Relevant bibliographies by topics / Second level students

Academic literature on the topic 'Second level students'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Second level students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Second level students"

1

Donlon, Máire, and Eabhnat Ní Fhloinn. "Mathematics support sessions for second-level students." MSOR Connections 15, no. 1 (September 5, 2016): 47. http://dx.doi.org/10.21100/msor.v15i1.348.

Full text
Abstract:
This paper reports on a free drop-in mathematics support service offered to secondary school students by Dublin City University. Pre-service mathematics teachers volunteered as tutors in the scheme, which was available to students from 1st – 6th year. Both students and tutors were surveyed to ascertain the benefits of the scheme to all parties involved.
APA, Harvard, Vancouver, ISO, and other styles
2

Zamborova, Katarina, and Blanka Klimova. "Analyzing Second Language Written Summaries at University Level." Emerging Science Journal 5, no. 6 (December 1, 2021): 943–52. http://dx.doi.org/10.28991/esj-2021-01322.

Full text
Abstract:
Objective: The objectives of the study are to identify and categorize non-native students´ errors in the written summaries, to see which research instruments – the mobile reading app (experimental group) or internet-based article (control group) are more effective, and to determine if language proficiency of students will improve. Methods: This study uses an analysis of linguistic-stylistic errors as a research method on the written performance of 29 EFL Slovak students in 29 written summaries. Findings: The findings indicate that the most problematic areas in writing summaries were grammatical (determiners), followed by stylistic (text coherence, slang words, and punctuation), lexical (word collocations), and lexico-stylistic errors (prepositions). Overall, students´ proficiency in both groups rose from B2 to C1 level by 38% of the students (11 students). Therefore, both methods – the reading app and internet-based articles are effective. Novelty: The novelty of the study consists in enriching the existing literature by pointing out errors of EFL Slovak students making in writing summaries by exploiting modern technology in the writing process. Doi: 10.28991/esj-2021-01322 Full Text: PDF
APA, Harvard, Vancouver, ISO, and other styles
3

Wijaya, M. Sayid. "READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 4, 2018): 77. http://dx.doi.org/10.32332/pedagogy.v6i1.1087.

Full text
Abstract:
Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.
APA, Harvard, Vancouver, ISO, and other styles
4

Gregg-Jolly, Leslie, Jim Swartz, Ellen Iverson, Joyce Stern, Narren Brown, and David Lopatto. "Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar43. http://dx.doi.org/10.1187/cbe.16-01-0044.

Full text
Abstract:
Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students’ metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research.
APA, Harvard, Vancouver, ISO, and other styles
5

O’Neill, D., and E. Mcloughlin. "Examining Students’ Interest in Physics at Second Level in Ireland." Journal of Physics: Conference Series 1929, no. 1 (May 1, 2021): 012033. http://dx.doi.org/10.1088/1742-6596/1929/1/012033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Apel, Kenn, and Linda K. Swank. "Second Chances." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 231–42. http://dx.doi.org/10.1044/0161-1461.3003.231.

Full text
Abstract:
The case of a 29-year-old university student is used to discuss impairments in decoding skills in older students. Factors are reviewed that contribute to decoding unfamiliar words, such as phonological awareness skills, quality of visual orthographic images, type of decoding strategy used, and morphological awareness skills. The assessment and intervention procedures used with this student highlight the application of current literature when developing assessment and intervention programs for students from middle school and high school to the university level. Additionally, the need is emphasized to recognize and work with the special emotional needs of older students with reading impairments.
APA, Harvard, Vancouver, ISO, and other styles
7

Rosney, B. "Integration of Visually Impaired Students in an Irish Second–Level School." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 46–47. http://dx.doi.org/10.1177/0145482x8908300115.

