Dissertations / Theses: 'Grade 7'

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Haché, Susan M. "Bicycle safety in grade 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20645.pdf.

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Shandola, Darlene. "Grade 7 students' conceptions of division." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29351.

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This study is concerned with children's conceptions of division in both computational and problem-solving settings. Division was chosen because it is a mathematical topic with which many children have difficulty. Even though division is often introduced in the primary grades and reviewed every year following, late intermediate students still have difficulty understanding this concept. For this investigation, the researcher chose to use a semi-structured individual interview as a means of collecting data about Grade 7 students' conceptions of division in different contexts. During the interview, each student was asked to describe his or her thinking while working through a series of computations and word problems involving division with whole numbers or with decimal fractions. Both whole numbers and decimal fractions were used in the interview items in order to investigate whether or not students' conceptions of division changed as they worked with one, then the other. Twelve students were chosen for this study. It was found that these seventh graders varied in their demonstrations of different meanings of division. Some students demonstrated only the partitive meaning, some the quotitive, some that division is the inverse of multiplication, while others demonstrated a variety of meanings of division. It was noted that students who had an understanding of both the partitive and quotitive meanings of division were more successful solving the problems presented. This could be due in part to the notion that implicit models of division, such as the partitive model, influence problem-solving behaviour. It was also found that some students hold particular mathematical beliefs about division and about the form of the divisor which influence their problem-solving ability. Often these beliefs or misconceptions are a result of an overgeneralization of whole number rules. A student's choice of operation could be influenced by a number of factors including a student's implicit model of division, a student's mathematical beliefs, and the implied action in a problem. Some students used immature strategies such as verbal cues or "try all the operations and see which produces the most reasonable result" to determine the operation. These strategies indicated a lack of understanding of the meaning of the division operation. In some cases, students were able to reason qualitatively but were unable to relate that reasoning to mathematical symbols. Although they could give an approximate answer, they could not perform any further calculations. Implications for instruction resulting from this study include assessing students' conceptual understanding of the division concept and the algorithm through interviews and group discussions prior to and during instruction. Related to this is the notion of teachers ascertaining if students hold mathematical beliefs or misconceptions which may influence new learning and/or the application of knowledge. Teachers must be aware of students' thinking in order to plan instruction which will place those beliefs in context. Instructional activities should be planned which emphasize understanding of the division concept and of the long division algorithm. There should be a linking of conceptual knowledge and procedural knowledge by pairing activities using concrete materials with symbolic representations. The division concept should be discussed in terms of both whole numbers and decimal fractions. The calculator could be used to explore relationships between the divisor, the quotient, the dividend, and the remainder in these different number systems.
Education, Faculty of
Graduate

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McCall, Cynthia Ann. "Math computation difficulties in grade 7 and 8 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41236.pdf.

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Bango, Siduduzile. "An investigation into Grade 7 learners’ knowledge of ratios." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78505.

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Ratio is one of the key mathematics concepts included in the South African Mathematics curriculum. It is applied in other topics of the Grade 7 curriculum, including geometry, functions and relationships, algebra, similarity and congruency. The aim of this qualitative research study was to explore the difficulties that learners experience in learning ratio. The primary research question for the study was: What is Grade 7 learners’ knowledge of ratio? This research question was answered through the following secondary research questions: How do learners solve problems involving ratio? What is learners’ conceptual knowledge of ratio? And what learning difficulties do learners experience when learning about ratio? The study was informed by Kilpatrick, Swafford and Findell’s (2001) five strands of mathematical proficiency; however, the focus was on conceptual and procedural knowledge of ratio. The interpretivist paradigm and the single exploratory case study design were used to gain insight into the learning of ratio. Data was collected from Grade 7 learners (23 of the 35 learners originally sampled) through a self-developed test that followed the prescripts of the Grade 7 Mathematics curriculum in South Africa and through semi-structured interviews. The test scripts were analysed using the Atlas.tiTM windows coding system and the results were used to construct questions for the semi-structured interviews. The interviews were used to corroborate data emerging from the test. The results of the study indicated that Grade 7 learners can do simple and routine manipulations of ratio as well as non-proportional ratio problems but struggle to solve problems that require multiplicative thinking and proportional reasoning skills. Although there could be other factors contributing to learners’ struggle to tackle proportional ratio problems requiring multiplication and proportional reasoning, a lack of conceptual knowledge seemed to contribute significantly.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Tortop, Tugba. "7th-grade Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613092/index.pdf.

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The purpose of this study was to investigate 7th-grade students&rsquo
typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction. The study was conducted in an elementary school in the 2nd semester of 2009-2010 academic year in Afyonkarahisar. A mathematics teacher and 71 7th-grade students participated in the study. The data were collected through achievement tests administered to the students before and after the instruction and interviews conducted with the teachers and the selected eight students based on the results of the pretest and posttest. The teacher&rsquo
s instruction was also observed. Students were not exposed to a special treatment, but rather the influence of regular mathematics instruction on a group of 7th-grade students from the four classes taught by the same teacher was investigated. The results of data analysis indicated that 7th-grade students had common typical errors and possible misconceptions about the usage, construction, reading, and interpretation of line, bar, and circle graphs before and after the regular instruction. The comparison of pretest and posttest results showed that while there were differences between the students&rsquo
errors and misconceptions in pretest and posttest, some misconceptions were decreased or increased, or did not change from pretest to posttest. The interviews conducted with the selected students addressed that the students had errors and misconceptions in graphs concept. Findings of the observation of teacher&rsquo
s instruction showed that the teacher did not fully discover and prevent students&rsquo
typical errors and possible misconceptions. Moreover, the findings of the interview conducted with the teacher indicated that her knowledge of students&rsquo
errors and misconceptions were limited. The results of this study showed that teachers&rsquo
planning was important in understanding students&rsquo
typical errors and possible misconceptions. Inservice training of teachers should put more emphasize in effective planning and understanding students&rsquo
typical errors and possible misconceptions.

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de, Grandpré Sylvie, and University of Lethbridge Faculty of Education. "Purposeful educational relationships : grade 7 students' perceptions of authentic engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010. http://hdl.handle.net/10133/2589.

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This study explores how developing purposeful relationships with students fosters engagement. Grade seven students were surveyed, interviewed, and given the opportunity to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI), the students took a closer look at attitudes, teaching skills and the relationship with an enjoyable teacher and added their own personal experiences to research-based examples of factors contributing to engagement. The results confirm that developing purposeful relationships contribute to raising student engagement and yield numerous examples of what students value. These examples were compiled and highlight that there is an undeniable human aspect to teaching. Building purposeful relationships does not solve all school related issues but provides students with a more positive outlook on schooling.
xiv, 168 leaves : ill. (chiefly col.) ; 29 cm

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Cardinal, Raili Marita E. "Teaching about sexuality in grade 7-8 public school classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28180.pdf.

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Rudge, Clouthier Gillian. "Grade 7 students' understandings of division : a classroom case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31480.

