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1
Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.
Full textAbstract:
In a case study of over three hundred students in one Canberra high school, the attitudes to
science of boys and girls in Years 7-10 were investigated using the Test of Science-Related
Attitudes (TOSRA). From this survey population, forty students were selected and
interviewed to explore in more detail students' attitudes to science. Parents of the
interviewed students were also surveyed to explore possible relationships between
students' attitudes and parental expectations and aspirations.
For the seven areas of attitudes investigated, students had positive attitudes to science in the
areas of social implications of science, normality of scientists, attitudes to scientific enquiry
and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas
of enjoyment of science lessons, leisure interest in science and career interest in science.
There was a significant difference between boys and girls in two of the seven areas with
girls being more negative than boys to a leisure interest in science, and girls more positive
than boys towards the normality of scientists.
When analysed for year at school and achievement in science, the data indicates that older
students and those with higher grades in science generally have a more positive or less
negative attitude to science. However, as a group, Year 8 girls were more negative than
other groups about the enjoyment of their science lessons, about a leisure interest in science
and about a career interest in science.
The interviews with students revealed that in general, they liked science and their science
teachers but that they would not choose science for leisure activities or for a career. Parents
are shown to have high aspirations and somewhat lower expectations for the career
prospects of their children. Both parents and students display stereotypical views about
certain careers based on gender.
Strategies to improve the attitude to science of boys and girls are suggested. These
strategies focus on activities for teachers, parents and the students themselves.
2
Schulteis, Michael. "The condition and effects of evolutionary education in the parochial school." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2206.
Full textAbstract:
The purpose of this research was to determine the condition of evolution education in American parochial schools and the effect of evolution education on students' attitudes toward science. Data were gathered using Eraser's Test of Science Related Attitudes (TOSRA) and Bilica's Teaching Evolutionary Topics Survey (TETS). The research participants consisted of 60.3% of biology teachers currently teaching in Lutheran high schools in the United States, and 479 Lutheran high school biology students grades 9-12 in California, Nevada, and Arizona. In the first attitudinal study done specifically on parochial students, statistical analysis confirmed the reliability and validity of the TOSRA instrument for parochial school students. In a quasi-experimental design, analysis revealed that student science attitudes do change as a result of participating in a unit on evolution in the first year biology classes of secondary parochial schools. The emphasis placed by teachers on particular evolutionary topics was also analysed. It was found that all Lutheran high school biology teachers present evolution to some extent although not all topics are emphasized equally. The results also demonstrate that parochial school teachers have nearly the same emphasis placed on evolution as do public school teachers.
3
Schulteis, Michael. "The condition and effects of evolutionary education in the parochial school." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15999.
Full textAbstract:
The purpose of this research was to determine the condition of evolution education in American parochial schools and the effect of evolution education on students' attitudes toward science. Data were gathered using Eraser's Test of Science Related Attitudes (TOSRA) and Bilica's Teaching Evolutionary Topics Survey (TETS). The research participants consisted of 60.3% of biology teachers currently teaching in Lutheran high schools in the United States, and 479 Lutheran high school biology students grades 9-12 in California, Nevada, and Arizona. In the first attitudinal study done specifically on parochial students, statistical analysis confirmed the reliability and validity of the TOSRA instrument for parochial school students. In a quasi-experimental design, analysis revealed that student science attitudes do change as a result of participating in a unit on evolution in the first year biology classes of secondary parochial schools. The emphasis placed by teachers on particular evolutionary topics was also analysed. It was found that all Lutheran high school biology teachers present evolution to some extent although not all topics are emphasized equally. The results also demonstrate that parochial school teachers have nearly the same emphasis placed on evolution as do public school teachers.
4
Rosales, Ava Dawn Innerarity. "A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematics." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1061.
Full textAbstract:
The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing students to enter and complete postsecondary studies in STEM areas to ensure their global competitiveness and place the economy in the stable standing experienced over the decades The U.S. has been known for its innovation; however, in the changing global climate, countries like India and China are out-producing, out-graduating and becoming the technological centres of the 21st Century. Thirty-five years ago, several organizations tried to address similar issues while focusing on minorities. Nevertheless, these efforts had not seemed to take a stronghold in school districts until recently, and even then, the question remains - What impact is the program having on eliminating the achievement gap so that all students are prepared to enter postsecondary studies in STEM?This research attempts to examine a precollege engineering program’s impact on minority students’ attitudes and achievement in mathematics and science. The program is called SECME, formerly the Southeastern Consortium for Minorities in Engineering. The study used a research framework for curriculum evaluation to assess the presence and participation of middle school minority students in a precollege engineering program through an analysis of the intent of the program, its implementation and the actual program outcomes. The research incorporated a prepost design with triangulation of methods through the use of pre- and posttest surveys using the modified Test of Science Related Attitudes (TOSRA) and Test of Mathematics Related Attitudes (TOMRA), researcher-developed questionnaires, and observations. Academic achievement was determined by student performance on the state administered Florida Comprehensive Assessment Test (FCAT).The setting of the study took place in an urban public school district, the fourth largest in the nation, located in the southeast section of the United States of America (USA). In this district, the minority group actually represented the majority of the district population; a demographic trend that is expected to be realised nationally in the next 50 years. The study took place over a two-year period and only sampled students from heterogeneously-mixed or co-educational middle school environments. However, due to problems with collecting post-test data, only the second year of the data are reported in this thesis. The participants in this study were from 10 of the 54 middle schools in the district. In-depth case studies were conducted with three of the schools which were purposefully selected for their diverse representations of student populations across the district.The modified TOSRA and TOMRA were used, along with researcher developed questionnaires, to analyse SECME and non-SECME middle grades students’ attitudes towards science and mathematics, respectively. The criterion-referenced test that held schools accountable for instruction, the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards (SSS), along with the FCAT Norm-Referenced Test (NRT) were used to ascertain and compare student achievement in science and mathematics, respectively. The FCAT SSS assesses the state standards that are expected to be taught in Florida science classrooms, and the FCAT NRT compares Florida students with their peers nationally. An analysis of these data indicated that a comparison in science achievement and attitudes to science between ethnicities for SECME and non-SECME students indicated no significant difference on the subscale posttest attitudinal scores. There were, however, significant differences for the non-SECME students between ethnicities and their scores on the FCAT SSS, in particular between White American and African American and between Others and African American students.In mathematics, there was a significant difference with respect to the FCAT SSS Mathematics and Achievement Levels, in favour of non-SECME students. Of note, there were no significant differences in the NRT Mathematics percentile and posttest attitudinal scores of the TOMRA for SECME and non-SECME males. This is of particular interest because the NRT compares students nationally as opposed to the FCAT SSS that assesses the student’s knowledge solely of the state’s curriculum content. Overall analysis, also indicated no statistically significant differences between ethnicities for the SECME students on the TOMRA scales or the Mathematics Achievement tests as opposed to the non-SECME students that demonstrated a statistically significant difference between ethnicities. This finding appears to be an indication that the achievement gap across ethnicities in this sample of SECME students did not exist. Another finding of interest was that Adoption of Scientific Attitude is a significant, independent predictor of FCAT Mathematics Achievement Level, and for SECME students, Enjoyment of Mathematics Lessons correlated positively with FCAT SSS Mathematics scores and FCAT NRT Mathematics percentile scores.The implementation of the program seems to be addressing the needs of minority participation with respect to Hispanic males, but insufficiently for the African American males and females. This finding was evident with the number of respondents on the surveys and participation in SECME program offerings and in the case studies. Qualitative data revealed that there is a lack of African American male coordinators and role models for the students participating in the SECME program which could result in fewer numbers of these students participating in events. There was also commentary that transportation was an issue for these students which may have contributed to the low participation of these students in Saturday seminars.A more extensive representation of the SECME program’s achieved curriculum would have been better analysed without certain limitations to the study. One such limitation was the fact that the FCAT SSS and NRT for science were only administered in the middle school years during grade 8. This limited the study sample for the quantitative data collection. Additionally, a longitudinal study of these same students as they move through senior high school, college, and eventually careers, should be forefront for further research to assess the efficacy of this and any other precollege engineering program.