Full text
Abstract:
At Rosmini Community School in Dublin, about 10 percent of the students, aged 12–18, are registered blind, and many have multiple handicaps. These students have been as fully integrated into regular classrooms as their abilities allow. Their successful social and academic integration is attributed to the flexibility of the staff and parents and the provision of appropriate resources to meet the students’ needs.
APA, Harvard, Vancouver, ISO, and other styles
8

Lussier, Denise, Carolyn E. Turner, and Suzanne Desharnais. "Measuring Second Language (L2) Proficiency in High School Level Exchange Students." Canadian Modern Language Review 49, no. 3 (April 1993): 526–49. http://dx.doi.org/10.3138/cmlr.49.3.526.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Akuma, S., and H. Abakpa. "Predicting Undergraduate Level Students’ Performance Using Regression." NIGERIAN ANNALS OF PURE AND APPLIED SCIENCES 4, no. 1 (August 19, 2021): 129–39. http://dx.doi.org/10.46912/napas.224.

Full text
Abstract:
Students’ academic performance in the university environment changes from one academic year to another as they climb up the ladder of their academic programme. Predicting students’ academic performance in higher educational institutions is challenging due to the lack of a central database of students’ performance records. The other challenge is the lack of standard methods for predicting students’ performance and other moderating factors like physical, economic and health that affect students’ progress. In this work, we predicted students’ performance based on previous academic results. A model to predict students’ performance based on their Cumulative Grade Point Average (CGPA) was developed using Linear Regression Algorithm. A dataset of 70 undergraduate students studying Computer Science was analyzed and the results show that the model was able to predict the 4th year CGPA of the Students using the previous Cumulative Grade Point of the past three years with an accuracy of 87.84%, and a correlation of 0.9338. This study also identified students’ second semester CGPA in the first year and their first semester CGPA in the second year as the most important CGPAs that affect the accuracy
APA, Harvard, Vancouver, ISO, and other styles
10

Riheel Alnaas Taha, Ayman, Sajjad Hussain, Muhammad Sajid Aziz, and Hafiz Ali Raza. "The EFL Students’ Pragmatic Competence Level in Pakistan." International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL) 1, no. 2 (May 29, 2022): 141–52. http://dx.doi.org/10.54443/sj.v1i2.14.

Full text
Abstract:
Second language teaching and learning has been grounded greatly on pragmatics. It has been a very important aspect of L2 learners. Majority of the existing literature on this subject matter has paid much attention to diverse pedagogies in the teaching and learning of English and how to integrate pragmatics in the classroom teaching of the language. Experts in the teaching and learning of English as a second language have over the period proven that understanding the level of competence of students’ pragmatics in terms of Pakistan EFL learners is imperative for establishing curriculum in teaching pragmatic competence. This study therefore addresses this aspect and pushes the debate further for a deeper understanding. This research specifically seeks to examine the pragmatic competence level of Pakistan students L2 learners or speakers as well as the contribution of gender and the type of school regarding their competency level in pragmatic knowledge. As for institution type, the results show that there is a significant difference regarding implicate and speech acts. The situational routines do not prove any differences for school type.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Second level students"

1

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

Full text
Abstract:

The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

APA, Harvard, Vancouver, ISO, and other styles
2

McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.

Full text
Abstract:
This study examined the effects of a learning environment (embodying many of De Corte et al.’s, (2004) CLIA-model components) on secondary students’ mathematical beliefs. Such mathematical beliefs have been of interest to the research community due to their expected impact on students’ willingness to engage in mathematical problem-solving. This research adopted an action research methodology using a quasi-experimental sequential explanatory mixed methods design. Data was collected using the Mathematics Related Beliefs Questionnaire (MRBQ) and a number of focus groups and individual interviews were undertaken. The sample selected (age 13-14) was from a population of convenience. There was one treatment class (N=22) and three control classes (N=45). The classroom intervention was of six months duration and was carried out by the researcher teacher in a secondary community school. Findings revealed no significant positive effects on students’ beliefs from the new learning environment about the teacher’s role in the classroom, their personal competence and the relevance to their lives and mathematics as an inaccessible subject. A more negative outcome for the fourth factor of the MRBQ scale, ‘mathematics as an inaccessible subject’, resulted for all participants (experimental and control combined) with a moderate effect of eta2=0.09. Findings from the qualitative data indicated the experimental participants found mathematics to be a difficult but useful subject. Findings, overall, revealed no significant differences between the experimental and control classes, indicating the new learning environment had not had a positive impact on the beliefs examined. Possible factors identified were the length of the intervention, the ages of participants and the socio-economic status of the majority taking part in this study. Qualitative data also indicated participants in the treatment class had found some of the activities used in the intervention to be interesting and enjoyable. Responses to the use of group work indicated participants were both willing and able to enter into communities of learners. Other results showed that participants with the highest achievement scores appeared to be the most confident learners of mathematics. Participants appeared to accept the need to have patience and perseverance when solving difficult problems but this was not translated into action in the classroom. The importance of understanding mathematics appeared to be accepted by participants. Implications for methodology, research and practice are discussed in light of these findings.
APA, Harvard, Vancouver, ISO, and other styles
3

Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Young, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

Full text
Abstract:
Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.
APA, Harvard, Vancouver, ISO, and other styles
7

Mogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.

Full text
Abstract:
Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an alarming number of students who are not meeting grade-level benchmarks for reading (National Center for Education Statistics, 2019). When students struggle to meet grade-level expectations in reading through participation in instruction within the regular classroom, a pull-out intervention program is often the solution that school systems employ. This program evaluation investigated the claims of RISE Intervention, an intervention program created by Jan Richardson and Ellen Lewis. Fifteen students were chosen based on data for participation in this program evaluation, and the RISE Intervention was implemented by four instructors over the course of 8 weeks. Quantitative data were collected consisting of pre- and post-assessment data from the Developmental Reading Assessment (DRA), the Informal Decoding Inventory (IDI), the Motivation to Read Profile, the Phonological Awareness Literacy Screening (PALS), as well as from self-rating forms and observation forms. Qualitative data collected consisted of interviews with groups of teachers involved in the implementation of the intervention. The findings from these data supported the claims of the program, namely above average student growth in the area of instructional reading levels and decoding. This program evaluation will also provide recommendations for future implementation in this specific context as well as describe recommendations for future research.
APA, Harvard, Vancouver, ISO, and other styles
10

Turner, Carolyn E. (Carolyn Elizabeth) 1951. "The underlying factor structure of L2 cloze test performance in francophone, university-level students : causal modeling as an approach to construct validation." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75848.

Full text
Abstract:
This study investigated the underlying factor structure of second language (L2) cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability, knowledge of language, knowledge of text content, and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to 182 Francophone, university-level students. The factors were examined separately and in combination through a causal model building process. A model composed of three orthogonal factors was confirmed and accepted as the best explanation of the data. The results indicate that cloze performance is dependent upon knowledge of a specific language (second language or first language) and nonlinguistic-specific knowledge related to close-taking ability that crosses over linguistic boundaries. Cloze has been considered as an overall L2 proficiency measure. This study empirically demonstrates that factors other than language are significantly contributing to cloze performance. It also demonstrates the potential of a causal modeling approach.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Second level students"

1

Waldron, John. Study skills for second level students. Dublin: School and College Publishing, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gerry, Jeffers, Transition Year Support Team, and Ireland. Commission on the Points System, eds. Pointing to the future: Some second-level students perceptions of the points system. Dublin: Stationery Office, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1938-, Porter Jessie, ed. Voices past and present: Literature for ESL students at the intermediate level. Toronto: Wall & Emerson, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dalton, Brian. The provision of sevices for blind and visually impaired students in second- and third-level education. Dublin: University College Dublin, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Claxton, Nancy. Using deliberative techniques in the English as a second language classroom: A manual for teachers of advanced level students. New York: International Debate Education Association, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ryan, Liam. Counselling the adolescent in a changing Ireland: National survey of second level schools in Ireland 1992. [Dublin]: [Institute of Guidance Counsellors], 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fitzpatrick, Mary C. An analysis of attitudes to Irish, Irish culture and the teaching of Irish among two selected groups of second level students in the Republic of Ireland. Dublin: University College Dublin, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Services, Alberta Alberta Education Language. Français langue seconde: Trousse d'évaluation, tests modèles pour les niveaux: intermédiaire 4, intermédiaire 5, intermédiaire 6, pour les élèves du secondaire 1er cycle = French as a second language : evaluation resource package, model tests for: intermediate level 4, intermediate level 5, intermediate level 6, for junior high school students. Edmonton, Alta: Alberta Education, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Farrelly, Imelda Anne. Student responsibility in second level education: Does giving students a greater sense of involvement and responsibility in the academic and pastoral life of their school lead to a more holistic education, or at least to a reduction in discipline problems?. [S.l: The author], 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on the effectiveness of education for deaf students at the local and state level: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, second session, hearing held in Morganton, North Carolina, March 27, 1992. Washington: U.S. G.P.O., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Second level students"

