Dissertations / Theses on the topic 'Low achievers'
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Whiteley, A. M. "The low achievers in YTS." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378865.
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Crow, Judy C. (Judy Carolyn). "Play Therapy with Low Achievers in Reading." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332263/.
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Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire.
Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control.
Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.
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Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.
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The aim of this study was to find out what attitudes students of English at Upper Secondary School have to the classroom teaching, in relation to the grade they are expecting in the current course. Furthermore, the question was whether the high achievers, also referred to as “top grade” students, felt more motivated than the low achievers, also referred to as “lower grade” students. In order to answer the research questions, the phenomenon motivation first had to be examined by studying findings by different scholars. The study was carried out with a questionnaire as the instrument. It was filled in by 86 students at a freeform Upper Secondary school in the middle of Sweden. The questionnaire asked questions about the difficulty of the course, the students’ motivation for the tasks given and also what impact the teacher had on the students’ progress. 19 high achievers were identified in the study, and 8 low achievers. The results showed that the high achievers show more positive results on attitudes and motivation in all areas. They expect higher grades and they express an interest in more areas than the low achievers do. On the other hand, no difference was found between the groups when it comes to the way they rate their interest in learning English. Similarly, students in both groups understand the need for English in their future life and careers. The results suggest that both groups are driven by instrumental motivation. The results of the present study correspond to those found in earlier studies by different scholars.
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Sung, Mei-kwan, and 宋美筠. "Ecology of student learning: case study of "low achievers"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575771.
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Sung, Mei-kwan. "Ecology of student learning case study of "low achievers" /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575771.
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Greenberg, Arthur Richard. "College study in high school for low and moderate achievers /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.
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Cheung, Chok-yee, and 張作儀. "The effectiveness of vocabulary learning strategies of Chinese low achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649742.
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McDonough, Andrea M., and res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.
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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.
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阮兆漢 and Siu-hon Billy Yuen. "Attitudes of low achievers towards learning English with information and communication technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30427241.
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Leung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.
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Sin, Kuen-fung. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627097.
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Leung, Wai-ping, and 梁慧萍. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3567197X.
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Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
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Lee, Bing-fai, and 李炳輝. "Design education in the digital era: how academic low achievers respond to digital imagery." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30426807.
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Davies, Simeon. "Lifestyle orientation of high versus low achievers in traditional school sports: an holistic analysis." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1009501.
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One hundred and four subjects aged 16-18 years volunteered to participate in this study which sought to identify via an holistic model those factors that characterise the lifestyle orientations of high and low achievers (male and female) in traditional school sport. Subjects were evaluated with respect to their anthropometric, physiological, psychological and perceptual responses. The data were statistically analyzed by one way ANOVAS for significant differences in the following pairs; males and females, high and low achievers, Mhi (male high achievers) and Mlo (male low achievers), and Fhi (female high achievers) and Flo (female low achievers). Anthropometric results indicate that Fhi and Flo were significantly different in their stature, mass and body fat, while Mhi and Mlo show no significant differences. A greater disparity existed between VO, max of Fhi and Flo compared with Mhi and Mlo, along with trends in heart rate and RPE responses that were also more divergent. Psychological responses indicate that Fhi and Flo were significantly different in five of the seven sub-domains of CATPA, while Mhi and Mlo were only identifiable in one. In the PSPP Fhi and Flo were significantly different in all five subscales, while Mhi and Mlo in only two. This contrast in variability between the paired group analysis of Fhi and Flo as compared to Mhi and Mlo appears throughout the data.
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Shapiro, Bradley Thomas. "Ability Tracking and Class Mobility in High School Mathematics: The Case of Low Achievers." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32393.
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The goal of this paper is to evaluate commonly held criticisms of the practice of ability tracking in high school mathematics. To do so, I employ data from the National Education Longitudinal Study of 1988 and follow-ups to model classroom selection and education production. This paper will focus only on the causes and effects of tracking on students who were tracked as low-ability in eighth grade. From this, we can see how many students, if any, switched out of the low-ability track by tenth grade and how various switches have affected their test scores in mathematics. I find that students exercise mobility between ability-tracks as late as tenth grade and that ability-track placement is largely determined by test scores. In addition, I find evidence that there would be minimal, if any, test score improvement among low-ability students if they were all moved to a class of heterogeneous ability.Master of Science
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譚佩珊 and Pui-shan Tam. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249553.
