs of connection and self-worth, addressed through knowledge about recycling, awareness and interaction, and to the needs of the Swedish society of a higher rate of waste reparation.
7
Mohamed, EI-Hussein Mohamed Osman. "Towards a theory of mobile learning : the design of learning spaces for the higher education landscape." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2286.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011.This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.
8
Thornberg, Göran. "High performing students’ attitude towards motivation in English classes." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86957.
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This study aims towards high performing students’ perspective on motivation and how they consistently obtain high grades in English classes. Different characteristics from Skolverket’s study that were common for high performing students along with Reeve’s self-determination theory was used as background research. Qualitative interviews were used to analyse the high performing students’ perception of how they are challenged in English classes and how they motivate themselves. The results show that high performance in English classes is not so much an innate ability, which some are born with, but rather a question of motivation and character.
9
Mammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.
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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical
capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium
classes of some high schools and has obtained very good results.
10
Creed, Charlotte. "Towards a framework for addressing diverse learners in international, English-medium, print-centred DE : a Zimbabwean case study." Thesis, Open University, 1998. http://oro.open.ac.uk/54851/.
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This study examines an increasingly common distance learning context: where tertiary level and English-medium DE courses are produced, tutored and examined in one country but studied by learners in other countries and who have English as an additional language. Empirical work is drawn from a case-study of agricultural extension officers in disparate parts of Zimbabwe undertaking a professional development course which is produced and mainly tutored in the distant UK. This long-distance cross-cultural writing relationship between academics and students serves as a basis for the examination of difficulties created by taken-for-granted educational practices embedded in the course structure and materials, particularly in relation to language and academic literacy. The study examines contemporary debates around internationalised learning, including cultural and linguistic imperialism and the desirability of locally-produced courses, and provides an insight into black Zimbabwean perspectives on them. It explores a variety of contextual issues including the wider significance of DE in a southern African context, gendered learning patterns, the linguistic repertoire of the students and their academic literacy background. Drawing on grounded theory, discourse analysis, literacy as social practice and genre theories,this overseas research aims to provide the UK course producers with insight into some of the particularities of the Zimbabwean learning context and some of the learning and teaching resources which exists beyond their control and ambit. It is hoped that more multi-faceted image of some of their learners may help course producers consider more closely the differences and commonalities between course participants; it may challenge the normative pedagogy embedded in the course and prompt the producers to consider appropriate responses;it may raise the policy question of how to establish, within an asymmetrical donor-recipient situation, a north-south academic relationship of an emancipatory kind. These aims spring from the conviction that as we move towards globalised educational contexts, dominated by market leaders, significant changes and improvements in educational practice are more likely to come about as a result of an emerging reflexivity on the part of the course producers. Learners and importers of course may not have much influence over such decisions.
11
Ozkal, Kudret. "Scientific Epistemological Beliefs, Perceptions Of Constructivist Learning Environment And Attitude Towards Science As Determinants Of Students Approaches To Learning." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609091/index.pdf.
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The purpose of this study was to investigate scientific epistemological beliefs, perceptions of constructivist learning environment, attitude towards science, prior knowledge and gender as determinants of students&rsquoapproaches to learning. This study was carried out in 2005-2006 Spring Semester. One thousand, one hundred and fifty two eighth grade students from seven public schools in Ç
ankaya, a district of Ankara participated in this study. Epistemological Beliefs Questionnaire, Constructivist Learning Environment Scale, Learning Approaches Questionnaire and Attitude towards Science Scale were administered to students in order to determine their scientific epistemological beliefs, their perceptions of constructivist learning environments, approaches to learning and attitudes towards science respectively. Descriptive statistics were used in order to explore the general characteristics of the sample. Paired samples t-test was used in order to evaluate the mean difference iv between the scales of the actual and preferred learning environments. Pearson Correlation Analyses and Multiple Regression Analyses were conducted to see the relationships among the variables and the variables that contribute to students&rsquo
meaningful and rote learning approaches. Results of the paired samples t-test showed that the actual learning environments of the students did not adapt their preferences. In fact, students preferred more constructivist learning environments where they have more opportunity to relate science with the real world, communicate in the classroom, take role in the decision making process of what will go on in the lesson to be more beneficial for them, question what is going on in the lesson freely and experience the formulation of scientific knowledge. Pearson correlation analyses, however, showed that students who had meaningful learning orientations had tentative views of scientific epistemological beliefs, positive attitudes towards science, high prior knowledge and perceived their learning environments as constructivist. On the other hand, students who had rote learning approaches had fixed views of scientific epistemological beliefs, positive attitudes towards science and low prior knowledge. In addition, the rote learners perceived their environments as constructivist in all scales except shared control scale. Multiple Regression Analyses by using actual learning environment showed that attitude towards science is the best predictor of both meaningful and rote learning approaches.
12
Ma, Kin-hing, and 馬健慶. "The relationship between achievement in and attitude towards science, approach to learning and classroom environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957341.