1

Arkoudis, Sophie, and Anne Harris. "EALD Students at University Level: Strengthening the Evidence Base for Programmatic Initiatives." In Second Handbook of English Language Teaching, 317–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mattoussi, Yassmine. "Testing Usefulness of Reading Comprehension Exams Among First Year Students of English at the Tertiary Level in Tunisia." In Second Language Learning and Teaching, 265–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Legodi, Malebogo A. "Are Our Students Learning and Understanding Chemistry as Intended? Investigating the Level of Prior Knowledge of UNIVEN Students for the Second Year Inorganic Chemistry Module." In Research in Chemistry Education, 69–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Enea, Marco. "From South to North? Mobility of Southern Italian Students at the Transition from the First to the Second Level University Degree." In Springer Proceedings in Mathematics & Statistics, 239–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73906-9_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lavonen, Jari, and Katariina Salmela-Aro. "Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland." In Primary and Secondary Education During Covid-19, 105–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_4.

Full text
Abstract:
AbstractIn this chapter, the teaching and learning in Finnish compulsory education during the COVID-19 pandemic in the spring and autumn terms of 2020 will be analyzed and discussed. First, preconditions, such as teacher and student digi-competences and digi-infrastructure for switching to distance teaching and learning, will be analyzed. Second, the organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period. Finally, teachers’, principals’ and students’ engagement and well-being during the pandemic will be analyzed based on survey data. Preconditions for organizing effective distance teaching and learning during the 2020 spring term were appropriate teacher and student digi-competences and digi-infrastructure and availability of digi-tools. During the pandemic, teachers’ digi-pedagogy and students’ digi-competences developed. Moreover, several digi-pedagogy and co-teaching innovations were created. However, at the student level, we identified decreased engagement during the pandemic, and at the teacher and principal levels, we identified not only decreased engagement but also increased stress and even burnout. Principals suffered from teachers’ stress, whereas teachers suffered from families’ inequality in coping with distance learning. All in all, the switch to distance teaching and learning was organized effectively, but the distance-learning period weakened the equality of teaching and the conditions for learning.
APA, Harvard, Vancouver, ISO, and other styles
6

Dervis, Oana-Alexandra, Elena Trifan, and Gabriela Jitaru. "The Socio-Economic Challenges in Access to Romanian Higher Education. Student Perception and Funding Policy Directions." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 71–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_5.

Full text
Abstract:
AbstractAccess to education, specifically in relation to socio-economic background, is one of the enduring issues in educational research. The theme is particularly salient for the Romanian case from a policy perspective, given the increase in social polarisation specific to the post-communist transition and its effect on access to higher education. Recent reforms in university funding have started to address this issue, with the inclusion of several mechanisms that allocate financial resources according to university efforts towards social equity. The main objective of our research is to provide an overview of the policies concerning the inclusion of students from low socio-economic backgrounds and assess the degree to which progress has been made towards reaching current national targets regarding access to higher education. We argue that although significant improvements have been made at the level of policy initiative, more precise targeting is needed in order to meet labour market demands, given that most current efforts are directed either at fresh high school graduates or at diminishing the dropout rate. These efforts, even if 100% successful, will not prove sufficient given current demographic trends. Therefore, we consider another potential avenue for increasing student numbers, suggesting that an orientation towards non-traditional students (adult students) might be beneficial. With this in mind, in the second half of the paper, we explore the main characteristics and trends concerning Romanian mature students using the results from the EUROSTUDENT VI and EUROSTUDENT VII studies, with the goal of formulating policy proposals that aim to unlock the potential of this demographic.
APA, Harvard, Vancouver, ISO, and other styles
7

Koh, Elizabeth. "Online Education and Cultural Background." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1080–85. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch146.