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Tam, Pui-shan. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744495.
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Lindström, Miriam. "Datorstöd i matematikundervisningen : En forskningsöversikt av hur datorstöd i undervisningen påverkar elever i matematiksvårigheter." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45770.
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Denna litteraturstudie undersöker hur datorbaserad inlärning påverkar lågpresterande elever i matematik. Syftet med denna studie är att göra en sammanställning av befintlig forskning, för att bidra med kunskap om hur datorbaserad inlärning kan förbättra förståelsen av matematik för elever med matematiska inlärningssvårigheter. Vidare jämförde och undersöktes effekterna datorbaserad inlärning beroende på om det används i form av spel eller instruerande undervisning. Resultaten visar att elever som använder datorer i undervisningen visade signifikant bättre resultat på eftertesten som gjordes i studierna. Den generella slutsatsen från denna studie är att det behövs mer forskning på området. Konsekvenser för framtida matematiska studier diskuteras.This literature review has an interest to investigate how computer based learning affects low-performing students in mathematics. The purpose of this study is to make a compilation of existing research to contribute knowledge on how computer based learning can improve understanding of mathematics for students with mathematic difficulties. This also leads to an interest of comparing and investigate the effects of computer based learning depending on whether it is games or instructional teaching. Results show that students who use computers in their learning showed significantly better results on the posttests. Conclusions made in this study are that more research is needed. Implications for future mathematic studies were discussed.
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VanAuker-Ergle, Kelly Anne. "Barriers to low achievers' success in the elementary classroom as perceived by teachers a qualitative study /." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0002340.
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黃仲夫 and Chung-fu Roger Wong. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196199X.
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Au, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.
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Wong, Chung-fu Roger. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22400965.
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Mori, Sachiho. "Task-related Japanese language learning strategies used by high and low achievers at an American university." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319832.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2008.Title from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2998. Adviser: Martha Nyikos.
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Ashman-East, Shalette. "The Effect of Computerized Cognitive Training on the Working Memory and Mathematics Achievement of Low Achievers." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/25.
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Computerized cognitive training is recognized as an appropriate tool in enhancing working memory in individuals with and without physical limitations. Previous researchers have examined the application of computerized cognitive training in stroke patients, children suffering from ADHD, and older adults. Presently, there is a lack of controlled studies regarding computerized cognitive training in low-achieving primary school students. The goal of this study was to examine the interactions among working memory, computerized cognitive training and academic achievement. Specifically, the study sought to determine whether low-achieving primary school students would significantly improve their mathematics achievement (as measured by the Grade Four Literacy Test) and working memory capacity (as measured by the Automated Working Memory Assessment) through computerized cognitive training on working memory. A random pre-test post-test control-group experimental study was conducted to test the research hypotheses. The experimental group received progressive computerized working memory training. The control group received basic computerized working memory training. Training for both groups of student was conducted the same time each day by the class teacher at the participants' school. The duration for practice was one hour per day, five days per week for five weeks.
The working memory capacity of the experimental group was compared to the control group. Both experimental and control groups subjects showed improvements in working memory scores from the baseline pre-test to the post-test. Analysis of the multivariate tests suggests that there was significant difference (Wilks Lambda F = 2.880, p = .045) between the group receiving progressive computerized working memory training compared to the group receiving basic computerized working memory training. The mathematics achievement of the experimental group was compared to the control group immediately after completing training. Both the experimental and control group students showed improvement in post training mathematics scores. However, the difference between control and experimental group improvement was not significant (F = 2.719, p = .085). The end-of-term mathematics (six weeks after completing training) scores of the experimental group was compared to the control group. Both the experimental and control group students showed improvement in their end-of-term mathematics scores. However, the difference between control and experimental group improvement was not significant (F = 2.719, p = .085).
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Yu, Ku Siu-yin Helen. "A comparison of the learning approaches of the intellectually - giftedhigh & low academic achievers Anglo-Chinese schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B29784189.
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Lau, Yiu-tsang, and 劉耀增. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school: implications for curriculumreform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956129.
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Lau, Yiu-tsang. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school : implications for curriculum reform /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890724.
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Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.
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Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.
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Lam, Ho-chuen Edwin, and 林浩川. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge: with specialreference to the low-achievers (Band 5) and high-achiever (Band 1)pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959489.
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Lam, Ho-chuen Edwin. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge : with special reference to the low-achievers (Band 5) and high-achiever (Band 1) pupils /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876407.