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This study is concerned with Grade 7 students' conceptual and procedural understandings of division. Although division is formally introduced in Grade 3 or 4, late intermediate students frequently have difficulty understanding both the concepts and the procedures associated with division. The classroom case study was chosen as the method of investigation for this study. Because the researcher was also the enrolling teacher of the group of 22 Grade 7 students, the conditions of the study were as similar as is possible to regular classroom instruction. The investigation followed a unit of study in division of whole numbers and decimal fractions from the pretest, through instruction, to the posttest. The researcher elicited students' understandings of division in computational and problem-solving situations in a variety of ways. Students wrote a pencil-and-paper pretest which was designed to reveal understandings. Areas of interest identified by the pretest were then investigated through small group and whole class discussions. Instruction was based on eliciting and confronting students' beliefs regarding division, and on strengthening conceptual understanding of both division and decimal fractions. Students viewed division procedurally, attaching little meaning to the processes associated with the division algorithm. Approximately one fourth of the students were uncertain about the meaning of the two forms of notation, and most read "b ÷ a" as "b goes into a." When asked to use manipulative materials to reflect a division question, some students were unable to do so independently. It was found that students relied heavily on the partitive model of division. Although some students demonstrated an understanding of quotitive division, these students also tended to rely on partition and turned to quotition only when it became apparent that partition was not appropriate. This reliance on partition influenced the students' ability to solve story problems requiring division. Students were able to solve story problems which fit the partitive model: the divisor is a whole number and is less than the whole number dividend. In situations where this was not true, students had difficulty. In these cases, students reversed the terms of the question or chose an operation other than division. These results led to an investigation of students' beliefs about division. The belief that "division always makes smaller" was common. This belief stems from partition with whole numbers where it is true. A related belief held by students is that the divisor must be smaller than the dividend. An exception is the case where this would necessitate a divisor less than one. In this case, students preferred a larger whole number as the divisor. Division by a number less than one was seen as illegitimate. Division involving decimal fractions was generally difficult for students. Weak place value concepts, coupled with a belief that whole numbers and decimal fractions were two separate and unrelated number systems, contributed to difficulty when solving problems. Students had few representations for decimal fractions which compounded their difficulty. The dominance of partition and the tendency to overgeneralize whole number rules appear to be partly responsible for this. When solving problems students showed little evidence of planning or looking back. Generally they found the numbers in the problem and performed the operation that seemed appropriate. Decisions about operations were often driven by the relative size of the numbers in the problem and by the beliefs mentioned earlier. Because they omitted the looking back phase of problem solving, students rarely accounted for remainders and did not recognize when an answer was unreasonable. Implications for instruction resulting from this study centre on the assessment of students' understanding of division. This can be accomplished in the regular classroom setting through pencil-and-paper tests, small group work, whole class discussions, and individual interviews. Beliefs which may interfere with learning must be revealed and confronted. Asking students to defend and justify their thinking is part of this process. Students' reliance on partition and their procedural view of division suggest changes in the way in which division is introduced in the early intermediate years. Delaying the formal introduction of the division algorithm to Grade 5 would allow more students time to develop their conceptual understanding of partition and quotition. Students should focus on estimation and reasonableness of responses. Introduction of division involving decimal fractions, including numbers less than one, could be accomplished by using manipulative materials and calculators. Contexts in which the divisor is greater than the dividend should also be introduced in the early intermediate years. Procedures, when finally introduced, should be linked to the concepts.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Cara, Nikita. "The effect of Indian dance on gait and balance of children : comparing Grade R and Grade 7 children." University of the Western Cape, 2016. http://hdl.handle.net/11394/5010.

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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)
Through the process of motor learning and control, new skills are then developed. There are various physical activities that enable the development of new motor skills, one being dance. Numerous studies have found that dance has improved sensorimotor control of body sway following just a single dance session. Furthermore, learning dance engages a variety of cognitive resources that improve postural control of children. Dancing therefore contributes to the development and refinement of the fundamental motor skills like gait and balance. The aim of this research was to determine the effect of dance training on gait and balance of Grade R and Grade 7 school children, and to investigate which age group would best demonstrate these effects. This study was conducted using an intervention and control group. The Grade R intervention group constituted a sample of thirty-four participants, the Grade R control consisted of twenty-seven participants, the Grade 7 intervention group and control group consisted of twenty-one participants each. Three different testing instruments were used; a 10-meter walk test for stride pattern analysis, a dynamic balance test known as the tandem gait and the static balance test known as the tandem stance balance test. Both the control and experimental group were required to perform these tests before and after the intervention period. The dance training lasted a period of six weeks and was conducted on a weekly basis. Following the intervention it was found that only Grade R stride pattern in terms of stride frequency was significantly changed and that no significant changes were seen at any time for Grade 7 children stride pattern and balance. The balance changes were seen for both Grade R intervention and control groups, showing that the children were improving with physical activity, which cannot be attributed to dance alone. This highlights that training should be started at the young age, and that physical activity programs like dance are good and diverse options to consider when designing such activities.

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Mari, Zenzeng Bofirie Tore, and n/a. "Analysis of grade 7 social science textbooks in Papua New Guinea." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060829.162904.

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This thesis reports on a study which made an analysis of the new Grade 7 social science syllabus textbooks that are currently being implemented in the high schools of Papua New Guinea. Data relating to these textbooks has been gathered from the teachers who are teaching the course and their Regional Secondary Inspectors. The data was basically obtained through postal questionnaires. The basic aim of the study was to find out how the syllabus materials are received and used in the implementation process. The study also attempted to identify the problems and difficulties the teachers encountered and the concerns they had about the new course. The study revealed some interesting results. For example, there are some teachers of social sciences in the high schools who do not have secondary teaching qualifications, the level of English language used, which was one of the major problems identified with the old syllabus, has not been completely overcome, the problems, difficulties and concerns identified by this study differ from school to school and between rural and urban schools. In addition, the study also identified many practical problems, difficulties and concerns which affect the effective and successful implementation of the syllabus. These include the need for additional support such as reference materials both for teachers and students and a need for more short in-service courses to resocialise teachers in order to change their classroom culture and thus facilitate change.

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Halfyard, Gregory Allan. "Reading experiences and strategies of reluctant grade 6 and 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34487.pdf.

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Nakidien, Mogamat Toyer. "The recruitment of the 'everyday' in fourteen Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6047.

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Vardar, Emine. "Sixth, Seventh And Eighth Grade Teachers&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612141/index.pdf.