Full text
Abstract:
Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.
APA, Harvard, Vancouver, ISO, and other styles
8

"2 Vocabulary Taught at Upper Secondary School Level, Specialised Uses of Vocabulary and Advanced Vocabulary." In Advanced Students’ Knowledge of Vocabulary in a First and Second Language, 13–55. Multilingual Matters, 2023. http://dx.doi.org/10.21832/9781800415256-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hadar, Linor Lea, and Lynne Genser. "Promoting Critical Thinking for All Ability Levels in an Online English as a Second Language Course." In Medical Imaging, 1556–75. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0571-6.ch066.

Full text
Abstract:
This study explores the development of critical thinking among undergraduate students in the context of an “English as a Second Language course”. A structured, online forum task demanding an increasing level of critical thinking was repeated four times during the year. Students' use of critical thinking skills was evaluated in terms of the variety of critical thinking skills and the number of times each skill was repeated. Two groups were compared: low advantage students versus average to high advantage students. Students of both ability groups improved their critical thinking in the three more concrete tasks and showed a decrease in the fourth more abstract task. While low advantage students started at a significantly lower level than the rest of the students, they reached the same level by the second critical thinking activity. The pedagogical implications of these findings are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Bozzetti, Alessandro. "Gender gap among second-generation students in higher education: the Italian case." In Global Youth Migration and Gendered Modalities, edited by Glenda Tibe Bonifacio, 195–218. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447340195.003.0011.

Full text
Abstract:
Italy is experiencing a structural and multigenerational migratory presence in which new generations are increasingly obtaining access to the highest social and educational levels, including university. The presence of foreign students in Italian secondary schools has been extensively covered by research (especially regarding their presence in technical and vocational institutes, which formally open up to a university career but often cause a sort of school marginalisation that frequently results in social disadvantage) but little is known about their presence at the university level. It would be simplistic to assume that those students who enrolled at university had never experienced any trouble in their pre-university or university career. In this chapter, the phenomenon of second-generation immigrant students will be quantitatively contextualised, with specific regard to foreign students in Italian universities, and with a descriptive analysis on the impact of gender on education. The aim of the chapter is to analyse the multifaceted educational paths of young people, those under 35 years old, born in Italy to foreign parents (or who moved to Italy later), their expectations and the real opportunities offered to them.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Second level students"

1

McElvaney, O. J., B. D. Hobbs, M. Murphy, O. F. McElvaney, C. Gunaratnam, E. P. Reeves, and N. G. McElvaney. "Attitudes of Irish Second-Level Students Towards Vaping." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a1080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nolan, Karen, Keith Quille, and Brett A. Becker. "CSLINC a Nationwide CS MOOC for Second-level Students." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nieto-Isidro, Susana, and Higinio Ramos. "A global approach to improve the mathematical level of engineering students." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669936.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sapega, August E. "Introducing undergraduate engineering students to laboratory automation using high-level application programs." In the twenty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/107004.107006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Novikova, Irina, Nadezhda Berisha, Alexey Novikov, and Dmitriy Shlyakhta. "SECOND LANGUAGE ACQUISITION FEATURES IN LINGUISTICS STUDENTS WITH DIFFERENT LEVEL OF CREATIVITY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2167.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Novikova, Irina, Nadezhda Berisha, Alexey Novikov, and Dmitriy Shlyakhta. "CREATIVITY FEATURES IN LINGUISTICS STUDENTS WITH DIFFERENT LEVEL OF SECOND LANGUAGE ACQUISITION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1773.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tyagi, Pawan. "Second Modified Student Presentation Based Effective Teaching (SPET) Method Tested in COVID-19 Affected Senior Level Mechanical Engineering Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23615.