5
Idiris, Suleiman Alhaji. "An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/1995.
Full textAbstract:
This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.
6
Coates, Mark A. "Event Related Potential Measures of Task Switching in the Implicit Association Test." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19917.
Full textAbstract:
Since its creation in 1998, the Implicit Association Test (IAT) has become a commonly used measure in social psychology and related fields of research. Studies of the cognitive processes involved in the IAT are necessary to establish the validity of this measure and to suggest further refinements to its use and interpretation. The current thesis used ERPs to study cognitive processes associated with the IAT. The first experiment found significant differences in P300 amplitude in the Congruent and Incongruent conditions, which were interpreted as a reflection of greater equivocation in the Incongruent condition. The second experiment tested the task-set switching account of the IAT in much greater detail by analyzing each trial type separately. In the Congruent condition, all trial types elicited the same amplitude P300. Local probability, and the consequent checking and updating of working memory, was thought to be responsible for differences between trials of the Incongruent condition that required or did not require a task switch. The final experiment examined the role of working memory in the IAT by introducing obtrusive and irrelevant auditory stimuli. The results of Experiment 3 indicated that the introduction of an obtrusive and irrelevant auditory increment deviant has little overall effect on the IAT, and a similar effect on switch and no-switch trials within the Incongruent condition. This could have been because both the Congruent and Incongruent conditions of the IAT make such extensive demands on central processing resources that few are available to allow for the switching of attention, or it is possible that the IAT does not require significant updating of working memory. The usefulness of ERPs in the study of the IAT effect is demonstrated by the current research. In particular, the finding that behavioural results were not always consistent with the ERP results demonstrates that electrophysiological measures can complement traditional behavioural measures.
7
Idiris, Suleiman Alhaji. "An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15405.
Full textAbstract:
This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.
8
Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
Full textAbstract:
The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students.
A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test.
The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know."
It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
9
Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/178.
Full textAbstract:
The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.
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Tulloch, Denton. "Determinants and effects of the learning environment in college classes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2203.
Full textAbstract:
This study investigated sex, age, and ethnicity as determinants of classroom environment, as well as the effects of classroom environment on student attitudes at an urban two-year or junior college in Florida, USA. The sample consisted of 544 students in 29 classes that were randomly chosen.The Constructivist Learning Environment Survey (CLES) was used to assess the way in which students perceived their classroom environment, whereas a modified version of the Enjoyment of Science Lessons scale from the Test of Science-Related Attitudes (TOSRA) was used to assess students’ attitudes toward the subject taught in the classes surveyed. Data analyses supported the CLES’s factorial validity, internal consistency reliability, and its ability to differentiate between classrooms when used with adult learners in a post-secondary setting. Similarly, results from analyses conducted on the revised TOSRA scale revealed satisfactory internal consistency reliability.A three-way MANOVA for sex, age and ethnic differences in classroom environment perceptions and enjoyment revealed that: females enjoyed their classes significantly more than did males; students 25 years and older had higher Shared Control and Enjoyment scores, but lower Student Negotiation scores, than did students younger than 25 years; and there were no significant differences between African-Americans and students of other ethnicities for any learning environment scale or for enjoyment. A large effect size of 0.88 standard deviations, suggesting an educationally important sex difference, was found for the attitude scale. However, effect sizes of modest magnitude, ranging from 0.21 to 0.29 standard deviations, were found for age difference.Past research was replicated in that positive and statistically significant bivariate and multivariate associations were found between students’ enjoyment of classes and their perceptions of classroom learning environment. In particular, students enjoyed their classes more when there was a greater emphasis on Shared Control and Student Negotiation. In other words, students responded more positively when they perceived that they had a role to play in the design and management of the learning environment, as well as when opportunities existed for them to explore among their peers the viability of newly developing ideas.Overall, my results suggest that the CLES and the TOSRA are valid and reliable instruments that researchers can use with confidence to measure adult students’ perceptions of learning environment and attitudes, respectively, in the two-year college setting. While no significant sex difference was found for any learning environment scale, females enjoyed their classrooms more than did males. Relative to younger students, older students had higher Student Negotiation and Enjoyment scores. A possible implication is that teachers should make classrooms more appealing and enjoyable to males, while making younger adults feel a greater sense of inclusion in their classrooms.
11
Chow, Tuck-Choy Francis. "Students' difficulties, conceptions and attitudes towards learning algebra : an intervention study to improve teaching and learning." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1385.
Full textAbstract:
The skills necessary to identify and analyse errors and misconceptions made by students are needed by teachers of all levels especially at the lower secondary school level in Malaysia. If students are to be successful in tackling mathematical problems later in their schooling, the one prerequisite is the mastery of basic concepts in algebra. Despite the best efforts of the teachers, students still develop algebra misconceptions. Is it possible to reduce or eliminate these misconceptions? The research involved a survey of 14 year-old students in Form 2 (Grade 8) in the Penampang district of Sabah, East Malaysia. The focus of this study lies in students’ difficulties, conceptions and attitudes towards learning algebra in the framework of conceptual change. A possible way to help students overcome their learning difficulties and misconceptions is by implementing diagnostic teaching involving conflict to foster conceptual change. The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating Form 2 students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitativequalitative research design.A 24-item Algebra Diagnostic Test and a 20-item Test of Mathematics-Related Attitudes (TOMRA) questionnaire were administered as a pretest and a posttest to 39 students in each of a heterogeneous high-achieving class and a below-average achieving class. In addition 9 students were purposefully selected to participate in the interview.The results of the study indicated that students’ difficulties and misconceptions from both classes fell into five broad areas: (1) basic understanding of letters and their place in mathematics, (2) manipulation of these letters or variables, (3) use of rules of manipulation to solve equations, (4) use of knowledge of algebraic structure and syntax to form equations, and (5) generalisation of rule for repetitive patterns or sequences of shapes.The results also showed that there was significant improvement in students’ achievement in mathematics. Further, students’ attitude towards inquiry of mathematics lessons showed significant positive improvement. Enjoyment remained high even though enjoyment of mathematics lesson showed no change. Also, changes in students’ understanding (from unintelligible to intelligible, intelligible to plausible, plausible to fruitful) illustrated the extent of changes in their conceptions.Different pedagogies can affect how conceptual change and challenge of misconceptions occurs. Therefore, knowledge of the origin of different types of misconceptions can be useful in selecting more effective pedagogical techniques for challenging particular misconceptions. Also, for teachers to create an effective learning experience they should be aware of and acknowledge students’ prior knowledge acquired from academic settings and from everyday previous personal experiences. Since all learning involves transfer from prior knowledge and previous experiences, an awareness and understanding of a student’s initial conceptual framework and/or topic can be used to formulate more effective teaching strategies. If this idea is taken a step further, it could be said that, because misconceptions comprise part of a conceptual framework, then understanding origins of misconceptions would further facilitate development of effective teaching strategies.Further research is needed to help teachers to understand how students experience conflict, how students feel when they experience conflict, and how these experiences are related to their final responses because cognitive conflict has both constructive and destructive potential. Thus, by being able to interpret, recognise and manage cognitive conflict, a teacher can then successfully interpret his/her students’ cognitive conflict and be able to make conceptual change more likely or help students to have meaningful learning experiences in secondary school algebra.
12
Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1525.
Full textAbstract:
Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade.The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.
13
Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16151.
Full textAbstract:
Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade.The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.
14
Buffardi, Kevin John. "Modeling Student Software Testing Processes: Attitudes, Behaviors, Interventions, and Their Effects." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/49668.