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The main purpose of this study was to investigate sixth, seventh, and eight gradeTurkish, English, Mathematics, Science and Technology, and Social Studies teachers&rsquo
conceptions of assessment. It was also aimed at finding out the differences, if any, in teachers&rsquo
conceptions of assessment according to their teaching subject, years of teaching experience, in-service training, and the undergraduate institution they graduated from. There were 414 teachers included in the study. Data were gathered through the short version of Teacher Conceptions of Assessment Scale (TCoA-IIIA), which had 27 items. Exploratory Factor Analysis results revealed that there were four factors in the scale which were called Student Accountability, School Accountability, Improvement, and Irrelevance like in the original scale. Then, the correlation results revealed that Student Accountability, School Accountability and Improvement conceptions were significantly correlated with each other at moderate level. However, Irrelevance conception did not have a significant relationship with other conceptions. The findings of Multivariate Analysis of Variance (MANOVA) indicated that teaching subject and in-service training did not make any significant difference in teachers&rsquo
conceptions of assessment. However, years of teaching experience and undergraduate institution teachers graduated did significant differences in teachers&rsquo
conceptions of assessment.

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Abu-Bakare, Veda. "Investigating students' understandings of probability : a study of a grade 7 classroom." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4073.

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This research study probes students’ understandings of various aspects of probability in a 3-week Probability unit in a Grade 7 classroom. Informing this study are the perspectives of constructivism and sociocultural theory which underpin the contemporary reform in mathematics education as codified in the NCTM standards and orient much of the teaching and learning of mathematics in today’s classrooms. Elements of culturally responsive pedagogy were also adopted within the research design. The study was carried out in an urban school where I collaborated with the teacher and students as co-teacher and researcher. As the population of this school was predominantly Aboriginal, the lessons included discussion of the tradition and significance of Aboriginal games of chance and an activity based on one of these games. Data sources included the responses in the pre- and post-tests, fleidnotes of the lessons, and audiotapes of student interviews. The key findings of the study are that the students had some understanding of formal probability theory with strongly-held persistent alternative thinking, some of which did not fit the informal conceptions of probability noted in the literature such as the outcome approach and the gambler’s fallacy. This has led to the proposal of a Personal Probability model in which the determination of a probability or a probability decision is a weighting of components such as experience, intuition and judgment, some normative thinicing, and personal choice, beliefs and attitudes. Though the alternative understandings were explored in interviews and resolved to some degree, the study finds that the probability understandings of students in this study are still fragile and inconsistent. Students demonstrated marked interest in tasks that combined mathematics, culture and community. This study presents evidence that the current prescribed learning outcomes in the elementary grades are too ambitious and best left to the higher grades. The difficulties in the teaching and learning of the subject induced by the nuances and challenges of the subject as well as the dearth of time that is needed for an adequate treatment further direct that instructional resources at this level be focused on deepening and strengthening the basic ideas.

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Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.

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Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in the mathematics textbooks in lower secondary schools in Khost province, Afghanistan. For this study which took place in 15 schools in Khost province, quantitative research method was used. 15 teachers were given questionnaires to fill in with their perceptions about the old and new mathematics textbooks. It was found that new textbooks are better designed than old textbooks according to the teachers’ responses; therefore, all the teachers believed that new textbooks reinforce students’ learning by explaining charts, graphs and diagrams. Conversely, new textbooks are not easy for teachers to successfully teach new textbooks. Hence, it is to a large extent out of students’ cognitive development. Teachers’ responses and perceptions regarding questioning, bringing examples and illustrations are discussed which teachers believed as the key approaches for the improvement of mathematics learning achievement. Additionally, teachers believes about cognitive development of mathematics, design of old and new mathematics textbooks, mathematics concepts and their use in everyday life, contents and use of teachers’ guide of textbooks are briefly discussed in Afghan context. The study contributed to existing knowledge in the area and the findings of the study are debatable because there are many issues and topics about mathematics textbooks to be explored. Different perspectives such as pedagogical and didactical aspects regarding old and new mathematics textbooks were discussed.
Temp Afghanistan

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Biccard, Piera. "An investigation into the development of mathematical modelling competencies of grade 7 learners." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5301.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified and characterised from existing literature and explored through empirical generation and collection of data. The study is qualitative in nature and uses a mixed approach of design research and some aspects of grounded theory. Students’ progress through a modelling program is documented while the modelling competencies of students stereotyped as weak and strong are also investigated. The findings firmly support earlier research that competencies do develop in students who are exposed to modelling. A comprehensive picture of the modelling situation is presented since this study merges competencies from other studies into a detailed analysis of the modelling situation - it presents an authentic modelling situation of students working in groups and furthers the discussion on modelling competencies. The analysis of the data suggests that the development of modelling competencies is complex and interrelated but that competencies do develop progressively in groups involved in modelling tasks. Recommendations for additional studies include studies of a longer duration and a full investigation into the link between modelling and language ability.
AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in wiskundeonderwys te word. Daar is egter ‘n behoefte om die modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige modellering by Gr.7 studente wat in groepe saamwerk ontwikkel. Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie. Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die modelleringsituasie is in hierdie studie aangebied waardeur modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so die gesprek oor modelleringsbevoegdhede. Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en taalvaardigheid.

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Palmer, Hanli. "Normative indicators for grade 3 and grade 7 isiXhosa-speaking children on the Bender Visual-Motor Gestalt Test (Second Edition)." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/6346.

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Selecting appropriate normative data for the purpose of evaluating psychometric test scores forms an integral part of the interpretative psychological assessment process. This highlights the well-known problem of utilising measures developed in the United Kingdom (UK), or the United States (US) and accepting their norms unreservedly for the practice on local populations, which questions the tests’ validity and reliability. The current study, which aimed to collect normative indicators on the Bender Gestalt Test (Second Edition), forms part of the continuing effort to develop norms for psychological tests in South Africa, and to focus on the valid and reliable use of measures within the context of South Africa’s multicultural and multilingual population groups. The participants of the research were Black isiXhosa-speaking Grade 3 and Grade 7 learners aged 8 to 9 years (N = 38 ), and 12 to 13 years (N = 23), obtaining their school education in the disadvantaged educational setting of the former Department of Education and Training (ex-DET) schools. The tests were scored according to the Bender Gestalt Test (Second Edition) manual, using the Global Scoring System. Thereafter, the raw scores were converted to Standard Scores, T-scores and Percentile Ranks using the US normative tables, according to chronological age categories. When the two groups were compared to the US norms, the results equated favourably for the present study sample. There were no significant findings in relation to the classroom size or any difference in performance between the schools who participated. The only significant difference revealed between male and female participants was with the Grade 7 sample group, where the males scored significantly lower than females on the Recall phase. These results support the prospect of the continuous revision of norms, and it is suggesting that the cognitive processes measured by this test are likely to derive from robust neurological substrates that are relatively stable across cultural groups.

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Tarkan, Yurtsever Nilgun. "A Study On Fifth Grade Students&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614462/index.pdf.