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13
Wang, Xiaolu. "Exploring the Attitudes of Higher Learning Communities in the US Towards On-Campus Golf Courses." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1250032701.
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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.
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Li, Zili, and Muhammad Bilal Naeem. "Factors affecting attitudes : A study of immigrants' attitude towards the brochures and website of Växjö Kommun." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12248.
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The consumer is a major actor in the market place, it is very important for a company to observe, identify and understand fully the attitudes of consumers before and after launching services and products. So it becomes obvious for marketers to know the factors which cause to affect the consumer’s attitude and then response. This thesis is to analyze the procedures of affecting consumers’ attitudes towards the brochures and website by visual perception, learning and group influence.
16
Piong, Teck Wah. "An investigation into the dispositions of Malaysian private college students towards web-based learning : attitude and contextual factors." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439877.
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Ustun, Isil. "Developing The Understanding Of Geometry Through A Computer-based Learning Environment." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/4/1206523/index.pdf.
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The main purpose of the study was to investigate the effects of
a dynamic instructional environment (based on use of Geometer&rsquos Sketchpad) on 7th grade students&rsquo
understandings of lines, angles, and polygons and their retention. Besides that, the students&rsquo
attitudes towards computer instruction and its relation with students&rsquo
performance on geometry and retention were investigated. The study was carried out with 63 7th grade students from two classes taught by the same teacher in a state elementary school. One class was assigned as the experimental group (EG), the other as the control group (CG). Students in CG received the instruction on lines, angles, and polygons by the regular traditional method used at the school. In the EG, students worked on the computer activities named as &ldquo
Sketchsheets&rdquo
, prepared by the researcher, with computers provided at the computer-lab. The usage of GSP with Sketchsheets enabled students to create the shapes first and after they explored and discovered the properties of shapes and make generalisations for the development of conjectures. Geometry Performance Test (GPT) and Computer Attitude Scale (CAS) were used in this study. The GPT was administered to both groups of students as a pre-test, post-test, and a delayed post-test. CAS was administered only to the EG students as a post-test. Furthermore, interviews were carried out with three students from EG in order to get their feelings about the dynamic instructional environment. Besides that, both of these classroom and computer sessions were observed and recorded with camera. The results of t-test suggest that GPT mean scores in EG and CG did not significantly differ in pre-test, but EG achieved significantly better than the CG in post and delay-post tests. CAS mean scores and interviews showed that students had positive feelings and decisions towards computer instruction and they preferred computer instruction to traditional instruction. Furthermore, Pearson product-moment correlation coefficient was performed in order to investigate the relationship between GPT scores and CAS scores. From this analysis, a significant correlation was observed between the GPT scores and CAS scores. This means that the students who had positive attitudes towards computer instruction, achieved significantly better at GPT. The results of this study revealed that Geometer&rsquo
s Sketchpad for learning and teaching geometry in elementary school level is an effective tool.
18
Sinno, Zane Siraj. "The impact on language learning of Lebanese students’ attitude towards English in the context of globalization and anti-Americanism." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4234.
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Second language acquisition (SLA) is embedded in a complex network of influential variables, among which is the socio-political context. Indeed, researchers agree that attitudes and motivation are significant in determining linguistic proficiency and achievement (Gardner, 1985, 2001, 2004; Oxford and Shearin, 1994; Oxford, 1996; Dörnyei, 1996, 1998, 2001, 2003). The purpose of this study was to investigate whether negative attitudes existed towards English as an international language in the context of globalization and anti- Americanism, and if so, whether they interfered with second language acquisition. Data was collected through qualitative research methods, namely individual and group interviews and in class writing assignments. The students considered English indispensable for employment and career advancement (extrinsic motivation or instrumental motivation). This outweighed negative attitudes associated with the target language community (TLC) and the power of the target language (TL). The study signals a parallel duality where participants acknowledged the significance of the English language and wanted to learn it even though they were aware of political discrimination against Arabs and the linguistic power exerted by the dominant powers. Even though attitudes towards the L2 and the TLC impact language acquisition, it seems that in this sample, they did not have a direct effect on L2 motivation as displayed in the willingness to use the language or to learn it. Most importantly, my study identifies a desire to integrate, not to a specific TLC but to a global community and workplace to which the English language provided access. One reason fueling this integrative motivation is the conflict zone in which the participants live. The socio-political as well as economic context and its concomitant Arab identity inferiority complex encourage students to seek to escape from the limitations of the local workplace and context.
19
Thompson, Gavin. "Determining if the dimensions of a learning organisation influence an employee's attitude towards continuous improvement within an perational excellence programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97397.