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Pendlington, Sandra. "Teaching mathmatics to low achievers in the primary school : strategies and visualisations to raise self-esteem and improve mathematical competence." Thesis, University of Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404150.
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Tauer, John M. "Why low achievers dislike competition a mediational analysis /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/37393362.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1996.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 52-55).
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Lu, Chin-Feng, and 呂金峰. "An Experience of Teaching Low Achievers in Mathematics." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/16250088407244294178.
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碩士銘傳大學
教育研究所碩士在職專班
103
In previous 20 more years of researcher teaching junior high mathematics, though the education reform and diversity teaching method promotion, the low achievers in mathematics are exist all along. It showed that no one best teaching method of mathematics will work the same effect on every student. In a normal distribution class, students perform the learning ability separately in a degree. The contexts, however, are needed to be equality. One gifted in math demonstrates outstanding aptitude; ordinary may keep up with effort; the underperforming students are either struggling to proceed in vain or give up already because of repeated frustrations. For the difficulty of supporting the low achievers in mathematics in class directly, teachers have to provide them remedial instruction after it to shorten the gap between their performances and pace of a class. It is obvious that different basic abilities and cognitive process of students will result different outcome. This article aimed to have a further look at learning efficiency remedial instruction provides to students and discuss the meanings, approaches, situation, advantages and difficulties existing in it respectively, as well as contrast and reflect on positions students facing in remedial instruction. The article concluded in providing officers, teachers and parents a comprehensive suggestion to look forward to improve the efficiency of remedial instruction practices.
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Tseng, Wan-Ting, and 曾婉婷. "A Reading Miscue Analysis of High English Achievers and Low English Achievers in Junior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/75167419816152533115.
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碩士國立高雄師範大學
英語學系
96
ABSTRACT The purpose of the present study is to investigate the difference of the reading processes of the high English achievers (HEA) and the low English achievers (LEA) by means of reading miscue analysis. The HEA’s and the LEA’s reading interests and reading strategies were compared after individual interview. Their oral reading miscues were analyzed in terms of miscues of meaning construction, grammatical relations, and graphic/sound similarity. Finally, the HEA’s and the LEA’s reading comprehension were verified. The participants were ten HEA and ten LEA in the eighth grade. After the reading interview, all the subjects read two English reading selections individually, and then retold the story. The interviews and oral readings were recorded. The subjects’ reading miscues were analyzed via reading miscue inventory (Goodman, Watson & Burke, 1987). The findings are summarized as follows: 1. From the reading interview responses, the HEA showed greater interests and better self-evaluation in English reading than the LEA. 2. Both the HEA’s and the LEA’s reading difficulty is decoding unfamiliar words or phrases. The strategies both groups used to overcome reading difficulty are consulting teachers/others, and consulting a dictionary. 3. From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA. However, there is a significant difference in reading miscues per hundred words (MPHW). It indicats that the HEA showed better reading fluency than the LEA. 4. From the statistical analysis of retelling scores, a significant difference is found in reading comprehension of the two English reading selections between the HEA and the LEA. It indicats that the HEA comprehended the theme and the detailed information of the reading selections better than the LEA. Finally, the researcher made suggestions for English teachers to investigate students’ strengths and weaknesses in reading, and then to design appropriate reading strategies for students in need. Hopefully, the instruction of reading strategies will help students promote reading abilities efficiently.
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Wu, Chih-yao, and 巫智堯. "Reciprocal Teaching for Low Achievers in an EFL Context." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/99392664108947177244.
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碩士國立臺灣師範大學
英語學系
100
In Taiwan, bimodal distribution has been a prevalent phenomenon in English education for many years. The need of the low achievers, therefore, deserves much attention. However, school teachers usually express the difficulty in offering useful instructional help, namely remedial courses. Literature shows that reciprocal teaching can be applied to students with different learning problems. Its positive effect has been widely examined in English-speaking and ESL contexts. But in Taiwan, an EFL context, most relevant studies center on the average students. The study therefore aims to explore how reciprocal teaching may influence low achievers’ learning in an EFL context. The study was carried out in Taipei City with a case-study approach. Four seventh graders participated in the remedial course offered by the researcher. The implementation lasted for seven weeks, and the teaching materials were picture books. Students’ in-class performance was observed and documented in a teaching journal and in the weekly worksheet. The documentation recorded students’ potential changes and progress during the intervention. Besides, to further understand students’ perception of reciprocal teaching, a questionnaire was distributed and collected after the intervention. The result showed that reciprocal teaching could benefit students’ learning, and students’ progress was best witnessed in their classroom engagement, building scaffolding for others, mutual interaction, learning autonomy, competence in strategy use, improved English ability, and behavioral changes. However, some unexpected difficulties arouse during the implementation, including students’ off-task conversation and less engagement found in the boys. Besides, most students reported their positive attitude toward reciprocal teaching and would like to continue using the approach.
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Kuo, Feng-ju, and 郭鳳茹. "The Relationship between Stress Teaching and High or Low Achievers." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16127487202474792907.
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碩士國立高雄師範大學
英語學系
92
The purpose of this present study is to investigate the relationship between stress learning and high or low achievers. Besides their English pronunciation learning background, the attitudes of high or low achievers toward English stress learning were examined. Moreover, the present English stress teaching, students’ errors of English stress, or their problems in learning English stress were also observed. In this study, 93 students in the third grade were chosen as subjects from Cheiting Junior High School. The 93 subjects were divided into two classes. 47 students in the best Class A, are referred to the high achievers and 46 students in the middle Class B, are referred to the low achievers. First, all the students needed to answer the students’ questionnaires. Then, they marked the stress, read the oral reading text and were recorded. At the same time, the English teachers in Cheiting Junior High School had to answer the teachers’ questionnaire. The results of the two questionnaires were displayed in frequency and percentage to show the teachers’ and the subjects’ attitudes in teaching and learning English stress. The subjects’ perception and production of the word list were scored and collected. Then, the data were computed in statistical programs to investigate the relationship between the subjects’ English achievement and English stress perception and production. At last, the subjects’ misplacements of stress were classified. Based on the results of the data analysis, the findings of the present study are summarized as follows: 1. There was no obvious difference between high and low achievers’ learning attitude toward English stress. Most of them didn’t think it important and had little interest in learning it. Owing to this kind of attitude, students more or less considered English stress difficult to learn. 2. Most of the teachers paid little attention on English stress teaching. And the textbooks in junior high school now neither referred to anything about English stress nor provided any practice about it 3. Concerning the difficulties to teach or to learn English stress, the teachers admit that the patterns of English stress are too variable to present to students. Students think they can’t find good models to imitate and don’t work hard enough. 4. The statistical results reveal that the stress perception of the students in Class A and Class B is no prominent difference, and the stress production of the students in Class A is proved to be better than the students in Class B. 5. As for the statistical results on the relationship among the semester average grade, stress perception grade, and the stress production grade in Class A and Class B, the average grade and the perception grade, and the perception grade and the production grade are highly related in Class A, but there is no significant correlation in Class B. 6. The performance of stress production of either high or low achievers is much better than their stress perception. There is no significant discrimination of the stress perception between high and low achievers. In the production of English stress, all the students are easier to stress on the wrong syllable when they encounter new words and when the syllables of the words increase. Interfered by Mandarin, students stressed every word in sentences. Based on the study findings, it is suggested that students should take more active attitudes toward English stress learning. In addition, English teachers can focus on the errors of students at different levels, and promote their stress teaching more successfully and easily. Though there is still some room for improvement in this study, the results of this study provide English teachers with evidence that it is urgent and necessary to teach English stress in junior high school in Taiwan.
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Ching, Meng-Te, and 邱孟德. "Applying PBL to Low Mathematical Achievers’ Remedial Instruction: Action Research." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/s3yf7u.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
98
This action research aims to investigate the application of problem-based learning to low mathematical achievers’ remedial instruction and its influence on those low achievers’ learning. The study was conducted by giving the sixth graders five-month mathematics remedial instruction, including six different units. Data was collected through classroom observations, video taping, formal and informal interviews, the participants’ feedback, discussions and questionnaires. There are six results of this research. First, the teacher’s understanding of the students’ learning problems effectively helps in implementing the instruction. Second, the participants’ anxiety is reduced through peer cooperation. Third, gradually integrating the ill-structured questions to the instruction motivates the participants’ interest in learning mathematics and improves their abilities to express how they solve problems. Fourth, the use of the structure table helps with the participants’ concentration on problems, strengthens their learning responsibility, and establishes a systematic problem solving process. Fifth, after accepting the instruction, the participants had changes in their learning attitude and problem solving abilities. They are more active in problem solving and thinking instead of being passive. In addition, they gain more problem solving abilities. Finally, through problem-based learning, the students not only improve their methods of solving problems, but also the way of learning. The instructional implications suggested by this study are as follows. First, it is necessary for the teachers to know what problem-based learning is. Next, the teachers should think carefully about their motivation before applying problem-based learning to the instruction. Then, the teachers can possibly play multiple roles such as a floating facilitator, while problem-based learning is applied in the instruction. Finally, since it should be possible that the students will come up with various ways of solving problems, the teachers should allow the students more flexibility.
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Lin, Yue-shiou, and 林玥秀. "Integrating Interactive Whiteboard into Elementary English Remedial Instruction for Low Achievers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/83855807399113894856.
Full textAbstract:
碩士雲林科技大學
應用外語系碩士班
98
The purpose of this research is to examine the effect of interactive whiteboard (IWB) integrated into fourth graders’ remedial instruction. This study investigated if IWB integrated into English remedial instruction improved students’ English performances and learning motivations. A quasi-experimental method was employed in the current study. Participants were twenty low achievers in English learning of fourth grade in Chiayi County. The instruction was implemented four times a week for eight weeks. The experimental instruments included two English performance tests, pre- and post- English learning motivation questionnaires (ELMQ), and interviews. The finding revealed that: (1) After receiving the remedial instruction with IWB, students in the experimental group made significant improvement in English reading performance in the posttest than the control group. (2) After receiving the remedial instruction with IWB, students in the experimental group made significant improvement in ELMQ posttest in the aspect of attitude than the control group. The result of this study indicated that IWB integrated into remedial instruction had positive effect on low achievers’ English reading performances and attitudes toward English learning.
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Chu, Chiou-yi, and 朱秋怡. "A Study on Motivating JHS English Low Achievers through Cultural Learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14763171951608899499.
Full textAbstract:
碩士國立政治大學
英語教學碩士在職專班
94
The study was to investigate whether culture learning can efficiently and effectively improve low-achievers’ English learning attitude and to perceive the characteristics of English low achievers’ culture learning. A total of 30 JHS English low achievers, matched into two groups—the experimental group and the control group participated in the study. SELAM Questionnaire was distributed to each subject before and after the treatment, the culture learning project, to perceive the change of their English learning attitude. The pretest and posttest scores of SELAM Questionnaire were examined by the software SAS (Statistic Analysis System) Version 9.1, including t-test and paired t-test. Besides, the interval CLF Questionnaires and the follow-up interview were analyzed to provide the answer to the qualitative study on English low achievers’ optimal culture learning mode. The results of the study were summarized as follows. (1) The subjects’ overall learning attitudes toward English were significantly and positively affected by the cultural learning project especially their general attitude and social cultural attitudes toward English learning but the culture learning project exerted no evident effect on their desire and motive to learn. (2) In terms of culture learning content, the subjects’ interest in the culture project was highly related to the content of the culture study unit—cultural materials relevant to their background knowledge and catering to their preferences could lead to their more active learning involvement. (3) As to the culture learning process, English low achievers’ culture learning requires a lower pace of culture instruction, more instructional repetition, a variety of cultural learning activities and cultural instructors’ attention to their ongoing learning feedbacks is in need in English low achievers’ culture learning process. The major findings of this study suggested that a culture learning project experience helped significantly to enhance English low-achievers’ English learning attitude but other measures should be adopted to sustain their motivation to learn and affirmative attitude toward English learning.
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Su, Tsung-Wen, and 蘇宗文. "Phonological Awareness and Word Reading of low English achievers in Secondary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/92431713066670248876.
Full textAbstract:
碩士國立中正大學
心理學研究所
91
Phonological awareness is considered the critical factor of English learning. This research aims to investigate whether the relationship between the phonological awareness and the word reading of English as foreign language is similar to that of English as first language. In Experiment 1, forty students selected from a junior high school were divided into high and low achievement groups, according to their English proficiency. Each group, containing 20 students, accepted phonological awareness tests. The high achievers were superior to the low ones in all the phonological tasks. However, the phonological tasks effectively predicted the lower achievers’ spelling , especially the pseudo words. In Experiment 2, twelve low achievers were participated in a 4-week phonic training course. The result revealed that training effectively promoted the low achievers’ phonological awareness. Again, pseudo word reading effectively predicted the subjects’ performance in novel word reading. However, the subjects’ novel word reading performance did not show predicted progress. These results might indicate that word reading relies on the ability of phoneme integration, instead of phoneme analysis for English as foreign language learners. The thesis thus suggests that English teachers should focus on both the grapheme-phoneme correspondence rules and the phoneme-synthesis rules while teach word reading.