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The purpose of this study was to investigate mistakes made by elementary fifth grade students regarding basic fractional concepts and operations, and difficulties that they encounter. The other purpose was to investigate underlying misconceptions and reasons of those difficulties and mistakes. For this purpose, a mixed-method research combining quantitative and qualitative approach respectively was performed. Data were collected from elementary fifth grade students at the end of the spring semester of 2009-2010. Operation with Fraction Questionnaire (OFQ) was administered to 151 fifth grade students who were chosen from the two public elementary schools in Eskisehir province. By this way, difficulties that elementary fifth grade students encounter and mistakes they make regarding basic fractionalconcepts and operations was analyzed. Afterwards, sixteen of these students participated in a semi-structured interview which was designed to investigate underlying reasons and misconceptions behind those mistakes and difficulties. Results were presented in two phases. In the first phase, common mistakes and difficulties of students were analyzed in detail and representative examples of these errors were introduced. In the second phase, students'
mistakes were grouped under five categories as: algorithmically based mistakes, intuitively based mistakes, mistakes based on formal knowledge on fractions, misunderstanding on problem, and missing information in solution. In this phase, misconceptions and underlying reasons of those mistakes and difficulties which students may encounter while learning fractions were described. Results revealed that there was evidence that fifth grade students made various mistakes regarding fractional concepts and operations in the fifth grade elementary mathematics curriculum and they had many misconceptions regarding fraction concepts and operations.

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Boz, Burcak. "An Investigation Of Seventh Grade Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611276/index.pdf.

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The purpose of this study was to identify seventh grade students&rsquo
computational estimation strategies and factors associated with these strategies. A case study was conducted with five students. They were selected among 116 seventh grade students from a public elementary school in Aegean region. Two sessions of clinical interviews were carried out with each participant. In the first interview session, the Computational Estimation Test, which was consisted of 15 estimation questions, was administered to students with requesting explanations of solving procedure. In the second interview session, students answered to semi-structured questionnaire prepared by the researcher to understand their feelings and thoughts on estimation. The results of the study indicated that students used three kinds of computational estimation strategies, which were reformulation, translation, and compensation. Reformulation was the most used types of estimation and by all interviewees. It was divided into four sub-strategies, which were observed during the interviews, among them rule based rounding was the most preferred one. The most sophisticated strategy was compensation, which was used least frequently by the participants. The other kind of computational estimation strategy was translation, which means changing the operation for handling the questions more easily. Translation strategy was used students who performed well in number sense. Based on interviews and observations, there were some cognitive and affective factors, which were associated with the specified strategies. Number sense and mental computation were two sub categories of the cognitive factors. Besides these cognitive factors, confidence in ability to do mathematics, perception of mathematics, confidence in ability to do estimation, perception of estimation and tolerance for error, which were identified as affective factors, played important role for strategy selection and computational estimation. Good number sense may lead to use of multiple representations of numbers and use of translation strategies. Moreover, mental computation ability may enable students both to conduct reformulation and use compensation strategy easily. Interviewees who had both high confidence in ability to do mathematics and low confidence in ability to do estimation, preferred exact computation and more rule dependent estimation strategies, like rule based rounding. Low tolerance for error may influence students&rsquo
answers, in order to produce them in a narrow interval. Additionally, perception of estimation may lead students recognize estimation as useful and use of variety of computational estimation strategies. According to data analysis, feelings and thoughts about computational estimation may influence interviewees&rsquo
strategy usage, such as students, who had negative feelings on estimation and thoughts about mathematics wanted exactness, generally preferred exact computation process and did not use diverse computational estimation strategies. Students who had poor in number sense and mental computation could not conduct computational estimation strategies. Therefore, the research study may lead to better understanding of students&rsquo
perspectives on computational estimation. With understanding used strategies, and related factors are affecting computational estimation strategies, it might be produce effective instructional designs for teaching computational estimation.

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Bird, Stanley Gordon. "Narratives, developmental level and strategic outcomes of grade 5 and 7 first nation students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20817.pdf.

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Wells, Stephanie Alice. "Vocabulary development in a grade 7 class using dictionary skills: an action research project." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003708.

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As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.

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Mkhwananzi, Tholinhlanhla Rhinos Clarence. "Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1494.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs at the University Of Zululand, South Africa, 2015
There is compelling evidence that parental involvement positively influences children‟s academic achievement. Its benefits occur across all socio-economic classes. This study sought to establish parental involvement in grade 7 learners‟ achievement in Empangeni in the uMhlathuze District, KwaZulu-Natal. The attribution theory was used not only to substantially explain the status of parental involvement in uMhlathuze District, but also to generate strategies to promote parents‟ participation in their children‟s school education. Open-ended questions for school management teams and for parents were used in this study covering three primary schools in three settings. Respondents were selected through the use of random sampling in the three schools (one rural school, one township school, and one multiracial school). A total of 75 participants were selected. This study confirms that parental involvement has an effect on learner performance. The empirical findings indicate that parental involvement alone is not sufficient in the achievement of learners. It can therefore be concluded that parental involvement alone does not lead to the improvement of learner achievement. There could be other factors associated with academic achievement such as learner motivation, Intelligent Quotient (IQ), Emotional Intelligence/Quotient (EQ) and teachers‟ support which could also be at play. It seemed to be the case that children coming from rural schools sometimes do not perform well because they lack facilities and infrastructure. However, no such research analysis has been undertaken to support or disprove this hypothesis. This study recommends further investigation as this can be another gap that needs attention from researchers in the field.

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Venter, Marie. "A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40451.

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The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I explored expected and unexpected benefits as well as challenges in relation to the implementation of asset-based teaching. My working assumptions were that both teachers and learners possess assets that may support teaching and learning and that the process of asset-based teaching can support teachers to attend to a variety of needs in one classroom. Nested within the wider positive psychology paradigm I relied on the asset-based approach as theoretical framework. I conducted qualitative research following an instrumental case study research design, applying participatory action research principles. Meta-theoretically I framed the study within Interpretivism in order to obtain an in-depth understanding of the phenomenon under investigation. One Grade 7 teacher was selected as participant through purposeful sampling. A government primary school in Pretoria was selected conveniently. I used semi-structured interviews, analysis of existing documents and artefacts, and observation to collect data, that were documented in the form of verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis three main themes emerged related to the process of asset-based teaching, positive changes of assetbased teaching, and challenges associated with asset-based teaching. In identifying assets within the classroom (Theme 1), the teacher in this study became aware of both the learners’ and her own assets that could be mobilised to support teaching and learning. Assets identified within the different systems of the bio-ecological model and own action plan were used to support the mobilisation of assets. Ownership and commitment formed an essential part of the phase of managing assets. Positive changes that were identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets, enablement in the classroom, recognising the value of reflection in teaching, focusing away from learners’ needs towards their assets and strengths, increased motivation and trust amongst learners, a decrease in behaviour difficulties, and learners working more independently. Challenges that were identified in implementing asset-based teaching (Theme 3) include an increased workload and responsibility in teaching, difficulty to focus away from needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited understanding of asset-based terminology, difficulty to integrate asset-based teaching into the curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges, the needs-based orientation of society, and limited support to learners from home. Based on the findings of the study I conclude that asset-based teaching can be viewed as a suitable alternative way of teaching, following the dynamic process of identifying, mobilising and managing assets. In this manner, the diverse needs of learners may be addressed in one classroom. In addition the study indicates that asset-based teaching may support adolescents in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
Unrestricted

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Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

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Bibliography: leaves 221-223.
This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.