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ENGLISH ABSTRACT: Many organisations are perusing a process improvement programme in order to gain competitive advantage through improved product and service quality, operational efficiencies and customer experience. Whilst Six Sigma adopts a project-oriented, expert-led approach to improving processes, Total Quality Management (TQM), Lean and Operational Excellence (OE) programmes typically promote a culture of Continuous Improvement (CI) where lower-level employees are encouraged and empowered to evaluate and optimise their own working practices and processes. In order to make CI successful and sustainable in an organisation, employees need to have a positive attitude towards CI. Whilst previous research had already established the relationship between CI, Organisational Learning (OL) and company performance, this research set out to establish if any of the five disciplines of the Senge (1994) Learning Organisation (LO) influenced on an employee’s (positive) attitude towards CI. In keeping with the Dimensions of the Learning Organisation Questionnaire (DLOQ), the five disciplines of the LO were structured within individual, team and organisational factors. Through a structured survey and statistical correlation analysis, this research has shown that, whilst the team and organisational factors did not influence on an employee’s attitude to CI, personal mastery does have an influence on an employee’s attitude towards CI. It is therefore recommended that an organisation that wishes to create a culture of CI also actively works to improve the personal mastery of those employees who are expected to be involved in CI.
20
Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/520.
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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.
21
Akimanimpaye, Furaha. "Attitudes of undergraduate nursing students towards E- learning at the University of the Western Cape." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3292.
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Magister Curationis - MCurThe development of internet has provided an opportunity for offering online learning. Online learning otherwise known as ‘e-learning’ is a fast growing new concept of modern education. Substantial evidence indicates that many universities across the world have started offering study programmes through a variety of e-learning methods. Although e- learning environments are becoming popular, there is minimal research on learners’ attitudes toward online learning environments. Past research has recommended a variety of factors affecting user attitude so far as e-Learning is concern. It is thus against this background that this study purports to determine the attitudes of undergraduate nursing students toward e–learning at the University of the Western Cape. The study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted on 213 undergraduate nursing students to assess their attitudes toward e-learning. The study employed the survey methodology based on the questionnaire that was distributed randomly to students to assess their attitudes towards e-learning and to find out if any existing demographical factors impact on the students’ use of e- learning. The results revealed that males and females differed significantly in terms of satisfaction levels. When specific demographic variables with two outcome levels (age group, computer facility at home, computer training experience and experience in e-learning prior to registering at UWC) are considered, there is no statistically significant difference (from the sample t-test) in learner satisfaction between these groups. From a valid response rate (90% of the sample), statistical analysis (multivariate analysis) revealed that learner satisfaction as the control variable is influenced by perceived easy to use, gender and year level of participants. The findings also showed a significant difference between male and female satisfaction. In this regard, 4th year nursing students were proven to be less likely to be satisfied with e-learning than 2ndyear nursing students, whereas female nursing students are more likely to be satisfied with e-learning than male nursing students. Generally, the study’s findings demonstrate a favourable attitude towards e-learning among nursing students at University of the Western Cape.
22
Murray, Kathleen R. "Students' Criteria for Course Selection: Towards a Metadata Standard for Distributed Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2619/.
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By 2007, one half of higher education students are expected to enroll in distributed learning courses. Higher education institutions need to attract students searching the Internet for courses and need to provide students with enough information to select courses. Internet resource discovery tools are readily available, however, users have difficulty selecting relevant resources. In part this is due to the lack of a standard for representation of Internet resources. An emerging solution is metadata. In the educational domain, the IEEE Learning Technology Standards Committee (LTSC) has specified a Learning Object Metadata (LOM) standard. This exploratory study (a) determined criteria students think are important for selecting higher education courses, (b) discovered relationships between these criteria and students' demographic characteristics, educational status, and Internet experience, and (c) evaluated these criteria vis-à-vis the IEEE LTSC LOM standard. Web-based questionnaires (N=209) measured (a) the criteria students think are important in the selection of higher education courses and (b) three factors that might influence students' selections. Respondents were principally female (66%), employed full time (57%), and located in the U.S. (89%). The chi square goodness-of-fit test determined 40 criteria students think are important and exploratory factor analysis determined five common factors among the top 21 criteria, three evaluative factors and two descriptive. Results indicated evaluation criteria are very important in course selection. Spearman correlation coefficients and chi-square tests of independence determined the relationships between the importance of selection criteria and demographic characteristics, educational status, and Internet experience. Four profiles emerged representing groups of students with unique concerns. Side by side analysis determined if the IEEE LTSC LOM standard included the criteria of importance to students. The IEEE LOM by itself is not enough to meet students course selection needs. Recommendations include development of a metadata standard for course evaluation and accommodation of group differences in information retrieval systems.
23
Ozdemir, Esra. "An Investigation On The Effects Of Project-based Learning On Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607166/index.pdf.