Full textAbstract:
Effective software testing identifies potential bugs and helps correct them, producing more reliable and maintainable software. As software development processes have evolved, incremental testing techniques have grown in popularity, particularly with introduction of test-driven development (TDD). However, many programmers struggle to adopt TDD's "test a little, code a little" approach and conventional computer science classrooms neglect evaluating software development as a process. In response, we explore influences on students' testing behaviors, effects of incremental testing strategies, and describe approaches to help computer science students adopt good testing practices.
First, to understand students' perspectives and adoption of testing strategies, we investigated their attitudes toward different aspects of TDD. In addition, we observed trends in when and how thoroughly students tested their code and how these choices impacted the quality of their assignments. However, with insight into why students struggle to adopt incremental testing, we identified a need to assess their behaviors during the software development process as a departure from traditional product-oriented evaluation.
By building upon an existing automated grading system, we developed an adaptive feedback system to provide customized incentives to reinforce incremental testing behaviors while students solved programming assignments. We investigated how students react to concrete testing goals and hint reward mechanisms and found approaches for identifying testing behaviors and influencing short-term behavioral change. Moreover, we discovered how students incorporate automated feedback systems into their software development strategies.
Finally, we compared testing strategies students exhibited through analyzing five years and thousands of snapshots of students' code during development. Even when accounting for factors such as procrastinating on assignments, we found that testing early and consistently maintaining testing throughout development helps produce better quality code and tests. By applying our findings of student software development behaviors to effective testing strategies and teaching techniques, we developed a framework for adaptively scaffolding feedback to empower students to critically reflect over their code and adopt incremental testing approaches.Ph. D.
15
Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16952.
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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.
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Carter, Loris. "The effect of hands-on interdisciplinary mathematics activities on mathematics achievement and attitudes: a study of at-risk students detained in a Juvenile Justice Facility." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/470.
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A variety of instructional strategies is necessary to ensure that all learning styles are considered in an effective classroom environment. This study investigated whether or not hands-on activities incorporated into the mathematics curriculum results in significant improvement in attitude towards and achievement in mathematics for students detained in a Juvenile Justice Facility. The sample, consisting of 50 male students aged 13 to 18, completed a Basic Achievement Skills Inventory (BASI) test and the Test of Mathematics-Related Attitudes (TOMRA) survey. Pretest and posttest scores were compared to determine whether or not there was a statistically significant improvement in attitude and achievement as a result of incorporating these hands-on activities.This study is unique in two ways. Firstly, it provides current educational data on strategies used with students in the only level 6 facility in South Florida in the Department of Juvenile Justice. Secondly, the study provides examples of successful strategies used in a multi-grade level mathematics classroom. The study revealed that the BASI and TOMRA were valid and reliable instruments for assessing student classroom achievement in and attitudes towards mathematics, respectively.The contributions and significance of this study are that it provides data to support the importance of integrating hands-on activities into the curriculum for at-risk students that are detained in a Juvenile Justice Facility. National and international comparisons of at-risk students can be made for male teenaged youths. This study is useful because it could be replicated to consider female at-risk students detained in a Juvenile Justice Facility.
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Madu, Nneka Eunice. "Associations between teachers’ interpersonal behaviour, classroom learning environment and students’ outcomes." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2200.
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I investigated associations between teachers’ interpersonal behavior, the classroom learning environment and students’ outcomes. The Questionnaire on Teacher Interaction (QTI), What Is Happening In this Class? (WIHIC), and Test Of Science-Related Attitudes (TOSRA) were used with a sample of 785 students from 75 classes in five high schools in New York. Results from the New York State Regents examination taken in June were collected for 603 students in 37 classes as a measure of achievement.Data analyses supported the factor structure, internal consistency reliability and discriminant validity of the WIHIC questionnaire and the attitude scales from TOSRA, as well as WIHIC scales’ ability to differentiate between classrooms. Data analyses also supported the internal consistency reliability of the QTI and its ability to differentiate between classrooms. Also, the circumplex nature of the QTI was supported by analyzing its pattern of scale intercorrelations. Overall, the learning environment instruments (QTI and WIHIC) and attitude instrument (TOSRA) were found to be valid and reliable when used with high school science students in New York.Simple correlation and multiple regression analyses revealed positive associations between the learning environment and students’ attitudes. All seven WIHIC scales were statistically significantly correlated with attitudes to science. Overall Teacher Support was the strongest independent predictor of student attitudes to science. Positive but weak associations were also found between learning environment and achievement (especially Task Orientation, Equity, Student Cohesiveness and Involvement). Also Equity was positively and independently associated with achievement.Associations were found between teachers’ interpersonal behavior and attitudes (Adoption of Scientific Attitudes and Enjoyment of Science Lessons) and achievement. With the student as the unit of analysis, the Adoption of Scientific Attitudes scale was significantly correlated with all the QTI scales except Strict. With the class as the unit of analysis, all the QTI scales were significantly correlated with Adoption. Leadership and Understanding were the only independent predictors of Adoption. Leadership, Understanding, Helping/Friendly, Uncertain, and Dissatisfied scales were positively and independently associated with Enjoyment of Science Lessons with the student as unit of analysis whereas, with class as unit of analysis, only Uncertain was positively and independently associated with Enjoyment. Associations were mostly in the expected directions, but with a few exceptions (e.g. Uncertain behavior was negatively related to student achievement).Commonality analyses were undertaken to investigate the unique and common contributions of the WIHIC and the QTI scales to the variance in student outcomes. The benefit of using both instruments together to predict Enjoyment, but not Adoption, was supported by the findings. Therefore, it is worthwhile to include both the WIHIC and QTI in the same study of students’ enjoyment of science. For achievement, neither the WIHIC nor the QTI accounted for much unique or common variance.A subsample of 40 students was interviewed using questions pertaining to each scale of the QTI, WIHIC and TOSRA in order to check the construct validity of the questionnaires. Findings from these interviews reinforced the validity of the WIHIC, QTI and TOSRA for use with the sample of high school biology students in New York because interview findings were mostly consistent with the means obtained for each scale.By providing validation data for the WIHIC, QTI and TOSRA, this study has provided New York teachers with instruments that can easily be used to assess associations between learning environment, teachers’ interpersonal behavior and student outcomes. Also, this research has practical implications that suggest that teachers wishing to improve their students’ attitudes and achievements should place greater emphasis on Leadership, Helping/Friendly, Understanding, and Student Responsibility/Freedom in their classroom. Also Student Cohesiveness, Teacher Support, Involvement, Cooperation and Equity should be emphasized.
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Novodvorsky, Ingrid. "Development of an instrument to assess attitudes toward science." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186455.
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This dissertation describes the development of an instrument to assess students' attitudes toward science. The rationale for developing a new instrument is presented in the context of a review of existing instruments. As discussed in the literature review, many existing instruments are based on ill-defined theoretical constructs, and include statements that do not appear to be assessing the single construct of attitude toward science. In addition, existing instruments do not distinguish between biological and physical science. Thus, the purpose of this study was to carefully define the construct, attitude toward science, and develop an attitude instrument to reflect that construct and to distinguish between biological and physical science. For this study, biological science was defined as any of the branches of science dealing with living things, such as genetics, entomology, or anatomy. Physical science was defined as any of the branches of science dealing with non-living things, such as physics, geology, chemistry, or earth science. Once the Likert-scale instrument was developed, it was piloted on a sample population of students in science classes at a suburban, southwestern high school. Their responses were used to do item analyses and to calculate validity and reliability. Principal-component analysis was also performed to try to identify sub-scales. The results of the data analysis were used to select items for a final scale. The final instrument consists of two parallel forms of 20 items each. For each form, 12 items refer to science in general, four to biological science, and four to physical science. The test-retest reliability coefficients of the final instruments are 0.768 for Form A and 0.788 for Form B. The parallel-forms reliability coefficient of the instrument is 0.93. The construct validity coefficients of the final instruments, compared to Germann's Attitude Toward Science in School Assessment, is 0.82 for Form A and 0.85 for Form B. Inter-item consistency, measured by Cronbach's alpha coefficient, is 0.91 for Form A and 0.89 for Form B.
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Annell, Stefan. "Hållbar polisrekrytering : Teoretiska, metodologiska och praktiska perspektiv på rekrytering och urval." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118983.
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Organisationer behöver kvalificerad personal för att fungera effektivt och därmed blir rekrytering en viktig aktivitet. Det är också angeläget att ny personal anpassar sig väl till arbetsförhållandena. Syftet med denna avhandling var att tydliggöra möjligheterna att genom urval bidra till en långsiktigt hållbar rekrytering för organisation, individ och samhälle. Avhandlingen omfattar tre delstudier och baseras på data från rekrytering av nya poliser i Sverige. En kohort har följts från urvalet av de sökande till polisutbildningen våren 2008 (N = 1 344) över tre uppföljningstillfällen (N = 717–729), nämligen vid slutet av två års polisutbildning, vid slutet av sex månaders aspirantutbildning och vid slutet av det första anställningsåret. Studie I syftade till att undersöka möjligheterna att välja ut de sökande som är mest lämpade att bli poliser genom att kombinera information från flera urvalsmetoder. Vanligtvis används intervjuer för att i slutet av urvalsprocessen välja ut de mest lämpade kandidaterna. Analyser med flera kriterier på framgångsrik rekrytering (prestation, tillfredsställelse med utbildning respektive arbete, vilja att stanna i yrket och hälsa) vid de tre uppföljningstillfällen, visade att ett alternativt förfarande – att kombinera information från urvalsmetoder som i tidigare steg använts för att sålla bort olämpliga sökande – hade högre prognosförmåga. Det handlade om information från begåvningstest, personlighetstest och konditionstest. Ett sådant förfarande kan också vara mer tillförlitligt och resurseffektivt. Vid urval av poliser bör intervjuer däremot främst ses som ett verktyg för att sålla bort olämpliga kandidater. Studie II syftade till att öka förståelsen för hur resultat från begåvningstest ska tolkas och användas vid urval. För de flesta yrken, inklusive polisyrket, har begåvningstest visats vara en av de urvalsmetoder som bäst predicerar prestation. Det har förklarats med effekter av generell begåvning. Resultaten från Studie II visade dock att utöver generell begåvning kan också en verbal och kunskapsladdad komponent antas viktig för att predicera prestation. Samtidigt gav studien stöd för att vid urval använda en samlad totalpoäng från begåvningstest. Studie III syftade till att undersöka den relativa betydelsen av urvalsfaktorer som personlighet och begåvning respektive den psykosociala arbetsmiljön för nya polisers arbetsrelaterade attityder och hälsa efter det första anställningsåret. Studien visade att arbetsmiljöfaktorer, såsom möjligheter till utveckling och återkoppling i arbetet samt rimlig arbetsbelastning, var betydligt viktigare än urvalsfaktorer för nya polisers anpassning till arbetsförhållandena i yrket. Sammanfattningsvis visar föreliggande avhandling att det är meningsfullt att över tid beakta flera kriterier på framgångsrik rekrytering. Den visar också att information från flera urvalsmetoder bör kombineras för att välja ut de mest lämpade kandidaterna. Vidare visar avhandlingen på värdet av att använda verbalt laddade begåvningstest vid urval. Förmågan att predicera framgång i polisyrket med olika urvalsmetoder är dock måttlig. Avhandlingen visar däremot att arbetsförhållandena för ny personal kan ha avgörande betydelse. Det betyder att organisationer som strävar efter hållbar rekrytering bör prioritera både urval och sunda arbetsförhållanden för ny personal. Det gäller inte minst polisorganisationer där kostnaderna för rekrytering är höga.Organizations need qualified personnel to work effectively. Accordingly recruitment is an important organizational activity. Moreover, to attain sustainability for organizations, individuals, and the society, it is assumed important that new personnel adjust well to their working conditions. The aim of this thesis was to investigate the role of selection for long-term sustainable recruitment. The thesis includes three studies based on data from the recruitment of new police officers in Sweden. A cohort of new police officers was followed from the end of the admittance process to the basic police training program in spring 2008 (N = 1,344) and then at three consecutive follow-ups (N = 717-729), 1) at the end of two years of academy training, 2) at the end of six months of field training, and 3) at the end of the first working year. Study I aimed to further the understanding of how to select suitable police applicants by using combinations of common selection methods. Analyses of several criteria (performance, satisfaction, occupational retention, and health) at the three follow-ups suggest that combining information from cognitive, personality, and physical fitness tests, that in earlier hurdles have been used to screen out unsuitable applicants, would be useful in identifying the most suitable candidates, while interviews may primarily be considered as a tool for screening out any unsuitable ones. Study II focused on how to interpret and make use of results from cognitive tests in applied settings such as selection. In most occupations, including the police, cognitive tests are among the most valid predictors of performance. This has been explained by the influence of general intelligence. However, the results from Study II showed that beyond general intelligence, a verbal and knowledge loaded component can be important in predicting performance. Also, the study supported the use of total scores in selection. Study III aimed to examine the relative importance of selection factors (e.g., personality and general intelligence) and psychosocial working conditions for new police officers’ work-related attitudes and health. The study showed that psychosocial working conditions, such as opportunities for development and feedback as well as a balanced workload, were far more important than selection factors for the new police officers’ adjustment to their occupation. Taken together, the thesis shows the value of considering several time points and several criteria of successful recruitment. Also, it demonstrates the usefulness of combining information from several selection methods to select the most suitable candidates, along with the value of using verbally loaded cognitive tests in selection. Still, the ability to predict success among police officers by using selection methods remains modest. Additionally, the thesis shows that the working conditions for new personnel can be considered crucial if recruitment is seen as a long-term process that also includes the introduction phase. Accordingly, organizations striving for sustainable recruitment need to focus on developing sound selection processes and providing sound working conditions for their new personnel. This is of particular importance for organizations such as the police, where the costs of recruitment are high.
At the time of the doctoral defense, the following papers was unpublished and had a status as follows: Paper 3: Manuscript.
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Ndodana, Cynthia Bulelwa. "A comparison of science teachers' and engineering students' rankings of science and technology related global problems." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17501.
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Bibliography: pages 73-82.Using 262 acknowledged science educators from 41 countries, Bybee developed a scale for measuring the ranked priorities of scientists, and others, with respect to twelve major global problems related to science and technology in 1984. In 1993 this scale was re-administered to samples of 76 Cape Town science educators, 55 Transkei science educators and 129 chemical engineering undergraduates at the University of Cape Town. High correlations ranging from r = 0.68 to r = 0.90 were obtained among the four samples' mean ranked priorities on the scale as a whole, over the ten year period. Among the top six global problems in 1984, five still received consistently high overall prioritisation in 1993, namely: population growth; world hunger and food resources; human health and disease; air quality and atmosphere; and water resources. The mean ranking of war technology as a priority declined by seven places over the ten year period. Educators surveyed in follow-up studies in 1993 made numerous recommendations for teaching these global problems. These included the use of the science-technology-society (STS) approach in science education; the introduction of a core school curriculum on environmental education; the encouragement of student participation in projects which help to reduce or eliminate such global problems; and the re-allocation of money spent on nuclear arms towards the satisfaction of human basic needs such as food, housing, health and water services. In a follow-up survey of twenty lecturers in engineering at the University of Cape Town in 1993 and 1994 important goals and issues singled out by individuals included the provision of mass housing and infrastructure; sanitation; urbanisation; job creation; the abuse of high technology in communications; technological illiteracy among decision makers; abuse and reduction of oceanic resources; photochemical smog; the prediction and possible control of droughts and floods; demands on the human race of the information explosion; electromagnetic wave hazards and pollution; resource depletion education and the dissemination of knowledge; the emergence and separation of C.P. Snow's "Two cultures"; and the myth of the peace dividend. Several of these issues were then subsequently included in 1995 in an updated, modified and extended form of the Bybee Scale. Currently a reliable and validated 15-item Scale -emerging from the findings of this dissertation - is being employed by other research workers in various parts of the new South Africa. During 1995 its chief use has been offering relevant input into, and providing empirical justification for, fundamental aspects of the policy of the current Reconstruction and Development Programme, as set out in the 1995 White Paper of the Government of National Unity.