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Lee, Jian-Bang, and 李建邦. "A Study on Low Achievers’ Learning Difficulties by using Self-Regulated Learning Theory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/12776807376398684546.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
100
The purpose of the study is to discuss the low achievers’learning diffculties and learning strategies by using the self-regulated learning theory and to analyze the key factors that cause low achievers fail to self regulated their learning. In this study, through semi-constructed interview, the learning diffculties and learning strategies of 30 low-achievers in science class of junior-high school was investigated. That study was focus on three scicence topics： light, heat and chemical reaction. Findings indicated that three major learning diffculties of low achiever was found. First, the teaching is too diffcult, too fast and too hard that students cannot understand. Second, students fail to memorize what they learned and easily confused and forgotten. Third, students were easily distracted in class for they were not interested, felt bored and didn’t understand. For the self-regulated strategies, there are four findings： First, students use more cognition and action-control strategies. Second, students use less motivation and meta-cognition strategies. Third, students use various strateies, but single student focus on specific strategy. Fourth, student didn’t have enough strategies to solve the problem compltely. The resons that low achievers can’t slove the learning diffculties include low motivation, lack of meta-cogniton abilities, without proper strategies and over depend on seeking-help and study hard strategies. The study also suggests that the teacher and parents can help students to have better self-regulation on setting challenge and reachable goal, learning to plan, prompting meta-cognition ability, learning different learning strategies, learning action-control strategies to prevent distraction and and helping them to maintain the high motivation.
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Tseng, Feng-jen, and 曾豐仁. "The Effect of Phonics Remedial Instruction through a Multisensory Approach on Low Achievers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/66374745910517123323.
Full textAbstract:
碩士國立雲林科技大學
應用外語系碩士班
100
Abstract The purpose of the study was to examine the effect of phonics remedial instruction through a multisensory approach on low achievers. Moreover, the participants’ perceptions and reactions to teaching activities presented in a multisensory approach were explored. An action research method was employed in the current study in which four fifth graders in Chiayi City were recruited as participants. The instruments included pre/post test, interview and classroom observations. As for data analysis, descriptive statistics and content analysis were adopted to present the results. The major findings are stated as follows: (1) The intervention was effective in improving participants’ ability in writing alphabet in sequence, recognizing 26 letters, and pronouncing individual consonants and vowels. (2) Activities presented in a multisensory approach were appealing to the participants. (3) When activities were taught in a multisensory approach, each participant found their learning styles satisfied. (4) Certain sensory modality might weigh more than others in a multisensory approach. (5) The participants seemed to learn more when their learning style matched to the focused sensory modality. (6) The strategy used in each sensory modality should be considered when a multisensory approach is adopted. Based on the findings, a multisensory approach is recommended to be implemented in any teaching practice, especially in remedial instruction. Furthermore, with a little twist of the strategy in each sensory modality, the success of multisensory approach will be greatly expected. Keywords: Multisensory Learning, Phonics Remedial Instruction
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Lin, Chung-Yi, and 林忠儀. "The Effects of Game-Integrated Instruction on Elementary-Level Low-Achievers’ Vocabulary Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05125588462000705107.
Full textAbstract:
碩士國立中正大學
英語教學研究所
102
This study was to investigate the effectiveness of Game-Integrated Instruction on elementary-level low-achievement students’ vocabulary learning. Ten third grades and 10 fifth grade students from Chushan Township of Nantou County whose midterm scores were all under the class average (and hence considered as low-achievers) participated in this study. All of them received customized game-integrated instruction to partially replace regular instruction within the curriculum for 10 weeks. Data collection included vocabulary tests, questionnaires before and after the instruction, and interviews. Both groups took the pre- and post-tests, as well as pre- and post-questionnaires, and were interviewed one-on-one afterwards. The results indicate a significant improvement after the treatment, specifically their vocabulary development, with the fifth graders showing the greatest improvement. Interview and questionnaire results showed that the participants had gained confidence and learning motivation regarding their English ability, which strongly suggested the effectiveness and benefits of game-integrated instruction. Additionally, students’ perceptions were positive, as shown in the questionnaires and interview, specifically their learning attitudes, satisfaction with the teaching style, and expectations via the instruction. Overall, the findings indicated a possibility that game-integrated instruction to improve the vocabulary learning, to enhance students’ learning motivation, and to improve learning confidence growth, especially beginners and low-achievers. Key words: Game-Integrated Instruction, vocabulary learning
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Chen, Guan-Rung, and 陳冠蓉. "A Comparison of Language Learning Strategy Use Between EFL High and Low Achievers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/73658p.