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Although geometry is important area in the mathematics curriculum, evidence from numerous research studies makes it clear that many students&rsquogeometrical understanding is not at the level they need or are expected to be, especially in Turkey. The project-based learning approach offered to be one of the most effective learning tools to provide for the students an environment in which they can reach their own conclusions instead of just lecturing them, in the new mathematics curriculum in Turkey. In this study, the effects of project-based learning on the 7th grade students&rsquo
achievement in geometry and these students&rsquo
attitude towards geometry were examined. This study was conducted with a group of 24 seventh grade students in the Bilim College during the last five weeks of the 2004-2005 academic year. One group pre-test and post-test design was used. The instruments used for data collection are as follows: polygon, circle and cylinder achievement tests, geometry attitude scales, student survey forms, teacher&rsquo
s observation scales, and interviews. The data obtained was analyzed by a paired-sample t-test. The results from achievement tests and attitude scale indicated that project-based learning increased students&rsquo
geometry achievement and attitudes toward geometry, respectively. The student survey form and interview responses of the students, teacher&rsquo
s observation form responses of the teachers and the observation of the researcher also suggest that project-based learning increased their achievement in and their attitudes towards geometry as a result of making their own models, dealing with authentic daily life problems, determining the dimensions and the areas by trial and error. Moreover, this study helped grasp the attention and increase the desire to study particularly of those students with high capacity who performed unsatisfactorily due to their inclination to get distracted during classes. Providing those who were easily distracted and used every chance to disrupt the lectures with the opportunity to engage in something they could see as their own project brought about favorable results.
24
Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.
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In traditional schooling, one-way monologue from teacher to student is the established way of communication in the classroom. Modern pedagogues are presently breaking free of this status quo. This master thesis explores whether there is a change in the student’s attitudes towards their schooling and whether there is an academic benefit for the student when applying a flipped classroom model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participating observation. During the six-week period of interviews and participating in the classroom written tasks were collected and analysed, and the classroom was filmed to help analysing behaviour of the students, both with flipped classroom and without. The outcome shows positive reactions from the students concerning this change in pedagogics, but also some inertia in some individuals. The result shows a positive attitude change concerning communication and collaboration in the classroom, although no difference in academic achievement were visible. More studies are needed, but a theoretical base needs to be built before future studies can be conducted. Today flipped classroom is undertheorized in ways of an academic model. Future research could be theorizing flipped classroom and exploring whether implementing this pedagogic model also brings forth a change in academic achievement apart from changing the attitudes of the students.
25
Barnes, Helen F. A. "Writers' Club: The Effect of Extra Writing on Fourth-Grade, Hispanic Students' Writing, and Their Attitude Towards Writing." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2183.
Full textAbstract:
Nationally, as well as at state and local level, 75% of students in Grades 4, 8 and 12 have been determined to be writing at the basic or below basic level. In 2012, the standards were made more stringent for the incorporation of details and adherence to customary English conventions. After that, students’ writing scores plummeted. Hispanic students scored more poorly than their White counterparts. Earlier studies indicated that students’ attitude towards writing becomes less positive as they progress through the grades. The purpose of the study was to examine the effect of extra writing on 60 fourth-grade, Hispanic students’ writing, and their attitude towards writing through participation in a Writers’ Club versus an At Home Writing Group or a group with no extra writing.
The study followed a quasi-experimental, pretest-posttest, non-equivalent group design. The groups were the Writers’ Club (n = 22), the At Home Writing Group (n = 18 and no extra writing (n = 20). All students received regular writing instruction and homework. The Writers’ Club met 24 times for 30 minutes each meeting, over an 8-week period. Pretest and posttest writing samples were evaluated using Spandel’s Teacher Six-Point Writing Guide and attitude towards writing was evaluated using Kear, Coffman, McKenna, and Ambrosio’s Writing Attitude Survey.
A univariate analysis of covariate was conducted on the pretest and posttest writing samples and responses to the Writing Attitude Survey protocol. The independent variable was group membership, the dependent variable was the posttest scores and the covariate was the pretest scores. The writing samples were examined for three conditions: incorporation of details (ideas), adherence to the conventions of customary English and overall writing skill.
The results of the current study showed no significant difference in fourth-grade, Hispanic students’ writing or their attitude towards writing based on group membership. The conclusions of the study are that the results were potentially compromised by a variety of limitations and that it may have been conducted over too short a period for positive effects to be seen. The conclusion is that further research is warranted with adjustments to the setting and the timeframe.
26
Bou, Tayeh Gaby. "Towards smart firefighting using the internet of things and machine learning." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCD015.