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Hensley, Carol A. "Analysis of the interrelationships between science anxiety and the variables of gender, course of study, parent background, achievement, test anxiety, and attitude toward science." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399888376.
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Sipe, Betty Burns. "An investigation into the relationships between teaching strategies of high school biology teachers, student Myers-Briggs psychological type, the development of science-related attitudes, and science-related career choices." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/720288.
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Research demonstrates correlations between the sensing-intuitive dimension of psychological type as interpreted by the Myers-Briggs Type Indicator (MBTI) (Myers 1985) and science-related career choices. Alarming decreases in science-related career interests prompted this study which employed psychological type theory to investigate relationships between teaching strategies preferences of Indiana high school biology teachers and science-related attitudes of their academically-talented students. The purpose was to learn if good biology teachers instill positive attitudes within the context of the sensing-intuitive dimension by adapting teaching strategies to match the psychological type composition of their classes and therefore inspire students to pursue science-related careers. Teacher and student psychological type was determined by the MBTI. Teaching style preferences of 20 exemplary teachers and 16 randomly-selected teachers related to their 722 academically-talented students were explored by the Biology Teaching Strategies Inventory developed by the researcher. This instrument contained 40 forced-choice items with paired sensing and intuitive activities written to reflect sound biological conceptual themes from BSCS recommendations. An ANOVA determined that neither teacher group appeared to be adapting teaching strategies. Both teacher groups preferred teaching strategies corresponding to their own psychological type, sensing or intuitive, even when they were to select strategies to use with their specific classes.Science-related attitudes of 338 academically-talented students of 10 exemplary and 16 randomly-selected teachers were examined by seven scales of the Test of Science-related Attitudes (TOSRA) (Barry Fraser 1981). A covariant analysis of student science-related attitudes coupled with student variables of Psychological type (sensing and intuitive), career choice, gender, and socio-economic level indicated statistically significant differences in attitude scores of students of both teacher groups: females of exemplary teachers scored almost as high as males of both teacher groups on enjoyment of science learning and science leisure interests, sensing males of higher socio-economic levels had very low attitudes on adoption of scientific attitudes, females of both teacher groups had more positive attitudes than males on normality of scientists, students of exemplary teachers choosing biology-related careers had lower scores than students with similar career choices of randomly-selected teachers. Intuitive students had more positive attitudes than sensing students on all TOSRA scales.Department of Biology
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Fulton, Shaun M. "Movement Competency's Relationship to Health Related Quality of Life in Older Adults." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6221.
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The purpose of this study was to investigate the relationship between movement competency and health related quality of life (HRQOL) in adults aged 55 to 75 years. Seventy-eight, male (40) and female (38), subjects completed the study. Their mean (SD) age, height, and mass were 64.9 (5.8) years and 63.6 (4.9) years, 1.8 (.08) m and 1.7 (.07) m, 82.6 (11.8) kg and 70.3 (17.9) kg, for male and female, respectively. Subjects completed several tests in 3 categories: movement competency (Functional Movement ScreenTM [FMS] [all 7 tests], sitting-rising test [SRT]); physical activity level (Physical Activity Scale for the Elderly [PASE]); and health related quality of life [HRQOL] (SF-36v2). A linear regression model was then developed to examine the relationship of a number of variables to quality of life. The strongest relationship to HRQOL was the FMS, with a positive correlation of 0.474 which is highly significant (p < 0.0001). Once the FMS score was accounted for, no other terms in the regression model were significant. The correlation between our two assessments of movement competency, the FMS and SRT was 0.644 which is highly significant (p < 0.0001). Our primary hypothesis was supported that those with better movement competency have a better health related quality of life. Our results suggest further research should be undertaken to see if properly administered individualized corrective therapeutic exercise programs could improve older adults' movement competency and thereby improve their quality of life.
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Senturk, Eray. "The Effect Of Science Centres On Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610939/index.pdf.
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The purpose of the study is to investigate the effect of Middle East Technical University’
s Science Centre (METU SC) on students&
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attitudes towards science. The sample (N=251) consisted of 131 males (52.2%) and 120 females (47.8%). The age range of the students varied from 11 to 14 (M=12.71, SD=0.80). The attitude scale was administered before, immediately after, and one week after a visit to METU SC. Because of the limitations on sampling procedure two different research designs were used. Design 1 was a quasi-experimental design (46 students in experimental group, 46 students in control group) and attempted to determine the impact of METU SC on 6th graders&
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attitudes towards science with respect to six constructs of the attitude scale. Design 2 was a weak experimental design (N=159) and attempted to determine the impact of METU SC on students&
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overall attitudes towards science with respect to their gender, grade levels, and science achievement scores. The results of this study suggest that METU SC has high potential on increasing middle school students&
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attitudes toward science in several dimensions. Furthermore, this increase is independent from gender, science achievement, and grade levels. Also considering that this achievement was accomplished in quite a short time (approximately one hour), science centres can be used by educators as an effective way of increasing students&
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attitudes toward science.
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Szyjka, Sebastian. "Cognitive And Attitudinal Predictors Related To Graphing Achievement Among Pre-Service Elementary Teachers." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/43.
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The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This procedure allowed the researcher to explore the relationships among the affective and cognitive variables that were included in the regression analysis. The results for CFA indicated that the revised QALGS measure was sound in its psychometric properties when tested against the QASG. Reliability statistics indicated that the overall reliability for the 32 items in the QALGS was .90. The learning preferences construct had the lowest reliability (.67), while enjoyment (.89), confidence (.86) and usefulness (.77) constructs had moderate to high reliabilities. The first four measurement models fit the data well as indicated by the appropriate descriptive and statistical indices. However, the fifth measurement model did not fit the data well statistically, and only fit well with two descriptive indices. The results addressing the research question indicated that mathematical and logical thinking ability were significant predictors of line graph performance among the remaining group of variables. These predictors accounted for 41% of the total variability on the line graph performance variable. Partial correlation coefficients indicated that mathematics ability accounted for 20.5% of the variance on the line graphing performance variable when removing the effect of logical thinking. The logical thinking variable accounted for 4.7% of the variance on the line graphing performance variable when removing the effect of mathematics ability.
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Lark, Adam Christopher. "Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396537933.
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Lamons, Julia Lorie. "An Analysis of Data Collected from the 2007-2008 Tennessee State Report Card and the Variables Related to Science Test Results." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1848.
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The purpose of this study was to determine whether Tennessee Comprehensive Assessment Program (TCAP) Achievement reading scores, school district per-pupil expenditures, school size, percentage of students qualifying for free and reduced-priced meals, and attendance were related to science TCAP test scores from the 2007-2008 school year. The data were gathered from an analysis of mean standardized test scores in reading and science of 8th graders in 67 school systems comprising 181 schools located throughout Tennessee. One hundred eighty-one schools configured grades 6 through 8 were used in this study. Only 177 schools had reported attendance available on the Tennessee Department of Education website.
Pearson correlations were performed between the 8th mean grade science TCAP scores and 8th grade mean reading scores, per-pupil expenditure, school size, attendance, and the percentage of students qualifying for free and reduced-priced meals. Independent-samples t tests were conducted to evaluate whether 8th grade mean science TCAP scores and 8th grade mean reading scores varied depending on whether the school per-pupil expenditure was above or below the state average of $8,345. Independent-samples t test were also conducted to evaluate whether 8th grade mean science TCAP scores and 8th grade mean reading scores varied depending on whether the school attendance percentage was above or below the state goal of 93%.