Full text
Abstract:
Abstract Student presentation based effective teaching (SPET) approach was designed to engage students with different mindsets and academic preparation levels meaningfully and meet several ABET student learning outcomes. SPET method requires that students prepare themselves by guided self-study before coming to the class and make presentations to teach the whole class by (a) presenting complex concepts and systems appealingly and engagingly, and most importantly (b) serving as the discussion platform for the instructor to emphasize on complex concepts from multiple angles during different presentations. In class, SPET presentations address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, the SPET approach becomes impractical for large class sizes because (i) during one class period all the students can not present, (ii) many students do not make their sincere efforts. This paper focuses on the second modification of SPET to make it practical for large classes. The method reported in this paper was tested on MECH 462 Design of Energy System Course. Unlike the first modified approach, all the students were expected to submit the response to the preassigned questions before coming to the class. In class, SPET group presentations were prepared by the group of 3–6 students, who prepared themselves by doing SPET conceptual questions individually. Students communicated with each other to make a cohesive presentation for ∼30 min. In two classes per week, we covered 5–6 group presentations to do enough discussions and repetition of the core concepts for a more in-depth understanding of the content. During the presentation, each student was evaluated for (a) their depth of understanding, (b) understanding other parts of the presentation covered by other teammates, and (c) quality of presentation and content. The student who appeared unprepared in the class group presentation were provided direct feedback and resources to address concerning areas. SPET approach was applied in the online mode during the campus shut down due to COVID-19. SPET was immensely effective and helped to complete the course learning outcomes without interruptions. SPET could be customized for the online version without any additional preparation on the instructor part.
APA, Harvard, Vancouver, ISO, and other styles
8

Ningsih, Sulistia. "Developing Students Level of Autonomy through Extensive Reading Activity in EFL Context." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hidayat, Riyan, Sharifah Norul Akmar Syed Zamri, Hutkemri Zulnaidi, and Putri Yuanita. "Achievement Goal for Indonesian Students of Mathematics Education Program: Issues of Gender and Academic Year Level." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010113804920498.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Naude, Elsa, and Tertia Horne. "Cheating or ‘Collaborative Work’: Does it Pay?" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2996.

Full text
Abstract:
Being a distance education institution, our current infrastructure does not allow group or collaborative work on undergraduate level. Although students are allowed to work together and assist each other, each student is required to submit individual attempts for assignments and/or projects. Assignments that are so similar that we could not accept them as individual attempts are considered cheating. According to the literature, cheating in assignments and projects is a problem in educational institutions at all levels. Students often use ingenious ways to disguise dishonesty. It is not always possible to determine the extent of the problem due to the inability to identify all instances, especially in modules with large student numbers. We investigated this problem in a second-level computing module. The examination results of students suspected of cheating were analysed and compared with the results of the rest of the students (the control group). This was done for 2004 and 2005. In this paper we report on our findings in this regard.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Second level students"

1

McCoy, Selina, and Georgiana Mihut. Examining the experiences of students, teachers and leaders at Educate Together second-level schools. ESRI, October 2020. http://dx.doi.org/10.26504/rs113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kern, Kristen. Developing a test of communicative competence for English as a second language students at the college level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.694.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

Full text
Abstract:
The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
APA, Harvard, Vancouver, ISO, and other styles
4

Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

Full text
Abstract:
The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
APA, Harvard, Vancouver, ISO, and other styles
5

Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

Full text
Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
APA, Harvard, Vancouver, ISO, and other styles
6

Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

Full text
Abstract:
The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
APA, Harvard, Vancouver, ISO, and other styles
7

Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

Full text
Abstract:
The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
APA, Harvard, Vancouver, ISO, and other styles
8

Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

Full text
Abstract:
A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
APA, Harvard, Vancouver, ISO, and other styles
9

Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

Full text
Abstract:
The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
APA, Harvard, Vancouver, ISO, and other styles
10

Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

Full text
Abstract:
The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Second level students' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography