Siga este enlace para ver otros tipos de publicaciones sobre el tema: Effect of teaching, Departmental system of, on.
Tesis sobre el tema "Effect of teaching, Departmental system of, on"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 18 mejores tesis para su investigación sobre el tema "Effect of teaching, Departmental system of, on".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Sandberg, Vicki Ranes. "Relationships between curricular structure and empowerment of rural middle level teachers /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036853.
Texto completo
2
Johnson, Thomas C. "Effect of distance learning technology as a training delivery system for rural and small law enforcement agencies". Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09142007-122026.
Texto completo
3
Seamons, R. Alan. "The Effect of Instructional Presentation on Student Satisfaction and Performance as Demonstrated in an Electronic Distance Educational (EDE) Delivery System". DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/4643.
Texto completoResumen
The purpose of this study was to gain insight into the emerging field of electronic distance education CEDE) so as to improve and enhance the delivery of educational programs utilizing EDE. The study was conducted at Utah State University, using an EDE-method (COM-NET) as the research setting. Thirty-seven instructors taught 45 courses over the COM-NET system from Fall quarter, 1985 through Summer quarter, 1986.
The design of this study was based upon simple correlation coefficient matrices and the subsequent prediction models of multiple regression analysis. Contextual data were gathered from a solicited instructor self-reporting instrument. The objective was to identify potential relationships between teaching styles and instructional utilities employed on student satisfaction and student performance in an EDE-based learning system. Teaching style data were gathered using the Gregorc Style Delineator (GSD). Instructional utilities data were gathered using the Instructional Utilities Inventory (IUI). Student satisfaction was measured using the USU course evaluation form and student performance assessments were made by using mean grades for those courses taught via COM-NET during the time period of concern in this study. The Abstract/Random teaching style had an effect on student satisfaction. Discovery techniques had an effect on student performance. The Abstract/Random and the Abstract/Sequential teaching styles utilized abstract devices.
Instructors were generally enthusiastic about their COM-NET teaching experience. The need for improved on-campus administrative awareness and support in terms of released time and money were identified as measures to improve the system. Instructional flexibility was stressed as important. The COM-NET students performed as well as on-campus students, due in part to their maturity and experiences.
It was concluded that instructional presentations have a significant effect on student outcomes. Given the emerging EDE methods more study is necessary to determine precise instructional procedures which result in improved student performances when learning via an EDE system.
4
Siseho, Simasiku Charles. "The effect of an argumentation instructional model on pre-service teachers' ability to implement a science-IK curriculum". Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6320_1381214891.
Texto completoResumen
This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo
ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo
ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo
s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo
thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.
5
Lin, Chia-ling y 林嘉玲. "The Effect of Departmental Interdependencies and Performance Measurement System on Employee Performance". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/04505944908758841769.
Texto completoResumen
碩士國立中正大學
會計與資訊科技研究所
96
This study examines the relationship of departmental interdependencies and two attributes of performance measurement systems (PMS), namely aggregate and fairness, and how the alignment between departmental interdependencies and PMS influence the employee satisfaction and employee productivity. All firms listed in Taiwan Stock Exchange are the survey object in this study and there are 109 valid responses. The finding is that the associations are not significantly positive neither between the departmental interdependencies and the aggregate of PMS nor between the aggregate of PMS and employee productivity. However, the associations between the departmental interdependencies and the fairness of PMS or between the fairness of PMS and employee performance are both significantly positive. This result indicates that the level of departmental interdependencies higher, the company puts more emphasis on the fairness of PMS. When the employees’ perceptions of fairness of PMS are higher, the employee satisfaction will be higher and the employees perform better.
6
Tsai, Hsiao-Ling y 蔡小玲. "An Investigation of Integrated Interactive Response System in Mathematics Teaching Effect for Sixth Graders". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03394861891415363329.
Texto completoResumen
碩士國立臺中教育大學
數學教育學系
97
The purpose of this research is to investigate the learning effect and the learning attitude of sixth graders who take the Integrated Interactive Response System (IIRS) on two mathematic sections, the division of decimals and fractions. The student problem chart (S-P chart) and ordering theory are used to analyze the learning types and hierarchical structures of items. Based on the quasi-experimental design of 10 hours of teaching, the subjects are sixth graders students from four different classes in an elementary school in the Taichung city. Two classes were assigned as the experimental group and students of the other two classes were control group. Traditional teaching strategies are applied in the control group while the IIRS were incorporated in the experimental group. The experimental group adopts an Integrated Interactive Response System by using clicker individually to overcome the insufficient computer equipment in the classroom and improved mutual-teaching effect. The results of this study are as follows. 1. As the result from covariance analysis, students’ learning effect of IIRS group is significantly better than that of traditional teaching method. 2. With IIRS in teaching math, teachers could understand students’ problems more easily. Students felt easy to operate RF clicker and hope it can be used in other subjects. 3. Compared to traditional teaching, students replied faster with IIRS, and with higher interests and attention. 4. As to question types, open-ended items provide more information about learning condition than multiple-choice items. However, students like multiple-choice items much more than open-ended items. 5. Students like to answer questions with RF clickers. The priority order of all the activities are team competition, volunteer, pop quiz, appointed answering and evaluation. 6. Teachers of experimental group agree that the attention of students increase. Students like the feeling of competition, and like to use the RF clickers to answer questions. Teachers do not need to pay extra attention to manage the classroom behaviors in order to monitor students’ learning condition. 7. According to S-P chart regarding students’ learning type, it appears that the learning condition with IIRS is better than that of traditional teaching. 8. As for the section of division of decimals, the student caution index is not affected under the interaction of different teaching method the learning outcome. In the section of division of fractions, the student caution index is significantly higher in traditional teaching group than that in IIRS teaching group with higher grade. In the students with IIRS teaching method, the student caution index of students with lower scores is significantly higher than that of higher score. 9. Analyzing with the S-P chart and ordering theory for students’ learning types within a single teachning section which were presented in the hierarchical order structure frameworks for test bank, they provide ideas for teachers and teaching material writers when they design curriculums and assistance teaching programs.
7
HUNG, CHIA-LING y 洪嘉玲. "An Evaluation of Strategies and Effect of Case Payment System on Accredited Teaching Hospitals in Taiwan". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/66224848673933839649.
Texto completoResumen
碩士國立台北護理學院
醫護管理研究所
89
The purpose of this cross-sectional study was to explore the relationship between the strategies utilized and the outcomes achieved by accredited teaching hospitals in dealing with the case payment system introduced by Bureau of National Health Insurance (NHI) in Taiwan. A structured questionnaire, developed by this researcher with its content validity established by 9 experts, was sent to a targeted population of 129 teaching hospitals. The response rate was 62.2%, i.e., 79 hospitals completed and returned the survey. The data thus collected were analyzed using descriptive, t-test, Chi-square/Fisher exact, one way ANOVA and logistic regression analysis. There were three important findings from this study. (1) Hospitals that utilized more of the inpatient transferring factor strategies by shifting more services from inpatient areas to outpatient departments, saw their subjective operating cost, subjective operating revenue, subjective profit before tax and subjective average length of stay reduced. (2) Hospitals that implemented more of the strategies of continuing and integrative service factor, e.g. clinical pathway and patient satisfaction survey, found their subjective operating cost, subjective average length of stay, subjective readmission rate within fourteen days, all declined. And, their net mortality growth rates also decreased when comparing before(in 1997) and after(in 2000) the introduction of case payment system, but perceived patient satisfaction rates were increased. (3) Hospitals that adopted more of the organizational development factor strategies, such as developing popular special programs and establishing a better way of communicating with Bureau of NHI, experienced increased subjective profit before tax, subjective average occupancy rate. And, inpatient-day growth rates were also increased when comparing before and after the introduction of the case payment system. Based on the results of the study, three suggestions were made: (1) If the case payment system is to be expanded, Bureau of NHI needs to develop a mechanism to ensure that medical costs are monitored and controlled. (2) Hospitals need a solid organizational development plan to enhance the effective and efficiency of their organizations. (3) Future researchers can focus on longitudinal studies to examine the long-term effects of governmental health policies, such as the case payment system, on hospitals. We also hope that objective measures can be established and data can be obtained nationwide, on a regular basis to facilitate better understanding of organizational effectiveness and market competitiveness among health care organizations.