Full textAbstract:
碩士靜宜大學
英國語文學系
107
The research focused on an investigation of elementary school students’ use of English learning strategies and its relationships between their English learning strategy use and their English learning achievement. A questionnaire (Oxford, 1990a), Strategy Inventory for Language Learning (SILL) was distributed to the 51 participants to examine the participants’ English learning strategies and the relationship between their English learning achievements and their strategy use. Participants included 51 sixth graders in one elementary school in central Taiwan. They have studied English as a foreign language in formal school settings for about five years. Statistical analyses were performed using SPSS software (version 22) and data analyses consisted of descriptive statistics and independent sample t-test. Results indicated that the mean scores among the six strategies categorizations of the high achievers were higher than the low achievers except social strategies. Also, the participants with high English learning achievement and low English learning achievement applied metacognitive strategies and social strategies most respectively. For item 18 of cognitive strategies, I first skim an English passage (read over the passage quickly) then go back and read carefully, it is the only significant item between the participants’ English learning strategy use and their English learning achievements. It indicates that the skimming skill is relatively crucial when learning English; learners can make use of this kind of strategy to upgrade and improve their English ability; on the other hand, when teaching English, teachers are supposed to put more focus on teaching the skill of skimming to their students. As for participants’ English learning strategy use and the genders, it revealed that there are seven significant items between the participants’ English learning strategy use and their genders. To sum up, females own higher frequency in using strategy than males generally. It is expected that the results of the current study can provide some implication for elementary school English teaching and learning.
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Hsu, Mei-fen, and 徐美芬. "An Action Research on Computer-Assisted Vocabulary Learning of Junior High School Low Achievers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/52776905204282893330.
Full textAbstract:
碩士雲林科技大學
應用外語系碩士班
97
ABSTRACT The study investigated the effect of computer-assisted vocabulary software, Qword, on junior high low achievers’ vocabulary learning as well as their inattentive behavior in class. Three 14-year-old junior high school low achievers participated in a 3-month action research, with vocabulary recognition tests as the quantitative data and the field notes as well as the teachers’ reflective journal as the qualitative data. The T-test and content analysis of the data showed that each of the two participants under intervention showed considerable academic improvement and positive attitude toward learning English with the aid of Qword. This study contributes the knowledge of incorporating computer-assisted vocabulary learning into regular English curriculum. Future research can involve more participants for better external validity. Key words: computer-assisted language learning, remedial instruction, low achievers
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Hung, Lai Kung, and 賴坤弘. "An Experiment Study of the Effects of Multiple Intelligences Instruction on Low Language Achievers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25958582324858936122.
Full textAbstract:
碩士臺南師範學院
國民教育研究所
90
Abstract The purpose of the study was to examine the effect of the Multiple Intelligences instruction on the learning of low language achievers in an elementary school. A multiple-baseline design across individuals was employed in this study. Three fourth-grade subjects participated in this study. The independent variable was the implementation of the Multiple Intelligences instruction. The dependent variables were the scores of Multiple Intelligence Learning Pathway Scale, academic achievements test, and learning motivation. Experimental instruction was three times per week and forty minutes per time. The experimental design has three phases: baseline phase (A), intervention phase (B), and follow-up phase (C). The data was analyzed by using visual analysis, graphic display and C statistic method. The results of this study were as follows: 1. Multiple intelligences instruction could significantly promote all of the three subjects scores of Multiple Intelligence Learning Pathway Scale during intervention phase than baseline, and its effectiveness was retainable. 2. Multiple intelligences instruction could promote significantly academic achievements only for one case, and the other case was progressive tendency. 3. All of the three subjects scores of Learning Motivation Scale were progressive after the experimental instruction. According to the results, there are some suggestions to instruction, assessment, and the subsequent research regarding low language achievers in the elementary school.