The school characteristic with the strongest association with the mean 8th grade science TCAP scores as computed by Pearson's correlation is the mean 8th grade reading TCAP scores. The values can be ranked as follows: mean 8th grade reading scores (.92) > percentage of students qualifying for free and reduced meals (-.84) > per-pupil expenditure (-.62) > attendance (.60) > school size (.23).
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Hussein, Nesrin. "Enhancing Software Security through Modeling Attacker Profiles." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523635219435409.
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Miller, Delyana Ivanova. "Interactive Voice Response Systems and Older Adults: Examination of the Cognitive Factors Related to Successful IVR Interaction and Proof-of-Principle of IVR Administration and Scoring of Neuropsychological Tests." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24294.
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The main goal of this project was to enhance the use and usability of Interactive Voice Response Systems (IVR) for older people. The objective of study one was to examine older people’s perceptions of the technology and identify the most common difficulties experienced by older people when interactive with IVR using focus groups. Twenty-six people aged 65 and older took part in the study. Data were analyzed using frequency and chi square analyses. The results revealed negative attitudes towards the technology. Long menus, frustration about not being able to reach an operator and absence of shortcuts were some of the most common difficulties reported by participants.
Study two examined the cognitive factors predicting successful IVR interaction in four commercially available IVR systems in a sample of 185 older adults. Linear regressions were performed on the data. Results indicated that working memory and auditory memory were the best predictors of successful IVR interaction.
Using the same sample of participants as study two, study three examined older adults’ attitudes towards the four IVR systems in relation to their success in interacting with the technology. The study also evaluated the impact of gender on success and attitudes towards IVR. There was a significant positive correlation between success with IVR and favorable attitudes towards the technology. No gender differences emerged in both performance on IVR tasks and attitudes towards the technology.
Study four evaluated the feasibility of using a voice-activated IVR to administer and score three short neuropsychological tests using a sub sample of the original sample of 185 older adults involved in study two and three. One hundred and fifty eight participants took part in the study. Results showed high correlations between the IVR and clinician scoring of the three tests. Nevertheless, a number of discrepancies and technical issues were discovered.
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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.
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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were asked to demonstrate and distinguishing levels of student performance. There was clear evidence that the teachers' feedback had a substantial impact on the development of the rubrics. These results suggest that teachers can add substantial value during the development of a state issued assessment tool.
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Cacace, Anthony T., E. Mark Haake, Faith W. Akin, and Owen D. Murnane. "Vestibular-Related Traumatic Brain Injury: A Preliminary Voxel-Based Morphometry Analysis." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1882.
Full textAbstract:
Vestibular-related problems (dizziness, vertigo, and imbalance) are common sequelae following concussion and blast exposures that result in mild traumatic brain injury (mTBI). However, the anatomical substrate connected to these dysfunctions is not well understood. To provide a better understanding of this area, we used voxel-based morphometry (VBM) as a platform for studying vestibular-related mTBI in the human brain. Briefly, VBM is a group comparison study which evaluates structural differences in magnetic resonance (MR) images between agematched groups of individuals (11 vestibular TBI patients and 10 controls). Using the VBM-8 Toolbox and statistical probability mapping (SPM), MRI images were segmented into gray matter, white matter, and cerebrospinal fluid, normalized into a standardized anatomical space, and then analyzed statistically for significant anatomical differences between groups. Based on the VBM analysis, most notable differences in brain anatomy were characterized by reductions in gray matter volume observed in the middle frontal gyrus, mesial frontal lobe, and in the insular area in the left mesial temporal lobe. These findings provide a preliminary analysis of distributed gray matter changes in key frontal and temporal areas of the brain associated with mTBI related vestibular dysfunction.
32
Soylu, Hacer. "The Effect Of Gender And Reasoning Ability On The Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607790/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effect of gender and reasoning ability on the 8th grade students&rsquounderstanding of ecological concepts and attitude toward science. All 8th grade students from public elementary school in Tosya participated in the study. Students&rsquo
understanding, attitude toward science and reasoning ability were also measured by means of the Test of Ecology Concept (TEC), the Attitude Scale toward Science (ASTS) and the Test of Logical Thinking (TOLT) respectively. In order to investigate students&rsquo
understanding deeply, interview was conducted. Results of the TEC and interview show that students have many misconceptions concerning ecosystem, population, community, decomposers, food chain, food web, energy pyramid and energy flow. Students&rsquo
understanding for the first tier (M= 55.8), combination of first two tiers (M= 27) and combination of all three tiers (M= 21.2) were calculated according to TEC results. Multivariate Analysis of Covariance (MANCOVA) conducted to determine the effect of gender on students&rsquo
understanding of ecological concepts and attitude towards science when reasoning ability was controlled. The results indicated that there was significant gender difference in favor of girls with respect to students&rsquo
understanding of ecological concepts and attitude towards science when reasoning ability was controlled (Wilks&rsquo
Lambda=0.97
p=.00).
33
Peters-Wotherspoon, Ann Margaret. "An exploration of young pupils' attitudes towards science : the influence of the laboratory, cultural stereotypes, the home, interaction with the teacher, the demands of the subject and internal/external pressures related to performance." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423706.
Full text
34
Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.
Full textAbstract:
The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquomisconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Ç
anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo
science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo
misconceptions about rate of reaction concepts.
35
Phelan, Simone Petronella Christina (Siëlle) [Verfasser], Doris [Akademischer Betreuer] Lewalter-Manhart, Doris [Gutachter] Lewalter-Manhart, and Stephan [Gutachter] Schwan. "Relevance of Visitors’ Personal Context for Learning Outcomes in a Science Museum : Visit Motivation, Text Comprehension and Attitude Change / Simone Petronella Christina (Siëlle) Phelan ; Gutachter: Doris Lewalter-Manhart, Stephan Schwan ; Betreuer: Doris Lewalter-Manhart." München : Universitätsbibliothek der TU München, 2018. http://d-nb.info/1176701878/34.
Full text
36
Burke, Jason Timothy. "Study of 14O as a test of the unitarity of the CKM matrix and the CVC hypothesis." Berkeley, Calif. : Oak Ridge, Tenn. : Lawrence Berkeley National Laboratory ; distributed by the Office of Scientific and Technical Information, U.S. Dept. of Energy, 2004. http://www.osti.gov/servlets/purl/840334-xlgiB7/native/.
Full textAbstract:
Thesis (Ph.D.); Submitted to the University of California Berkeley, Berkeley, CA (US); 1 Jun 2004.Published through the Information Bridge: DOE Scientific and Technical Information. "LBNL--56278" Burke, Jason Timothy. USDOE Director. Office of Science. Office of High Energy and Nuclear Physics. Division of Nuclear Physics (US) 06/01/2004. Report is also available in paper and microfiche from NTIS.
37
Ketabdar, Zohreh. "A program for reducing teacher's resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80350.
Full textAbstract:
Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\'s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers
tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.
38
Ketabdar, Zohreh. "A program for reducing teacher''s resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 307 - 311, 2012. https://slub.qucosa.de/id/qucosa%3A1756.
Full textAbstract:
Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\''s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers
tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.
39
Onder, Ismail. "The Effect Of Conceptual Change Approach On Students&." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607345/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students’
understanding of solubility equilibrium concept. In addition, students&
#8217
attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&
#8217
science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction. Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment. The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&
#8217
science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&
#8217
understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found. Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.
40
Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.
Full textAbstract:
The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquounderstanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students. The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students&rsquo
attitudes toward chemistry as a school subject was found.
41
Ben, Nasr Imed. "Une analyse de l’expérience ponctuelle du site web de marque au travers des bénéfices qu’elle procure et de leurs effets sur la satisfaction et l’attitude de l’internaute : une application aux sites web de marques automobiles." Thesis, Bordeaux 4, 2012. http://www.theses.fr/2012BOR40017.