Full textAbstract:
L’objectif de cette de thèse est d’étudier à la fois des solutions matérielles et logicielles pour améliorer les conditions de travail des sapeurs-pompiers. Il s’agit de développer un système intelligent basé sur l’internet des objets pour surveiller l'état de santé des pompiers et aider à les localiser lors des interventions. Dans la première partie de la thèse, nous avons étudié et proposé plusieurs approches permettant de réduire la consommation d’énergie du système afin de maximiser sa durée de vie. La première approche présente un modèle de prédiction basé sur la corrélation temporelle entre les mesures collectées par le même capteur. Il permet de réduire la quantité de données collectées et transmises au centre de contrôle. Ce modèle est exécuté à la fois par le capteur et le centre et qui s'auto-adapte en fonction de l’écart constaté entre les mesures réelles collectées et les mesures prédites. Une deuxième version de cette approche a été étudiée pour prendre en considération la perte de message et la synchronisation entre le capteur et le centre de contrôle. D’un autre côté et pour réduire davantage la consommation d’énergie, nous avons couplé l’approche de prédiction avec un algorithme de collecte de données adaptatif permettant de réduire l’activité du capteur et le taux d’échantillonnage. Toutes ces approches ont été testées via des simulations et de l’implémentation réelle. Les résultats obtenus montrent l’efficacité de ces approches en termes de réduction de la consommation d’énergie tout en gardant l’intégrité de données. La deuxième partie de cette thèse est dédiée au traitement des données issues des interventions des sapeurs-pompiers. Nous avons étudié plusieurs méthodes de clustérisation permettant un prétraitement de données avant l’extraction des connaissances. D’un autre côté, nous avons appliqué des méthodes d'apprentissage profond sur un grand ensemble de données concernant 200.000 interventions qui ont eu lieu pendant une période de 6 ans dans le département du Doubs, en France. Le but de cette partie était de prédire le nombre d’interventions futures en fonction de variables explicatives externes, pour aider les pompiers à bien gérer leurs ressourcesIn this thesis, we present a multilevel scheme consisting of both hardware and software solutions to improve the daily operational life of firefighters. As a core part of this scheme, we design and develop a smart system of wearable IoT devices used for state assessment and localization of firefighters during interventions. To ensure a maximum lifetime for this system, we propose multiple data-driven energy management techniques for resource constraint IoT devices. The first one is an algorithm that reduces the amount of data transmitted between the sensor and the destination (Sink). This latter exploits the temporal correlation of collected sensor measurements to build a simple yet robust model that can forecast future observations. Then, we coupled this approach with a mechanism that can identify lost packets, force synchronization, and reconstruct missing data. Furthermore, knowing that the sensing activity does also require a significant amount of energy, we extended the previous algorithm and added an additional adaptive sampling layer. Finally, we also proposed a decentralized data reduction approach for cluster-based sensor networks. All the previous algorithms have been tested and validated in terms of energy efficiency using custom-built simulators and through implementation on real sensor devices. The results were promising as we were able to demonstrate that our proposals can significantly improve the lifetime of the network. The last part of this thesis focusses on building data-centric decision-making tools to improve the efficiency of interventions. Since sensor data clustering is an important pre-processing phase and a stepstone towards knowledge extraction, we review recent clustering techniques for massive data management in IoT and compared them using real data for a gas leak detection sensor network. Furthermore, with our hands on a large dataset containing information on 200,000 interventions that happened during a period of 6 years in the region of Doubs, France. We study the possibility of using Machine Learning to predict the number of future interventions and help firefighters better manage their mobile resources according to the frequency of events
27
Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16797.
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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.
28
De, La Rosa Nelson. "A Path Analysis Exploration of Teacher’s Effect, Self-Efficacy, Demographic Factors, and Attitudes toward Mathematics among College Students Attending s Minority Serving Institution in Face-to-Face and Hybrid Mathematics Courses." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3532.
Full textAbstract:
Graduation rates in colleges and universities have not kept up with the increase in enrollment. Lack of mathematics competence is a factor that impairs students from completing higher education studies. This problem is even more pervasive in minority groups. The existing body of research on mathematics education have not favored emerging minority populations in terms of addressing their needs for academic program completion across mode of instruction.
The study analyzed the relationship between type of instruction and the factors underlying students’ attitudes toward mathematics. Further, this study examined the effect of factors underlying the constructs of teacher’s effect and self-efficacy as well as gender and mode of instruction on factors underlying attitudes of students to learn mathematics. Data were collected from a sample of 390 students enrolled in College Algebra delivered in face-to-face and hybrid learning at a minority-serving college, using three well established instruments. A one-way MANOVA and Path Analyses were used to analyze the data.
There were significant differences in the level of importance students attributed to learning mathematics for their life in terms of mode of instruction. Those students who learned mathematics in the hybrid setting believed that learning and mastering mathematics would become an advantageous factor for their life.
Beliefs of encouragement from the teacher and mathematics capability to solve procedural problems predicted judgments of satisfaction for being enrolled in College Algebra, as well as judgments of the importance students attributed to learning mathematics for their life. Mode of instruction was also a significant predictor of importance. Mathematics apprehension was significantly predicted by discouragement. Perceptions with respect to performing mathematics problems that required applying several procedures was significantly predicted by the combined effect of judgments of encouragement and discouragement from the teacher. Perceptions of being encouraged from the teacher predicted beliefs to perform critical thinking problems in mathematics.
29
Aydemir, Nurdane. "Effectiveness Of 5e Learning Cycle Model On High School Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614340/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquounderstanding of solubility equilibrium concept, students&rsquo
perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo
understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo
attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.
30
Harris, Jeremy William. "Towards an Internet-based Distance Education (IDE) Framework for Religious-based Higher Education Organizations: A Case of the Alliance for Assemblies of God Higher Education." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/173.