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劉奇愛. "Investigating Senior High School Low Achievers’ Engagement Pattern by using Scientific Inquiry Activities：Case Study." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3nn25r.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
107
The purpose of this study is to investigate the middle school low achievers’ engagement patterns by implementing scientific inquiry activities. In addition, the goal is to describe where low achievers have difficulties when they engage in scientific inquiry activities, then further analyze the scientific inquiry learning outcomes of low achievement students. Using the method of case study, we selected 12 low achievers in science inquiry club that is in the public senior high school of central Taiwan. The qualitative data is made up of video recordings, teacher interviews, students’ worksheet, and students’ semi-structured interviews. The scientific inquiry in this research consists of six activities and one training course. Each inquiry activity last for180 minutes, while the training course last for 90 minutes. The activity design is based on the science education standard in 12-year compulsory education law passed. It operates under the basics of guided inquiry with the following structures: stimulating motivation, hypothesis creation, experimental design, hands-on, data collection, data analysis, class competition and group presentation. There are four results in this research: (1) This research characterizes low achievers by identifying four engagement patterns. (2) Distraction is the biggest problem for low achievers’ engagement in scientific inquiry. (3) Through the process of participation, low achievers gradually become familiar with scientific inquiry process. (4) Low achievers enter into self-isolation because of afraid to participate in discussions and express opinions. However, the experience brought by inquiry can help them gradually reduce anxiety.
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Wei-Ting, Kuo, and 郭媁婷. "Applying Web-Based Dynamic Assessment in English Classes to Remediate Upper Elementary Low Achievers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/65231861945333535769.
Full textAbstract:
碩士國立新竹教育大學
教育與學習科技學系課程與教學碩士在職專班
104
The purpose of this study is to investigate the learning effectiveness of the upper elementary low achievers in English remedial classes by using the Web-based dynamic assessment. With two different kinds of prompts provided by the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA), the improvement and impact on learning achievement, motivation, cognitive load as well as the attitude towards the WATA system are investigated. Quasi-experimental design was adopted in this study. One-fourth of the students from three fifth-grade classes in HsinChu City are chosen according to their previous English performance achievement by convenience sampling. Eighteen subjects are divided into two groups in random: one is assisted with text prompts and the other is assisted with multimedia prompts. Both groups took the pre-tests and post-tests “Unit Exam of English Achievement”and “The Scale of English Learning Motivation”. Additionally, “The Scale of Cognitive Load” and“The Questionnaire of Attitude towards Web-Based Dynamic Assessment” were also implemented after the experiment. Based on the statistical analysis and qualitative interviews, the results of the research indicate: 1.Students text prompts group have significantly better learning effectiveness than that of the multimedia prompts group. 2.Students in the multimedia prompts group have better improvement on “The Scale of Learning Motivation” than that of the text prompts group. 3.No significance was found in “The Scale of Cognitive Load” between the two groups. 4.Students have positive attitude towards dynamic assessment. They affirm that the GPAM-WATA can reduce their tension and stress. Furthermore, low achievers are allowed to obtain concrete instructions via the prompts and thus contribute to their active learning.
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Chen, Ssu-Ting, and 陳思婷. "Research on Using APP for Low Achievers’ English Vocabulary Learning in Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01689922721684150040.
Full textAbstract:
碩士國立臺灣師範大學
課程與教學研究所
103
Low achievers have poor performance in English, resulting in loss of interest and self-confidence in learning English. The main contribution of this study is to propose an innovative APP to increase low achievers' vocabularies and improve their listening, speaking, reading, and writing. Seventh-graders are the subjects, and four objectives are presented respectively in understanding and analyzing low achievers' previous English learning experiences, process of using APP, outcomes of using APP and comment towards attitude of using APP. Research process through interviews, observation, student achievement and questionnaires.All data collected were analyzed and summarized. Four conclusions are organized as below: (1)Students' English learning experience is very important for it can affect their willingness in further learning. Especially on their characters, students have positive changes in terms of their learning traits, behavioral traits, and mental traits during the process of using APP. (2)Students' proaction and interaction are emphasized from individual learning to group interactive learning process, reaching task-based teaching. (3)APP brings upon positive learning results among students especially in the students' listening and reading, each student gets full marks. (4)The students display a positive learning attitude towards APP, expressing particularly on its games, learning units and pronunciation learning strategies. Finally, concrete suggestions are presented from the prospect of future research and current teaching methods based on the methodology of low achievers in seventh- graders improving English with designed APP, with the hope that the findings will benefit and aid relevant personnel in terms of both theory and practice.