8
Lumby, Gail. "Teaching towards outcomes and its effect on assessment practices in a GE, Literacy and communications classroom". Diss., 2007. http://hdl.handle.net/2263/27123.
Texto completoResumen
The purpose of the research documented in this report was to consider the tensions that exist between a change in curriculum policy and the resultant methodological and assessment practices. An input-process-output model (Shavelson and Taylor, 1999) was used to identify the elements of the educational system pertinent to the study. These were identified as: policy as an input and teaching methodology and learning and assessment as the process of the educational system. Thereafter a single-respondent case study was selected to focus the purpose of the research by considering how the perceptions, understanding and experience of the changed curriculum policy of teaching towards outcomes has affected the nature and purpose of assessment, as viewed by an educator teaching at Grade 9 level in the General Education and Training (GET) band. An educator teaching at Grade 9 level in an Independent secondary school in South Africa was selected as the single-respondent case study. The study was defined as an instrumental case study operating within the Interpretive paradigm. An educator teaching at the Grade 9 level was selected as a result of Grade 9 becoming a possible exit point in education as well as being the final year of the senior phase of the GET band. For this reason, the impact of a changed curriculum is felt most acutely at this point due to the implementation of the Common Tasks for Assessment (CTAs). In addition, an Outcomes-Based Education (OBE) teaching methodology as well as an Outcomes-Based Assessment (OBA) methodology is required at this level because of the portfolio of evidence that is required to be gathered for each learner in Grade 9. The study is referred to as policy-orientated as it seeks to understand educational change by examining an educational model of provision and operation without the intention to generalise the results. The results indicate that the change in curriculum policy does not necessarily alter teaching methodology. However, in the instance of this research, teaching methodology and assessment, relating to the respondent’s teaching process, are linked and can be seen as aspects of the learning process. Lastly, the research does not clarify to what extent assessment methodology influences the outcome of learning; however, it does seem that assessment impacts on the learning process.Dissertation (MEd)--University of Pretoria, 2007.
Curriculum Studies
unrestricted
9
CHOU, YUN-HSUAN y 周昀萱. "Cognitive System and English Lexis Teaching - An Investigation on the Effect of Lexical Learning by College Students". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/542h4q.
Texto completoResumen
碩士亞洲大學
外國語文學系
105
English lexis teaching is one of the courses that should be paid attention to in college. The purpose of this study is to explore the effectiveness of cognitive systems in lexis teaching. This study will present effective lexis teaching methods and use the concept of cognitive system link in English lexis teaching. The objective is to cultivate students’ concept of metaphor and semantic field and help them achieve systematic vocabulary retention. Non-English majors students were divided into an experimental group (Class A) and control group (Class B). The experiment included a pretest and posttest and lessons. The effects of traditional teaching methods and cognitive system methods in students’ English vocabulary learning were observed. A total of 15 self-designed English-Chinese translation exercises in the pretest and posttest focused on polysemous words, including body part metaphors, animal metaphors, negative words, and internal organs. First, according to the scores of the pretest, 63 students were divided into the experimental group (Class A) and control group (Class B). Second, the traditional teaching method was applied to the control group (Class B), and metaphorical teaching and semantic field teaching were applied to the experimental group (Class A). Finally, the results of the pretest and posttest in the two groups were compared and analyzed. The main results indicated that (a) one of the best ways of learning vocabulary is through cognitive links for students, which use familiar and concrete concepts to understand abstract concepts. (b) Learning English vocabulary in the cognitive system is much more effective and helpful than traditional teaching methods for students. (c) Vocabulary retention of experimental group (Class A) students is better and longer than control group (Class B) students. (d) Systematic English teaching and learning offers great support to students. This study not only provides teachers with some pedagogical applications for English vocabulary teaching but also raises the importance of awareness in English vocabulary learning through conceptual metaphor and semantic field theory.
10
CHIUNG-FANG, CHANG y 張瓊方. "Using the Web-based Thematic Learning System to support Elementary School’s Science Teaching – The Effect of Experience Value". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/71944226512017106152.
Texto completoResumen
碩士國立花蓮師範學院
科學教育研究所
94
Using the Web-based Thematic Learning System to support Elementary School’s Science Teaching – The Effect of Experience Value. Abstract With the advent of the internet information era, the original and traditional teaching activities have been subdued. A student may engage in learning by merely possessing a computer with access to the internet, and online learning environments have also been establishing as fast as seeds sprout after a season’s rain. However, this has also caused many online learning aftereffects: that of students roaming on the internet without knowing how or where to begin learning, their learning motivation inconstant, etc. Therefore, online learning cannot fully replace traditional teaching. From the thematic online learning environment, by analyzing the theories which could meaningfully incorporated into the teaching activity design, the motivation theory, as referred by the researcher, was further developed into the experience value management mechanism. With regard to teaching experience, when students were working in teamwork learning in the thematic online learning environment, we discovered that the score achieved by on-line thematic learning was lowly relevant to the academic performance in the natural science course. Secondly, we found out that high experience value policy is more effective on learning achievements than and low experience value policy. By analyzing targeted on students’ feelings about experience value management and their learning attitudes, we have found that in terms of students’ feelings and attitudes about experience, some are objective-oriented and self-motivated learning, some are avoiding-oriented learning due to fear for deduction of experience, some are teamwork objective-oriented learning on the thought to quickly pass the stage, and some objective-oriented learning are even the performance of showing off one’s own abilities. We may categorize the teaching strategies into the following: (1) the educator must avoid practice of intimidation and bribery methods when engaged in teaching activities; (2) build, as possible as they can be built, environments where students can take up learning based on self-motivation, coming from within their hearts, (3) reduce the scoring assessment, and perform more authentic assessments for teaching activities.
11
Liao, Li-An y 廖莉安. "The Effect of Applying Computer Simulation System to Teaching Physical Education to Teachers’ Critical Thinking Abilities and Thinking Styles". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/99061857366220297530.
Texto completoResumen
碩士台北巿立體育學院
運動教育研究所
98
Abstract This study was to understand the influence of computer simulation application in teaching physical education (PE) to teachers’ critical thinking abilities and thinking styles. There were three purposes: 1. The effect of the computer simulation in teaching PE to PE teachers’ critical thinking abilities. 2. Comparing the differences of effects between applying the computer simulation in teaching and without the computer simulation to PE teachers’ critical thinking abilities and thinking styles. 3. The effect of the computer simulation in teaching PE to PE teachers’ and thinking styles. And the samples in this research was selected from the students of institute of the two sports universities and colleges in north Taiwan .They were inservice PE teachers. Forty-one (n= 41) students in the experimental group accepted 12 weeks computer simulation application in teaching physical education (PE) method, and thirty-two (n= 32) students in the control group accepted 12 weeks non computer simulation application method .Two groups were asked to complete Thinking Styles Questionnaire for PE teachers and Test of Critical Thinking Skill In Sports in the beginning and last classes. The applied analsis method were descriptive statistics, T-test, repeated measures, ANOVA, and Bowker’s test of symmetry. The result of study showed 1. The students of the experimental group was significantly improved in the' deduce ' factor on the Test of Critical Thinking Skill In Sport post-pre test.In the other hand, the control group was no significantly improved in any factors on the Test of Critical Thinking Skill In Sport post-pre test. 2. The students of the experimental group had significantly improved in the factors of ‘assumptions identification’, ’induction’, ‘deduction’ and ‘interpretation’ than the ones in control group. 3. There was no significant changed in thinking styles in both group. In the end, the reasercher proposed suggestions for educational organization of PE, PE educators, PE reserchers, and future studies.
12
賴連貴. "The Effect of Embedded Diagnostic Test In Student-Oriented Digital E-Learning By Using the Multimedia Teaching Web System". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/96294491404311620065.
Texto completoResumen
碩士國立新竹教育大學
進修部課程與教學碩士班
93
The purpose of this research is to see how well the embedded diagnostic test teaching method can achieve on the digital learning. Using “Intelligent Multimedia Content Management System” provided by Professor Tseng, Shian-Shyong’s research team at the Information Science Department of National Chiao-Tong University, this research organized courses based on “Object Oriented Learning Activity Model.” There are two teaching methods in this research. One is “embedded diagnostic test e-learning model” and the other is “nil diagnostic test e-learning model.” The research objects are the fifth and sixth graders in Lucky Elementary School in Sanxia, Taipei County. According to “Water Recycling Learning Achievement Test” and “Learning Portfolio Database, LPD,” we have the following findings: 1.In IMCMS system, based on OOLA, the two different teaching models which are “embedded diagnostic test e-learning model” and “nil diagnostic test e-learning model” both have profound achievement on teaching the idea of water recycling. And there are no trident differences on the learning achievement between two groups. 2.As for different genres, under “embedded diagnostic test e-learning model,” boys and girls have the same learning achievement, while under the “nil diagnostic test e-learning model,” the girls do better than the boys. 3.As for different grades, the fifth graders do as well as the sixth graders on the idea of water recycling. 4.AS for the related coefficient on the effect of quantities of student teaching material and learning achievement, there is an opposite relation in Person’s Related Coefficient among the students under “embedded diagnostic test e-learning model” however; there is no special relation in the group of “nil diagnostic test e-learning model.” 5.Combining the viewpoints on learning efficiency and excluding the influence of the genre on learning achievement, in IMCMS, using embedded diagnostic test OOLA model to design courses is a better digital teaching method.
13
Chang, Li-Wen y 張力文. "The Effect of Scout Skill Learning on Using Teaching Strategy of “Student Teams Achievement Divisions（STAD）Combined With the Teaching Model of Expertlearning, The Patrol System and The Honor System”-Take Knotting Learning for Example". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jv29hm.
Texto completoResumen
碩士健行科技大學
國際企業經營系碩士班
104
The study is to explore to the effect of learning achievement on scout knotting by using the teaching model combined with two main systems in scout- expertlearning and student teams achievement divisions（STAD）. The research involved 9th grade junior high school students in Taoyuan City. We adopted the proposed teaching model in three classes as experimental group. Another three classes were adopted traditional teaching model as control group. During the experiment, we evaluated learning achievements by using “Personal knotting skill implementation scorecard”. The overall experiment lasted 14 weeks. After the end of knot teaching, we examined the results by using “Personal knotting skill evaluation form” and “Individual and team honors credit table”, to further discuss the difference of two groups on learning achievements. According to the experimental result, we analyze the data with descriptive statistics and t distribution test to have the analysis result as follows: 1. Both the grades of the experiment group in “Personal knotting skill implementation scorecard”, and “Individual and team honors credit table” are better than the control group, and the achievement of experiment group is also remarkable.There is no big difference at the part of “Personal knotting skill evaluation form”. 2. We can come to a conclusion; the learning achievement has positive significant effect by using the teaching strategy of STAD combined with the teaching model of expertlearning, the patrol system and the honor system. We provide the results and related suggestions as a reference for teaching and further researches in the future.
14
Chiu, Hsuan-Wei y 邱宣瑋. "The Effect of Teaching Activity integrated with the Teaching Aids System for Basic Academic Competence in Elementary Mathematics on the learning achievement of the Speed Unit for Sixth Graders". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/e4zbzy.