Full textAbstract:
Internet-based distance education (IDE) continues to grow in popularity and ubiquity. Acceptance of IDE among Christian higher education institutions has also increased. However, these institutions seek assistance. Such was the case with the nineteen institutions endorsed by the Assemblies of God (AG). The AG's oversight organization (The Alliance for Assemblies of God Higher Education, Alliance) was asked by member institutions for IDE aid, resources, and direction. To understand the current environment of IDE within AG higher education, an organizational discovery case study reviewed the historical IDE trends within AG higher education, surveyed institutional faculty members and administrators as to their IDE beliefs and situations, and analyzed the data collected. From the research findings, the Alliance gained a better understanding of the needs and intentions of its member institutions. It also realized the aid and resources to offer its endorsed institutions, what endorsement requirements were needed for spiritual development in an online distance education setting, and an overall IDE direction that the organization could provide or facilitate. To aid the organizational discovery, a research framework was created that the Alliance could reuse and share with similar organizations for their own internal discovery.
31
Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
Full textAbstract:
This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
32
Paternite, Judith. "The Effects of Problem-Based Learning Versus Structured Tutorials on Student Achievement in a Relational Database Design Activity During Online Concept Learning." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467648599.
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Pilli, Olga. "The Effect Of Computer Assisted Instruction On The Achievement, Attitudes And Retention Of Fourth Grade Mathematics Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609336/index.pdf.
Full textAbstract:
The purpose of this study was to examine the effects of the computer software Frizbi Mathematics 4 on 4th grade student&rsquos mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of primary school students from &ldquo
Sht. Osman Ahmet&rdquo
primary school in Gazimagusa, North Cyprus were used in this study. Control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students where the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study was conducted in spring semester of 2006-2007 academic year and included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times
at the beginning of the study, immediately after the intervention, and 4 months later. Mathematics attitude scale and computer assisted learning attitude scale were administrated only two times
at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of treatment group, on the retention tests was attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in Turkish Republic of Northern Cyprus (TRNC) is an effective tool.
34
Alduwairej, Monerah Abdulrahman. "ATTITUDES TOWARDS THE USE OF TECHNOLOGY AMONG COLLEGE STUDENTS WHO STUDY ENGLISH AS A SECOND LANGUAGE (ESL)." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1404402008.
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35
Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquounderstanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatü
rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
36
Pimentel, Adriano Cesar dos Santos. "Análise da influência do estilo de aprendizagem e da atitude em disciplinas de estatística da FEARP." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-27072009-153806/.
Full textAbstract:
O aprendizado de Estatística vem se tornando cada vez mais importante para o sucesso de empresas que competem em cenário globalizado e tem destacado os profissionais que, de fato, possuem este conhecimento. Em especial na administração, a estatística auxilia nas tomadas de decisão e é usada como ferramenta em diversas áreas como Finanças, Marketing e Produção, contudo, é utilizada também em outros cursos. Sabe-se, porém, que existe certa dificuldade no aprendizado desta disciplina, seja porque a atitude perante a Estatística é negativa, ou mesmo porque existem diferenças de estilo de aprendizagem. Tanto aluno como professor têm a necessidade de conhecer melhor as variáveis que contribuem para o aprendizado efetivo. Com o objetivo de identificar como variáveis demográficas, estilos de aprendizagem dos alunos e a atitude perante estatística influenciam o desempenho dos alunos, este estudo analisou os as características, estilos, atitudes e desempenho dos alunos de Estatística aplicada da FEARP-USP. Foi utilizado o índice de estilos de aprendizagem de Felder e Soloman e a escala de atitudes de Schau. Os resultados desta análise reforçam os estudos que sugerem que as atitudes positivas influenciam no desempenho do aluno. Não foi conclusiva a associação entre gênero, idade e vínculo trabalhistas com desempenho, uma vez que as disciplinas apresentaram resultados diferentes. Com relação ao estilo de aprendizagem, nota-se que os estilos dos alunos são similares, com diferença apenas na dimensão sequencial global.The learning of Statistics has become increasingly important to the success of companies which compete in global scenarios and has highlighted the professionals who, in fact, have this knowledge. In particular for the business administration, statistics assists in the decisionmaking process and is used as a important tool in several areas, such as Finance, Marketing and Manufacturing Process, such as used also in other subjects. It is known, however, that there are some difficulties in learning this discipline, because attitude towards Statistics is negative or, even because there are differences of learning styles between students. Both student and teacher have the need to better aknowledge the variables that contribute to an effective learning. This project aims to identify how demographic variables, styles of learning, attitude towards statistics are related to the performance of the students, this master thesis analyzes the students of Statistic subjects of the Business Administration and accounting courses of FEARP-USP. The index of learning styles proposed by Felder and Soloman and the attitude scale proposed by Schau directs this work. The results confirm former studies that suggest the positives attitudes causes influence in students performance. It was not possible to conclude about gender, age and labor relationship with performance, because the subjects presents different results. Relating to learning styles, the students styles are similar, but only sequential-global dimension.
37
Ustun, Ulas. "To What Extent Is Problem-based Learning Effective As Compared To Traditional Teaching In Science Education? A Meta-analysis Study." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615106/index.pdf.
Full textAbstract:
The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquoachievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo
attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.
38
Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquounderstanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atatü
rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
39
Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.