Full textAbstract:
La présente recherche traite de l’expérience de consultation du site web d’une marque et de son impact sur les réactions post-visite de l’internaute. Dans cette perspective, une revue de la littérature relative à l’expérience de consommation de manière générale et à l’expérience de navigation de manière spécifique est effectuée. Cette démarche conceptuelle, conjuguée à une étude qualitative exploratoire, a abouti à la proposition d’un modèle conceptuel qui met en exergue le processus psychologique – notamment le mode de traitement et l’expérience d’imagerie mentale – de l’internaute lors de la consultation du site web de marque. De même, ce modèle met au jour les contributions des composantes fonctionnelles et expérientielles de ladite consultation sur la satisfaction et l’attitude de l’internaute.En vue de confirmer le modèle conceptuel, une étude quantitative de type expérimentale est effectuée. Le test des liens subséquents au modèle causal – au moyen des analyses multivariées et de la méthode des équations structurelles – ressort les interactions substantielles qui régissent les éléments antécédents et composants de l’expérience de consultation du site web d’une marque ainsi que leurs influences respectives sur la satisfaction de l’internaute relative au site web et sur son attitude envers la marqueThis research discusses the experience of brand website visit and its consequences on consumer post-visit reactions. In this perspective, a review of the literature related to the theme of consumption experience in general and particularly to online browsing experience is performed. This theoretical approach, combined with an exploratory qualitative study, led to the proposal of a framework model that emphasizes the psychological process - including the way of processing and mental imagery experience - during consumer consultation of a brand website. Similarly, this model reveals the contributions of the utilitarian and experiential components of that consultation on consumer's satisfaction and attitude.To confirm the framework model, a quantitative experiment is performed. The results of the causal model testing - this, using multivariate analyzes and structural equation modeling- put forward the substantial interactions that exist between the antecedent elements and the core components of the brand website experience and the specific influences of these ones on consumer's satisfaction related to the website and attitude toward the brand
42
Walsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.
Full textAbstract:
Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.
43
Lippy, Robert D. "Development of the seasonal beliefs questionnaire : a measure of cognitions specific to seasonal affective disorder /." Download the thesis in PDF, 2005. http://www.lrc.usuhs.mil/dissertations/pdf/Lippy2005.pdf.
Full text
44
Yamin, Sulaiman Bin. "Frequency of testing and its effects on achievement, test anxiety and attitudes toward science of students at University Technology of Malaysia." Thesis, 1988. http://hdl.handle.net/1957/28982.
Full textAbstract:
The purpose of this study was to determine the
effects of frequent versus conventional testing on
Chemistry achievement test anxiety, and attitudes toward
science of students enrolled in general chemistry classes
at the University Technology of Malaysia. The subjects
consisted of 278 students taking first year Chemistry at
the University Technology of Malaysia. The students were
given a pretest and posttest in achievement, test anxiety,
and attitudes toward science. The instruments included an
achievement test in chemistry made up of selected items
from previous American Chemical Society Cooperative
Examinations and translated versions of the State Trait
Anxiety Inventory and Science Attitude Questionnaire.
Pretest scores were used to assign students randomly into
experimental and control groups. The experimental group
was subjected to frequent testing, while the control group
was subjected to conventional testing. The data were
analyzed using one-way and three-way analysis of
covariance. The analysis revealed significant difference
between the experimental and control groups in student (a)
achievement in chemistry with the experimental group
achieving at higher levels and (b) test anxiety with the
experimental group having lower test anxiety than the
control group. No significant difference was found in
students attitudes toward science between the experimental
and control groups.
It was concluded that first year Chemistry students
at the University Technology of Malaysia achieve
significantly higher in chemistry when they are subjected
to frequent rather than conventional testing. It was
further concluded that frequent testing was significantly
more effective than conventional testing in lowering
student test anxiety.Graduation date: 1989
45
龍麟如. "A Study of Relationships Between Attitudes Toward Science and Related Variables of Elementary Students." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/19385005460201244089.
Full textAbstract:
碩士國立臺灣師範大學
生物學系
85
In the present study, four instruments, namely, Attitudes Toward Science Scale (ATSS), Science Achievement Test (SAT), Learning Environment Questionnaire for Elementary Students(LEQ), Science Teaching Environment Questionnaire in Elementary School(STEQ), were developed and used to investigate the relationships between attitudes toward science and science achievement, academic achievements, student''''''''s background variables, and school variables of elementary students in Taipei area. The subjects included in this study consisted of 1371 fifth and sixth grade students. The results of validation study showed that the internal-consistency reliability (Cronbach α coefficient) of the ATSS and the SAT were 0.96 and 0.80 respectively. The results also indicated that the content validity, concurrent validity, and construct validity of the two instruments were satisfactory. The results of the study revealed that the attitudes toward science of the subjects were positive. Attitudes toward science of fifth grade students were significantly better than those of sixth grade students. On the other hand, science achievement of sixth grade students was significantly better than those of fifth grade students. However, no significant differences between male and female subjects on the ATSS and SAT scores were found. The correlations between attitudes toward science and science achievement and science academic achievement scores were low but significant. When the subjects were categorised into high, medium, and low groups according to ATSS scores, data analysis showed that students scored higher in ATSS performed significantly better on SAT and science academic achievement than those who scored lower. The relationships between attitudes toward science and student''''''''s background variables and school variables were also explored. The student''''''''s background variables investigated were whether raise small animals and plants at home or not, the most and least favorite subjects, perception of science class, willingness of learning science, willingness of participating extracurricular activities related to science, self perception of their own science achievement, time spent daily on homework and television-viewing, and frequency of reading extracurricular materials related to science. Data analysis showed that those variables were all closely related to students'''''''' attitudes toward science. However no significant correlations were found between amounts of time spent weekly on out-of-school science enrichment programs and students'''''''' attitudes toward science. Two school variables, namely, supply of resources related to science teaching and situation of science teaching, and science teacher''''''''s background correlated positively and significantly with students'''''''' attitudes toward science. Significant correlations were also found between students'''''''' attitudes toward science and several school variables, such as participation of related science activities in school, using laboratory and equipments, frequency of student-initiated questioning, frequency of doing laboratory demonstrations, and opportunity for students to do hands-on laboratory activities. In addition, several science teacher''''''''s background variables, such as years of teaching, subject matter knowledge, most favorite teaching subject, and interactions with colleagues were also found to correlate significantly with students'''''''' attitudes toward science. When using attitudes toward science as dependent variable, the results of stepwise multiple regression showed that eleven independent variables, including perception of science class, frequency of reading extracurricular materials related to science, willingness of learning science, willingness of participating extracurricular activities related to science, opportunity for students to do laboratory activities, self perception of their own science achievement, years of teaching, frequency of spent out-work time on preparation of science teaching, most favorite subject, whether or not participated extracurricular activities in school, and teachers'''''''' subject matter knowledge were significant predictors. Total variances explained were 53.6%. When science achievement(SAT) was used as dependent variable, the same regression analysis showed that thirteen independent variables were significant predictors. The results of this study not only will make significant contribution to the improvement of science teaching and assessment of attitudes toward science and science achievement in elementary schools, but also will provide valuable implications for the reforms of elementary science teacher education.
46
Salz, Ronald Jay. "Investigating saltwater anglers' value orientations, beliefs and attitudes related to marine protected areas." 2002. https://scholarworks.umass.edu/dissertations/AAI3068590.
Full textAbstract:
Marine protected areas (MPAs) have received much attention recently as an innovative approach to restoring and protecting valued ocean resources. The acceptability of MPAs in the U.S. will depend, to a large extent, on society's perceptions regarding the relevant costs and benefits of such areas. In order to incorporate social impact information into marine resource management decisions, it is necessary to study the values, beliefs and attitudes of affected stakeholders. The cognitive hierarchy model provides a theoretical framework for understanding relationships among these cognitions. According to this model, value orientations and beliefs can directly influence attitudes toward a particular attitude object. This study utilized the cognitive hierarchy model to investigate relationships among saltwater anglers' value orientations, beliefs and attitudes connected with MPAs. The moderating effects of recreation specialization and MPA knowledge on these relationships were also explored. Data were collected using a mail survey sent to a representative sample of private boat saltwater anglers in the Northeast United States. Attitudes were measured for four types of hypothetical MPAs ranging from least to most restrictive on saltwater anglers. Three value orientations (biocentric/anthropocentric, general marine resource values, and open access/ocean zoning) and three higher order beliefs (health of the oceans, impact of recreational fishing, and long-term effect of recreational catch reductions on fishing quality) were measured. Ocean zoning/open access value orientation and beliefs about the ocean's health were the best predictors of MPA attitudes. As hypothesized, anglers with ocean zoning value orientations hold more favorable attitudes towards marine protected areas than do anglers with open access value orientations. Similarly, anglers who believe that the oceans are in poor health hold more favorable attitudes towards marine protected areas than do anglers who believe the oceans are relatively healthy. Recreation specialization and MPA knowledge were not found to have a moderating effect for most cognitive relationships tested. However, for highly specialized anglers, the variable measuring beliefs about the impact of recreational fishing on the marine environment was significantly correlated with attitudes towards the MPA alternative allowing only “catch and release” recreational fishing. Implications of these results for marine resource policy and management are discussed.
47
Wu, Chih-Yun, and 吳志蕓. "The Effectiveness of Design-Based Experiential Learning on Students' Science-related Attitudes and Self-Efficacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15917585962571010970.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系碩士班
101
This study aimed to explore the effects of elementary school students’ science-related attitudes and self-efficacy on design-based experiential learning. To compare the differences with the students who participate the design-based experiential learning or not, and the effect of different types of students on science-related attitudes and self-efficacy after design-based experiential learning. This study adopted quasi-experimental designs. In this study, there the 109 students from the third grade in a elementary school in New Taipei City, which containing of 50 students as experimental group and the other 59 as the control group. The experimental group participated in design-based experiential learning during early morning study period for eight weeks but the control group did not. The evaluation instruments include "science-related Attitudes scale", and "science self-efficacy inventory", the research method is mainly quantitative, supplemented with qualitative data. The quantified statistical methods used are: independent-sample t-test, dependent sample t-test, one-way ANOVA and ANCOVA. Qualitative data include observation, teacher’s note and worksheet. The major findings of this study are as following: 1. The design-based experiential learning proved to have significant effect in students' science-related attitudes. 2. The design-based experiential learning proved to have significant effect in students' science-related attitudes on the items of "attitudes toward scienceattitudes toward science", "attitudes toward learning science", and "attitudes toward joining the activity of science study" items. 3. The design-based experiential learning proved to have significant effect in students' science self-efficacy inventory. 4. The design-based experiential learning proved to have significant effect in students' science self-efficacy inventory on the item of " the confidence for science and technology capacity” . 5. After design-based experiential learning, the students of low science-related attitudes showed significantly performance than medium and high science-related attitudes students. 6. After design-based experiential learning, the students of low science self-efficacy inventory showed significantly performance than medium and high science self-efficacy inventory students. 7. In gender, there is no significant difference on the science-related attitudes of the students after design-based experiential learning.
48
Chou, Shu-Hui, and 周淑惠. "Cognitive and Development Related Attitudes of Residents of Dapeng Bay National Science Impact on Tourism." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50780787853477209053.
Full textAbstract:
碩士國立屏東大學
生態休閒教育教學碩士學位學程
103
The purpose of the study was to understand that the economical development of the Dapeng Bay National Science Area showed influence on the nearby residents’ tourism cognition and attitudes towards the impact of cognition of economical, socio-cultural, and enviromental impact. Residents in Donggang downtown of Pingtung County were used as the subject of investigation. A total of 500 surveys were distributed, and 431 of them were returned. Of the 431 returns, 143 came from the male residents and 288 came form the female residents. The statistical software package, SPSS 17, was used for data analysis. The results are as follows: 1.A significant difference was found among residents of different attributes toward their cognition on the impact of tourism. The cognition in aspect of economical impact is the highest; the cognition in aspect of socio-cultural impact is the second; the cognition in aspect of enviromental impact is the lowest. 2.Among the background variables of the education degree, residents above college degree than other educational levels, showed significant impact of tourism. 3.The difference in residents’ cognition towards the impact of tourism development significantly influences their attitudes toward tourism development. The cognition of economical, socio-cultural, and enviromental impact would positively influence attitudes toward tourism development for residents nearby Dapeng Bay National Science Area. Keywords : Dapeng Bay National Science Area, tourism impact coquitive, tourism development attitude
49
Li-Li, Chiao, and 喬莉莉. "The influences of science teaching integrated with the history of science on the nature of science and science-related attitudes for the elementary students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29093200793770399642.
Full textAbstract:
碩士臺北市立師範學院
科學教育研究所
92
The purpose of this study was to determine the feasibility and the influences of science teaching integrated with the history of science on the nature of science, science attitude and attitudes towards science for the elementary students: Two units of material --“day, night and four seasons” and “earth planet in the solar system”-- were selected as the science history courses, and the quasi-experiment method was conducted through this study. We evaluate the impacts of science teaching integrated with the history of science by comparing the difference of learning between the experimental group, whom was taught with science history, and the control group, whom was taught by the regular material. Before the compare teaching began, a pilot survey about the science on the nature of science, science attitude and attitudes towards science for the above two groups’ students was performed. The same survey was conducted again when the two units course are finished., and the results were compared and analyzed with the initial survey to obtain an understanding of the possible improvement, especially for the experimental group. Interviews were also conducted with a few selected students, based on the researcher’s observation of their learning ability and the quality of their homework, to gain further understanding of the impact of the integrating science with the standard science curriculum. The Major results of this study are: 1. The experimental group is significantly different with the control group, and the students of experimental group got a higher measurement score than control group in all the three areas, nature of science, science attitude and attitudes toward science. 2. The increase of score in the area of nature of science is the most significant among the three areas. 3. Though the increase of score in the area of scientific attitude and of attitudes toward science is not as good as nature of science, yet reaches a remarkable difference in statistics.
50
Wang, Yayun, and 王雅韻. "The Effects Of Problem-Based Learning Toward The Learning Attitude Of Health-Related Physical Fitness and Fitness Test." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74178201759183033943.
Full textAbstract:
碩士靜宜大學
觀光事業學系
100
To investigate how the problem based learning strategy affects junior high school students’ learning attitude and fitness performance toward physical education.Four classes in Ching-shuei Junior High School are randomly chosen in this experiment. Those students had two physical classes in a week and each time lasted for forty-five minutes. Two of them were selected as an experimental group (n = 67) and received a problem-based learning strategy technique in physical education class for 8 weeks. The other two classes were designed as a comparable group (n = 66) and received a traditional teaching strategy in physical education for 8 weeks. The SPSS for Windows 15.0 was used to analyze all the data. The descriptive statistics, paired samples t-test, and independent t-test, mixed design two-way ANOVA analysis were used to analyze the data. The level of significance for acceptance or rejection for this study was set at the .05 level. Results: (a) there was a significantly overall,favorite,practical and affect improved from pre-test to post test(p < .05),but behavior intention was not significantly improved in the post test. (b) There was a significantly difference in the performance of the students in physical fitness between the experimental and comparable group,like sit and reach test, one minute sit-ups,standing long jump(p<.05),but 800/1600 metres run/walk was not significantly improved in the post test. The problem-based learning strategy is recommended in the physical education among junior high school and the associated administration should promote the application of this strategy.