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Soga, Mncedisi Help. "The introduction to integers in a grade 7 classroom through an intentional teaching strategy." University of the Western Cape, 2017. http://hdl.handle.net/11394/5691.

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Magister Educationis - MEd
This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners' engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners' completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.

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Long, Janet A. "Addressing Articulation and Common Language between 11th and 12th Grade 'English Language Arts and College-Level English in the California Community College." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/7.

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ABSTRACT For several years, college-level remediation in English and mathematics has been of great concern for California community colleges and four-year colleges and universities. The cost of remediation has skyrocketed into the billions of dollars for postsecondary institutions. Placement tests are required for most students before they are permitted to enroll in any college courses. These placement tests determine in what English and/or math class students will begin their college experience. At issue is that many students who successfully complete high English in the 11th & 12 grades (earn an A or B) are placing into a remedial English class. In 2012, the California Community College Chancellor's Office (CCCCO) reported that over 70 percent of new college students were required to take a remedial English and/or math class. The same is occurring in the California State University (CSU) system. In 2012, 18,690 (33%) CSU first-time freshmen system-wide needed remediation in English. Because of the high rate of remediation among California students in postsecondary institutions, questions have been raised concerning the disconnect between high school English and math and college-level English and math. A mixed-method study will address grades and other variables as predictors of English placement into a community college English course and common language between Common Core State Standards and college-level English course content.

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Lipka, Orly. "Reading comprehension skills of grade 7 students who are learning English as a second language." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23740.

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Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). Thus, it is important to investigate the cognitive and linguistic factors that have an influence on reading comprehension of English-as-a-Second-Language (ESL) speakers, especially during the higher grades, when there is a shift from “learning to read” to” reading to learn”. This study examined the cognitive aspects of reading comprehension among L1 and ESL speakers in the seventh grade. The performance of both groups was compared and the role of relevant processes, including, memory, phonological awareness, morphological and syntactic awareness, word reading and fluency was assessed. Three comprehension groups were examined: (1) children with poor comprehension in the absence of word reading difficulties, (2) children with poor word reading and poor comprehension, and (3) children with good word reading and comprehension abilities. ESL and the L1 students in grade 7 performed in a similar way on all the reading comprehension measures, word reading and underlying cognitive measures. Only on two language related measures, syntactic awareness and working memory for words, the L1 students performed better than the ESL. Similar prevalence of reading comprehension subgroups was found for ESL and L1 students, with under 2 percent of students classified as reading disabled. The profile of students with poor comprehension was presented as well as profile of students with poor reading skills. Implications for identification of reading comprehension subgroups and for reading comprehension programs were discussed. In addition, the role of the school psychologist in relation to reading comprehension skills was presented.

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Proctor, Elspeth. "Talking democracy in Grade 7 : a discourse analysis of SRC practice in a primary school." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7882.

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Bibliography: leaves 111-117.
My research set out to clarify to what extent democracy education is an identifiable and teachable concept in Curriculum 2005 and to find pedagogically useful ways of conceptualising and teaching active democratic participation. I chose a two-staged explorative qualitative research framework, informed by the New Literacy Studies and Critical Discourse Analysis, with Grade 7 learners in a primary school. I identified school Student Representative Councils (SRC's) as a potential site for 'democracy education-in-action'.

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Gudula, Zongezile. "The influence of language on the teaching and learning of Natural Sciences in Grade 7." University of the Western Cape, 2017. http://hdl.handle.net/11394/5962.

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Magister Educationis - MEd (Mathematics and Science Education)
It has been noticed in many schools that Grade 8 learners arrive in the secondary school with a big gap in their understanding of the meaning of science concepts. In science cluster meetings teachers identified science terminology of the Grade 8 learners as problematic because learners tend to ascribe different meanings to science concepts that were dealt with in previous grades. Research conducted at the Grade 7 level to investigate the use of science language and terminology seemed the best way to understand this predicament. This study was aimed at understanding the meaning, use and application of language dealing with concepts in the Natural Sciences classes at the end of primary school. This study was underpinned by the critical theories of critical pedagogy and critical literacy. The study took place in three schools in one of the townships in the Eastern Cape. The sample for this study was Grade 7 Natural Sciences class from selected primary schools. Natural Sciences lessons at three schools were observed, one class per school. The teachers from each of the observed classes were interviewed for their perception of issues around language and science in their classes. The study aimed at providing some insight into the use of language and terminology in Grade 7 Natural Sciences classes and add some answers to the concerns of secondary school teachers regarding Grade 8 learners' language and understanding of science concepts. The study found that educators would like to see Language Policies in the Education Department being changed to accommodate the African learners who are the majority in the country. As a result of LoLT being the second language, teaching and learning experiences a lot of misconceptions in Natural Sciences in Grade 7.

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Pulat, Selma. "Impact Of 5e Learning Cycle On Sixth Grade Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611235/index.pdf.

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The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students&rsquo
mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher five hours per week in a 15-week. The data were analyzed by using one-way repeated measures analysis of variance and a paired-samples t-test. According to the results of the study it was found that there was a statistically significant change in mathematics achievement of sixth grade students who participated in the instruction based on 5E learning cycle over three time periods (pre-intervention, post-intervention, and follow-up). There was only no statistically significant mean difference between post-intervention and follow-up mathematics achievement. Furthermore, there was a statistically significant decrease in mean scores of attitudes toward mathematics from prior intervention to after intervention.

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McComb, Bonnie Jean. "The effect of pictures in a visually structured lesson on the comprehension and recall of grade 5 and grade 7 social studies text." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26870.

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The effects of instruction integrating pictorial and textual components in a fifth and a seventh grade Social Studies lesson were investigated. Measures of recall were examined both immediately after the lesson and after a two week delay. Experimental instruction focusing on the integration of illustrations with the expository text was compared to the more conventional classroom procedure of focusing on the written text through guided silent reading. The fifth grade experimental group outperformed the conventional group on all measures of immediate and delayed recall. The seventh grade experimental group had higher scores than the conventional group on one delayed measure of recall, a short answer test. No particular reading ability level was benefited more than another by the experimental treatment in either grade. An examination of gender differences revealed that fifth grade females in the experimental group outscored males on one immediate measure of recall, a short answer test. Implications for instruction and further research are discussed.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Larsson, Simon. "Formativ bedömning i matematik : En kvalitativ intervjustudie om formativ bedömning med matematiklärare i årskurs 7-9." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36393.

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Syftet med denna uppsats är att undersöka vilka arbetssätt som verksamma matematiklärare använder för att arbeta med formativ bedömning. Syftet är även att undersöka vilka effekter på elevernas lärande de upplever att arbetssätten har samt vilka svårigheter de upplevt med att implementera formativ bedömning. I och med den nya läroplanen samt flera stora forskningsöversikter har begreppet formativ bedömning fått stor genomslagskraft inom den svenska skolan, trots detta upplevs ämnet matematik inte vara lika formativt som många andra ämnen. Den teoretiska utgångspunkten i denna studie bygger på Dylan Wiliams fem nyckelstrategier för formativ bedömning. För att uppnå studiens syfte har åtta stycken verksamma matematiklärare deltagit i en kvalitativ intervju. Deras svar har analyserats utifrån en meningstolkande analysmodell. Resultatet visar att samtliga lärare anser sig arbeta med formativt bedömning och att det främst görs genom ökad muntlighet i klassrummet, grupparbeten och problemlösningsfokus. Det framgår även att de två sista nyckelstrategierna, kamratbedömning och självvärdering, är de som lärarna arbetar minst med. Samtliga lärare upplever att tidsbristen är den största svårigheten och att den främsta effekten på elevernas lärande är att de blir mer medvetna om sin egen lärprocess.
The purpose of this essay is to give an insight into how people working as mathematics teachers works with formative assessment, which effects on the students learning they experience that the formative methods have and which difficulties they have experienced when implementing a formative assessment. Due to the new curriculum and many significant research surveys the term formative assessment have made a big impact on the Swedish school system, despite that the mathematics subject doesn't seem as formative as other subjects. The theoretical starting point for this study is found Dylan Wiliams five key strategies for formative assessment. Eight mathematics teachers have participated in a qualitative interview and their answers have then been analyzed on the basis of an analyzing model with the purpose to find an answer at our research questions. The result shows that all the teachers consider themselves to work with formative assessment and that it is mostly done through more oral components, group work and problem solving in the classrooms. It also shown that the last two of the key strategies, peer assessment and self-evaluation, are the two components that they work the least with. All teachers experience that the lack of time is the biggest problem in implementing a formative assessment and that the biggest effect on students learning is that the students become more aware of their own learning process.

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Khor, Su Yin. "A Corpus Based Study in Morpheme Acquisition Order of Young Learners of English : A comparison of Swedish students in grade 6 and grade 7." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195862.

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This study investigated the morpheme acquisition order of Swedish students in grades 6 and 7, utilizing corpus texts drawn from the Uppsala Learner English Corpus (ULEC). It is an extension of Khor (2012) that focused on students in grades 9 and 12. Previous studies on morpheme acquisition order suggested that there was a natural sequence in acquiring morphemes, regardless of first language (L1). First language influence was said to be minimal or non-existing. Recently, studies have found evidence that L1 transfer is greater than first thought. This study examined three morphemes; articles, the preposition in, and plural form. The results showed that the errors that both groups made were consistent with the errors that were found in Khor (2012). The errors were of the same nature in all age groups, mainly in differences in (1) generic and specific usage of articles in Swedish and English, (2) the generic sense of regular plural nouns, (3) plural form of irregular nouns and nouns of Latin or Greek origin, (4) plural forms of countable and misuse of uncountable nouns, and (5) the usage of prepositions in Swedish and English. Current studies have also generated these results, which points towards strong L1 influence. The different usage and the errors suggest that the first language influence is stronger than first described, and consequently, that it influences the acquisition of morphemes. Therefore, the L1 seems to shape the order in which grammatical morphemes are acquired. Learners in one language group seem to learn the morphemes in a specific order, rather than a fixed universal order.

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Percival, Irene. "Mathematics in history, integrating the mathematics of ancient civilizations with the Grade 7 social studies curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51447.pdf.

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Proudfoot, Candice. "The role of cooperative group work in reducing communication apprehension amongst grade 7 learners / Candice Livingston." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8984.

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The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

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Mayaba, Nokhanyo Nomakhwezi. "The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1012.

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In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.

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Rulashe, Brenda Lavisa. "An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/231.

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This study focuses on the effective implementation of C2005 by the Grade 7 teachers in the Motherwell area. For teachers to meet the demands of the new curriculum, in-service training is needed to develop them to be competent in all the aspects required for the use of the OBE approach. The main research question is: How have Grade 7 teachers in Motherwell implemented C2005 in their classrooms? Questionnaires and interviews were used as tools to collect the data. The data was collected from five selected primary schools in the Motherwell area. The teachers’ responses obtained from questionnaires and interviews were analyzed both statistically (using tables) and descriptively (telling teachers’ stories). Responses determined the competence of teachers in four areas, namely, teaching methods, content, classroom organization and assessment of learners. An account of inservice training courses attended by teachers is provided. These courses revealed the problems encountered by teachers during the implementation process and the subsequent assisstance they received. The data provided in this study is in line with the research done by the Review Committee (Chisholm, 2000) in the Eastern Cape. Recommendations of the Review Committee gave rise to the establishment of the Revised National Curriculum Statement (RNCS). The responses from this study confirmed the need for retraining of teachers to develop their competences. This study urges the Department of Education to focus on establishing methods of training that will develop teachers in their teaching experience. The SMTs should also be able to assist teachers with the problems they encounter in their schools. Teachers should be able to take responsibility for their learners’ competence and take ownership of changes in their schools. The financial assistance of the National Research Foundation towards this research is hereby acknowledged. Opinions expressed in this thesis and conclusions arrived at, are those of the author and not necessarily to be attributed to the National Research Foundation

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Korkmaz, Fettah. "Contribution Of Some Factors To Eighth Grade Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614953/index.pdf.

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CONTRIBUTION OF SOME FACTORS TO EIGHTH GRADE STUDENTS&rsquo
SCIENCE ACHIEVEMENT IN TURKEY: TIMSS 2007 KORKMAZ, Fettah M. S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer GEBAN September 2012, 120 pages The purpose of this study is to determine some of the factors that affect science achievement of eighth grade students in Turkey based on data results of Trends in International Science and Mathematics Study (TIMSS 2007). The present study investigated the relationship between the students&rsquo
achievement in science and certain factors such as student centered activities perceived by students, teacher centered activities perceived by students, students

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Frantz, Miles Eugene. "Enhancing CryptoGuard's Deployability for Continuous Software Security Scanning." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98521.

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The increasing development speed via Agile may introduce overlooked security steps in the process, with an example being the Iowa Caucus application. Verifying the protection of confidential information such as social security numbers requires security at all levels, providing protection through any connected applications. CryptoGuard is a static code analyzer for Java. This program verifies that developers do not leave vulnerabilities in their application. The program aids the developer by identifying cryptographic misuses such as hard-coded keys, weak program hashes, and using insecure protocols. In my Master thesis work, I made several important contributions to improving the deployability, accessibility, and usability of CryptoGuard. I extended CryptoGuard to scan source and compiled code, created live documentation, and supported a dual cloud and local tool-suite. I also created build tool plugins and a program aid for CryptoGuard. In addition, I also analyzed several Java-related surveys encompassing more than 50,000 developers and reported interesting current practices of real-world software developers.
Master of Science
Throughout the rise of software development, there has been an increase in development speed with developers embracing methodologies that use higher rates of changes, such as Agile. Since Agile naturally addresses "problems of rapid change", this also increases the likelihood of insecure and vulnerable coding practices. Though consumers depend on various public applications, there can still be failures throughout the development process in applications such as the Iowa caucus application. It was determined the Iowa cacus application development teams' repository credentials (API key) was left within the application itself. API keys provide the credential to be able to directly interact with server systems, and if left unguarded can be easily exploited. Since the Iowa cacus application was released publicly, malicious actors (other people looking to exploit the application) may have already discovered this credential. Within our team we have created CryptoGuard, a program to analyze applications to detect cryptographic issues such as an API key. Creating it with scalability in mind, it was created to be able to scan enterprise code at a reasonable speed. To ensure its use within companies, we have been working on extending and enhancing the work to the current needs of Java developers. Verifying the current Java landscape, we investigated three different companies and their developer ecosystem surveys that are publicly available. Amongst these companies are; JetBrains, known for their Integrated Development Environments (IDE, or application to help write applications) and their own programming language, Snyk, known for their public security platform and anti-virus capability, and Jakarta EE, which is the new platform for the enterprise version of Java. Throughout these surveys, we accumulate more than 50,000 developers' responses, spanning various countries, company experience, and ages. With their responses amalgamated, we enhance CryptoGuard to be available to as many developers and their requests as possible.First, CryptoGuard is enhanced to scan a projects source code. After that, ensuring our project is hosted by a cloud service, we actively are extending our project to the Security Assurance Marketplace (SWAMP). Funded by the DHS, SWAMP not only supplies a public cloud for developers to use, but a local download option to scan a program within the user's own computer. Next, we create a plugin for two most used build tools, Gradle and Maven. Then to ensure CryptoGuard can be have reactive aide, CryptoSoule is created to aide minimal interface aide. Finally utilizing a live documentation service, an open source documentation website was created to provide working examples to the community.

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Lazarou, Veniece Elaine. "A Gestalt approach to understand the meaning of trauma as perceived by grade 7 adolescents / Lazarou V.E." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8084.

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The aim of this study was to explore and describe the Grade 7 adolescents’ meaning of the phenomenon of trauma to gain a more comprehensive understanding of their perceptions in order to contribute to dialogue and discourse. Current literature was used to provide an overview of the theoretical underpinnings of this study which included a summary of the key tenets as well as an overview of the relevant core theoretical assumptions of Gestalt Therapy theory, early adolescence as a developmental stage, and the concept of trauma. A qualitative instrumental case study was used to provide a comprehensive description of the subjective perceptions of the participants, using phenomenological one–on–one semi–structured interviews and documents in the form of drawings. The sample consisted of a selected group of nine early adolescents from one Northern suburb school. The common thread that ran throughout this study was that trauma is perceived as a negative experience that is unique for each individual. The findings indicated that individuals who have been exposed to a trauma are affected on levels of contact and awareness. Lack of support was found to lead to the use of inappropriate contact styles which led to incomplete Gestalts, resulting in unresolved traumatic responses, which affected their social skills and academic development.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

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Kohler, Valerie. "An investigation into the perceptions of Grade 7 learners of the effectiveness of a guided reading programme." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1936.

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A minor dissertation submitted in partial fulfillment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences, CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2008
Reading is a critical tool for the mastery of all learning areas and is one of the best predictors of long term learning achievement. Reading must be considered a priority area in efforts to improve the quality of basic education, particularly for learners from disadvantaged backgrounds. Many learners in South Africa come from a largely oral culture in which reading of books is not common and many come from disadvantaged communities that cannot afford to buy books. The provincial and national systemic evaluation results (2003, 2005) for reading showed that at least 40% of Grade 3 and 6 learners were reading below grade level. In January 2005, in the present study, 50 % of the Grade 7 learners were reading below Grade 7 level. Many learners were discouraged because they could not master the reading tasks set to them. Others responded to the task with boredom and disdain. The learners who could read seem to be the only ones who were enthusiastic about starting and completing the reading tasks. By the end of the year, after using a guided reading programme, all students had developed a love for reading and many were reading on Grade 7 level. The present empirical study is grounded in the social constructivist framework, originating from the works of Piaget (1978), Vygostky (1929) and Cambourne (2004). Their foundational principals together with the learning outcomes specified in the Revised National Curriculum Statement (2002) formed the basis of this literacy study. A questionnaire was administered to forty-four learners at the end of a complete year where I had used the guided reading programme. The questionnaire consisted of ten closed questions and six open-ended questions. The results were analysed both quantitatively and qualitatively. The results of this study showed that the learners responded positively to reading in groups, that learners developed an interest in reading, that they acquired reading skills that they needed to become independent readers, all of which ultimately improved their self esteem and self confidence.

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Matheus, Hilya. "Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003475.

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Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.

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Faizi, Ahmadwali. "Students learning achievements in biology. The case of Learning achievements among boys and girls in grade 7 in Urozgan province of Afghanistan : The case of Learning achievements among boys and girls in grade 7 in Urozgan province of Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31334.

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The main goal with studies of learning achievements is to obtain research based knowledge about the issue and to make appropriate actions. The aim of this study is to explore some factors which may influence grade 7 students’ learning achievements in science and to compare boys and girls learning achievements in relation to different variables in Urozgan province of Afghanistan. Learning achievements in science and especially in biology is an over studied issue in worldwide research but in the Afghan context much more research is needed to find out what are the factor which may help and promote students learning achievement. This study is carryout in the southern province of Urozgan and the data is collected from schools administration (students final exam scores of 788 students) and student’s views about biology through a questionnaire (84 students field questionnaire). The main finding of this study was that girls have higher average scores compared to boys in biology subject in this sample. Moreover it was found that girls received less support at home than boys enjoyed. This fining also confirms similar studies in the country as well as in the region. In this study some factors which may influence their achievement were looked up on. Those students who enjoy the subject of biology have higher scores than students who don’t find it an enjoyable topic. That those girls who see biology as a "difficult" subject scored higher indicate that they have low self-confidence. Those students whose mothers were educated had higher scores than students with not educated mother. Moreover it was observed that children of educated mothers scored higher than children of educated fathers. This finding, although, self-evidence but still indicate the high value of girls education, especially in educationally poorer rural areas such as Urozgan. This study also confirms that the more experience the teachers have the higher the scores of their students. Another worth mentioning point in this study is that teachers view both boys and girls as equally talented in biology.

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Onur, Yurdagul. "Effects Of Graphing Calculators On Eighth Grade Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609488/index.pdf.