Full textAbstract:
The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teacherstotally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.
40
Du, Xiangping. "Chinese students' perception of, orientation towards and identification with English through transnational higher education." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/4026.
Full textAbstract:
Given the international status and importance of English, English language study has attracted millions of Chinese learners. Apart from those who study abroad, more and more Chinese students are motivated to study in English-medium Transnational Higher Education (THE) programmes inside China. English is a diversifying and fragmenting language that has various functions and can be used for different purposes. Whilst, according to many scholars, English has broken free from the ownership of ‘native English’ speakers, Chinese learners of English are still worried about conforming to ‘native-speaker models’ of English and so falling victim to an English linguistic imperialism project, driven by English-medium THE programmes. Accordingly, this research sets out to investigate, the extent to which Chinese learners, in a UK affiliated THE programme in China, feel the need to orientate to or identify with ‘native English’ and its speakers, and run the risk of becoming victims of English linguistic imperialism. Results from a combination of methods: questionnaires, focus group discussions and interviews, show that students’ orientations towards and identification with English and its speakers are diverse, complex and multi-dimensional, and have gone beyond affiliation with ‘native English’ speakers. Studying in English-medium THE programmes does not necessarily lead to English linguistic imperialism, but is a process of interaction where learners may consciously mediate ‘native English’ norms and express individual, local, national or international identities, literally taking advantage of the programmes’ material benefits and deliberately learning the language for international communication. This research suggests that learners in THE programmes are conscious of the overall context individually, nationally and internationally and feel free to orientate to English in ways that are suitable for their own purposes and which represent their preferred identity.
41
Pesman, Haki. "Method-approach Interaction: The Effects Of Learning Cycle Vs Traditional And Contextual Vs Non-contextual Instruction On 11th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614298/index.pdf.
Full textAbstract:
The main purpose of the study was to explore how learning cycle and traditional method as teaching methods contribute to the effect of contextual approach on 11th grade students&rsquoachievement in &ldquo
impulse and momentum&rdquo
, and attitude towards physics. Therefore, a distinction between teaching approach (contextual vs. non-contextual) and teaching method (learning cycle vs. traditional method) was made and they were used as independent variables. Students&rsquo
gender was also used as an independent variable. Thus, the study was a 2x2x2 factorial design. The sample, drawn through the purposive sampling, included 226 students. Pretests and posttests were used for assessing students&rsquo
achievement in impulse and momentum, and attitude towards physics. Using Multivariate Analysis of Covariance (MANCOVA), the main effects of contextual approach, learning cycle, and student gender as well as the interaction effects among them were investigated. Consequently, (1) contextual approach was more effective in supporting students&rsquo
conceptual understanding of impulse and momentum, (2) learning cycle was as effective as the traditional method, (3) gender related difference in attitude towards physics in favor of males could not be removed through the treatments, (4) contextual approach worked better with the traditional method than the learning cycle for achievement and attitude, (5) males benefitted a little more from learning cycle while females benefitted a little more from traditional method in terms of conceptual and non-conceptual scores.
42
Mithani, Murad A. "The Development and Marketing of an Online Guided Study Program for the GRE Physics Exam Towards an Understanding of Future Instructional Methodologies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1225102470.
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43
Mässing, Christoffer. "Success Factors and Challenges for E-learning Technologies in the Namibian Higher Education System : A case study of the University of Namibia." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13757.
Full textAbstract:
Education is one of the deciding factors for poverty alleviation and economic growth. Governments of developing countries is struggling to meet the demand for qualitative education and the nation of Namibia is no exception. Namibia is struggling with the lack of a skilled workforce and the lack of access to qualitative higher education has been identified as one of the prime causes. ICTs have been identified as a potential enabler for an increased access and quality of education in Namibia. This study employed a qualitative approach to examining the success factors and challenges that applies to e-learning at the University of Namibia (UNAM). The study identified a multitude of critical factors within 5 different areas: i) Access, ii) User motivation, -attitude and -awareness, iii) Systematic approach, iv) Evaluation and analytical challenges, and v) Transforming the education. This rapport will discuss the role of e-learning at UNAM, the factors that are critical for e-learning at the learning institution and how this correlate with previous findings made by the scientific community on similar issues.
44
Pabuccu, Aybuke. "Improving 11th Grade Students'." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609912/index.pdf.
Full textAbstract:
The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students’
understanding of acid-base concepts. Also, the effect of instruction on students&
#8217
attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&
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attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&
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views on nature of science.
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Olivier, Vanessa. "Managing mobile learning in a higher education environment / Olivier V." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.
Full textAbstract:
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
46
Billqvist, Anna. "El inglés y el español - ¿asignaturas en igualdad de condiciones? : Diferencias en cuanto a la actitud, la percepción de habilidad y el input en el tiempo libre de los alumnos." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42695.
Full textAbstract:
The objective of this study is to examine various aspects of the difference between the acquisition of English and Spanish by Swedish learners in compulsory education and its causes. The two subjects have the same syllabus, with the difference that English studies start 3 years earlier, but studies of the competences of the Swedish students in these two languages (see f.ex. First European Survey of Language Competences, 2012)suggest that the gap between the languages is bigger than what could be expected and that there is an existing difference in attitude towards the two languages. The conclusion is that the predominance of English in the immediate environment of the surveyed students is considerable. The study has shown large differences between the input in English and Spanish. Students receive input in Spanish, communicate in Spanish and acquire knowledge of Spanish / Latin American cultures almost exclusively at school. On the other hand, they acquire knowledge, receive input and interact in English both in school and in their spare time. We also found considerable differences in attitudes towards the two languages and the perceived ability of the students. The Spanish is perceived as more difficult, less necessary, less fun and less useful in their future lives. New technologies create new platforms for communication that allow students to participate in interaction in the target language. This study shows that these situations occur mostly in English but also in Spanish, which in our opinion could be more used in teaching.
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Mulhollen, Christine. "The relationship between multiple intelligences and attitude toward independent learning in a high transactional distance environment." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1388/index.html.
Full text
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Daya, Raseela. "Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa." Diss., 2020. http://hdl.handle.net/10500/26914.
Full textAbstract:
The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards digital technology for academic purposes, usage of the Learner Management System and attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. A quantitative, non-experimental, cross-sectional survey design was adopted using a census sampling method.
The study concluded that the majority of students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, usage of the Learner Management System and attendance at regional digital literacy workshops and perceived digital literacy competencies.Educational Management and Leadership
M. Ed. (Education Management)
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Yang, Kuei-Feng, and 楊桂鳳. "A Study of Basic Computer Competence, Distance Learning Attitude, and Distance Learning Behavior Intention among Public Health Nurses in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/06216295796873387288.
Full textAbstract:
碩士國立陽明大學
社區護理研究所
90
In the face of information superhighway and life-long learning era, computer competence has become the important working and learning tool for professional medical personnel. Especially, web-based distance learning offers flexible learning ways in spite of the restriction of time and space. The purpose of this study is to investigate the basic computer competence, distance learning attitude, and distance learning behavior intention among public health nurses. 329 public health nurses are selected as population by multiple-stage sampling. Structured-questionnaires are used as tools and mail surveys are ways to collect data. The results of the study are as followed: 1.Public health nurses’ basic computer competence is pretty low. Among the five most applicable software, the competence of word process is the highest while the competence of Excel and Powerpoint are the lowest. More weekly on-line hours at home, more weekly on-line hours at health station, more weekly handling working chores by computer, computer training, personal net-worked computer at health station, status as registered professional nurses, education level above college, younger-aged population, marital status, nursing experience, numbers of children, and personal net-worked computer at home are significantly correlated statistically. The first eight items are important predict factors with 37.5% of total variables. 2.The distance learning attitude of public health nurses is toward positive. The style of health station and serving population are the key factors influencing public health nurses’ distance learning attitude. The distance learning attitude of those who serve in suburban health station and serve less than 10,000 people is positive. Basic computer competence and distance learning attitude are positively correlated. But in speaking of predict factors, non-significant predict factors can be found. 3.Referring to distance learning behavior intention, 91.5% public health nurses think it is possible to do distance learning in the future; on the other hand, 8.5% of them disagree with it. Lack of computer competence and insufficiency of personal hardware are the main reasons for why distance learning cannot be implemented. Status, experience of learning computer skills and getting on-line with children, and personal new-worked computer at home appear significantly correlated with distance learning behavior intention. Besides, basic computer competence, distance learning attitude, and distance learning behavior intention are not significantly correlated. There should be computer training classes which meet the requirements from the society and which only focus on public health nurses, there should be briefing presenting the advantages of boundless time and space of distance learning held and there should be relevant network software and hardware supplied in order to improve shortcoming toward public health nurses’ distance learning.
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Chen, Yen-Ting, and 陳彥廷. "The Relationship Between Student''s Online Learning Attitude and Learning Effectiveness in Asynchronous Distance Required Course." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/3863k4.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
101
Online Teaching and learning allow learners to access to learning resources without time and space constraints. The purpose of this study is to investigate if there are any differences between students with different backgrounds in terms of their online learning attitude and online learning performance (including online learning satisfaction and online learning achievement) when taking asynchronous online required courses. Besides, the present study also seeks to investigate the relationship between students’ learning attitude and learning performance. Questionnaires were administered to samples from a university of technology in New Taipei city. There were totally 285 valid questionnaires, and the return rate on valid questionnaire was 94.06%. The research results indicated: 1.There are significant differences in terms of the online learning attitude of students who come from different backgrounds (including gender, school, college, grades, and the number of courses taken). 2.There are significant differences in terms of the online learning satisfaction of students who come from different backgrounds (including gender, school, college, grades, and numbers of the courses taken). 3.There is no significant difference in terms of the online learning achievement of students with different genders and the students who have different number of the courses taken. 4.There is a high positive correlation between students’ online learning attitude and their online learning satisfaction. 5.There is no significant correlation between students’ online learning attitude and their online learning achievement.