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ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&
#8217
ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE Ö
nü
r, Yurdagü
l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan Kü
rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&
#8217
achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 students (13 girls and 14 boys) in each group. Students in both EG and CG was administered an achievement test (i.e., MAT) consisting of questions related to graphing linear equations and slope concept before and after the instruction. Additionally, the teacher and six students from the EG were interviewed. The data obtained from students&
#8217
post test scores of MAT were analyzed by Analysis of Variance (ANOVA). A statistically significant difference was found between the achievements of students in experimental and control groups. However, gender had no statistically significant effect on students&
#8217
post test scores of MAT. Additionally, students&
#8217
pre-test scores of MAT and their mathematics grades of the second semester of the seventh grade (MGS) were analysed by independent samples t-test. The results showed no statistically significant difference. On the other hand, the analysis of interview data revealed that graphing calculators affected students&
#8217
attitudes towards mathematics in a positive way. Students had no considerable difficulty while using graphing calculators and they found studying with graphing calculators enjoyable. In summary, the results of the study showed that when graphing calculators used at elementary school level, they had positive effects on students&
#8217
achievement and in some respects to their attitude. Consequently, integration of graphing calculators to elementary mathematics curriculum may be beneficial for students and teachers.

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Bayram, Sibel. "The Effect Of Instruction With Concrete Models On Eighth Grade Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605556/index.pdf.

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The purpose of the study was to investigate the effects of concrete models on eighth grade students&rsquo
geometry achievement and attitudes toward geometry. The study was conducted on 106 eighth grade students in one of the private school in Ankara. The subjects of the study received instruction with concrete models, and by the traditional method. Cooperative learning method and discovery learning method were also used to provide better classroom environment and to create exciting classroom atmosphere for the use of concrete models. The following measuring instruments were used to collect data: The Geometry Attitude Scale (GAS), Geometry Achievement Test (GAT) and open ended questions. The present study was a matching-only pre-test- post-test control group design. The data of the present study were analyzed by Analysis of Co-Variance and by two-way Analysis of Variance. The results of the study indicated that: (1) There was a statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of the GAch
(2) there was no statistically significant mean difference between girls and boys in terms of GAch
(3) there was no statistically significant interaction between treatment and gender on GAch
(4) there was no statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of ATG
(5) there was no statistically significant mean difference between girls and boys in terms of ATG
and (6) there was no statistically significant interaction between treatment and gender on ATG.

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Verwoord, Roselynn Eileen Marie. ""Building Peace" through quiltmaking : the role of participatory artistic quiltmaking in supporting peacebuilding among grade 4-7 youth." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33979.

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This thesis explored how participatory artistic quiltmaking contributed to peacebuilding as defined by Bickmore (2004) among grade 4, 5, 6, and 7 students in one classroom at an inner-city elementary school in Vancouver, BC. Using Bickmore’s (2004) frame, the following questions were explored: 1. What makes participatory artistic quiltmaking an effective vehicle for grade 4, 5, 6, and 7 students to engage in peacebuilding? 2. How are peacekeeping, peacemaking, and peacebuilding evident in the experiences, processes, and interactions among the participants involved in the project? 3. How does Bickmore’s frame provide an adequate theorization for understanding the experiences and processes among the participants involved in the project? 4. How does the data gathered in this project challenge and extend Bickmore’s frame? This study was composed of three parts: (1) ethnographic observations to understand issues in the school from a social justice perspective; (2) participatory artistic quiltmaking on the theme of inclusion and exclusion with one class of participants including students, the classroom teacher, educational assistant, volunteer quiltmaker, and me; (3) interviews with participants and parents. Analysis of the data revealed several themes. The artistic component of the quiltmaking process contributed to three outcomes: (1) the fostering of individuality and collectivity among participants; (2) the fostering of self expression; and (3) the fostering of creativity. The participatory component contributed to three outcomes: (1) the fostering of group development; (2) the fostering of a sense of inclusion; and (3) the connecting of personal experiences and stories to the theme of inclusion and exclusion. The quiltmaking process contributed to three outcomes: (1) it promoted a shift in perspective about others, which fostered new and deeper relationships; (2) it fostered confidence and pride; and (3) it fostered a sense of hope and hope for peace while sending a larger message or statement. These outcomes demonstrate peacemaking and peacebuilding, as defined by Bickmore. The findings from this study have implications for administrators involved in curriculum development, particularly in peace education; teachers involved in supporting social justice; policy makers involved in developing school policies; and individuals who conduct community-based participatory research in school-based settings with youth.

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Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.

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The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects.
Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.

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DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.

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Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing Attitude Survey (WAS) to 70 gifted Grade 7 students. Two classes formed the experimental group, and 2 classes formed the control group. Students in the first group participated in focused self-evaluation instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment was assessed with a standardized writing rubric, and the WAS provided the quantitative data. ANCOVA and an independent sample t test compared the average change from pretest score to posttest score between the groups in overall writing score, ideas, style, organization, and conventions. They showed a level of significance. A Cramer's V compared the average change from pretest survey score to posttest survey score between the groups in the areas of gender, ethnicity, and group. It showed a statistically significant difference. Findings from this study may directly influence the increased use of self-evaluation across language arts, as well as other content area subjects.

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Job, Mikhaila. "The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/23073.

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This dissertation considers how historical knowledge is specialised in one chapter in four Grade 7 Social Science textbooks produced under the CAPS curriculum. The four textbooks selected are from two publishers, and the interest was in similarities and differences within and between publishers. Two central categories of analysis were used: the General Structure of the Text, and the Structure of Historical Knowledge. The General Structure of the Text considered the overall organisational differences and similarities between the textbooks in terms ofBemstein's (1977/2000) concepts of classification, selection and sequencing. All four textbooks were found to be highly similar, suggesting strong external framing (Fᵄ⁺)of the textbooks by the curriculum. I examined the weighting of the sections and sub-sections of the textbooks, and found similarity across all four textbooks for the sections but variation for the sub-sections. The Structure of Historical Knowledge considered the specialisation of historical knowledge. I separated the text from the textbooks into Narratives and Activities. Narratives were comprised of Narrative Text and Glossaries, while Activities were composed of Sources and Questions. The analysis of Structure of Historical Knowledge was informed primarily by Seixas' (2006) benchmarks of historical thinking. I found differences related to historical specialisation, specifically with regards to the historical concepts that students are exposed to in the Narrative Text and Activities, and the Conceptual Level which underpins the Activities. The study found that students are exposed to a limited range of historical concepts, especially in certain of the textbooks in the Narrative Text; and students are required to engage with Questions in a way which focuses on comprehension and little inference in the Conceptual Level. There was, however, some variation across textbooks and this is drawn out in the analysis.

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McConnachie, Cameron. "The loci of learning in focus : a qualitative study of grade 7 students' conceptions of 'school' and 'learning'." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10893.

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Bibliography: p. 124-127.
This study investigates the conceptions of 'school' and 'learning' held by twenty grade 7 students between the ages of 12 and 15. While the subjects' participating in the research were selected from two Cape Town metropolitan schools in close proximity, the schools were situated within vastly different socio-economic and cultural environments. The study aimed to explore what factors impact on the development of students' conceptions. The conceptions were analysed against an international body of literature in an attempt to discern whether a particularly South African notion of the phenomenon existed.

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Dissertations / Theses on the topic 'Grade 7'

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