Texto completoResumen
碩士國立臺中教育大學
教育資訊與測驗統計研究所碩士在職專班
103
The purpose of this study is to design a teaching activity integrated with “The Teaching Aids System for Basic Academic Competence in Elementary Mathematics” (TASBACEM), and to analyze how such aids affect students’ learning in the “Speed” unit. Non-equivalent pretest-post test design is used and the sample size is 81 sixth graders from three classes in Taichung City. One class is assigned as the experimental group, which is instructed with the TASBACEM, while the other 2 classes are assigned as the control groups, which are instructed with traditional lecturing and e-textbook respectively. After the instructions are done, students’ performances in the achievement test on the “Speed” unit are first evaluated, and then the effects of the TASBACEM on the students’ performances among three score levels (high, medium, and low), and between different genders are also analyzed. Finally, a survey on how satisfied students in the experimental group are toward the teaching activity integrated TASBACEM is conducted. The results are as follows: 1. Test performances of the experimental group are better than those of the control groups in the “Speed” unit. In other words, the teaching activity integrated with TASBACEM is more effective than both traditional lecturing and instructions using e-textbook. 2. In the experimental group, there is no significant difference in the effect of the integrated TASBACEM on genders. 3. In the experimental group, significant progresses are found among students of all three score levels. 4. Positive responses are given by most of the students receiving the course integrated with TASBACEM.
15
Tseng, Chieh-Yun y 曾捷筠. "The Effect of Junior High School Student''s Reading Literacy and Argumentation through an Interactive Response System Argumentation Teaching". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v74b7z.
Texto completoResumen
碩士國立中山大學
教育研究所
107
The purpose of this quasi-experimental study was to explore on junior high school students’ reading literacy and argumentation ability from the Interactive Response System Argumentation Teaching (IRSA). On the first stage, 149 junior high school students completed a pilot instrument to examine its reliability and validity. On the second stage, a conveniently sampling selection was conducted 31 junior high school students to implement a 8-week IRSA teaching as an experimental group (EG), in addition, 27 students from the same school were conduct a typical Chinese class during the same time as the Comparison group (CG). Moreover, for recognizing the differences of the EG students’ reading literacy and argument ability, 6 target students were recruited with either the highest or the lowest scores on their pre-test of reading literacy and reading literacy test. The investigator developed a series of well-structured reading literacy scale, reading literacy test, learning sheet and interview protocol. On the first stage, I used expert content validity, exploratory factor analyses, internal consistency and item analysis to examine the reliabilities, validity and discrimination of the draft of instruments. On the second stage, I conducted ANCOVA, paired t-test and content them analyses to compare the similarities and differences between the EG and CG students. It was found that (1) the EG students outperformed in reading literacy total score（F = 5.77*, p < .05）and the subscale of Assessing and Retrieving (F = 30.28***, p < .001) than the CG counterparts; (2) EG high-reading literacy group students’ score on Reflection and Evaluation (t = -3.16*, p < .05) was significantly higher than their pretest; the EG low-reading literacy group students’ Reading literacy total score（F = 5.77*, p < .05）and “Assessing and Retrieving”（F = 30.28***, p < .001）were significantly improved than their pretest; (3) EG students’ ability on “Making arguments” and Giving supplemental reasoning” made a significant progress than their pretest. The results might contribute empirical evidences for the future related studies and reading literacy teaching for the secondary school students.
16
Chang, Kao-yao y 張高耀. "The Effect of the Combine Care Intensivists System on Intensive Care Unit Quality of Care and Utilization of Medical Resources：Example of a Southern Regional Teaching Hospital". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11817498953836439399.
Texto completoResumen
碩士國立中山大學
高階經營碩士班
101
Although the intensive care unit(ICU) is a indispensible role in the critical care. It save a lot of life of critical patients, but the cost of medical source increases steadily. Whether at home and abroad, the ICU consume a great manpower and medical resources. It is a important subject about how to give consideration to both care quality and medical resouces. Many reserches in recent years found that it is effective of full-time intensivists system of ICU on improving quality of medical care and utilization of medical resources, and also increases the satisfaction of the patients and the family. The purpose of this study is to evaluate the effects of combined care, full-time intensivists system of intensive care unit(ICU) on quality of medical care and utilization of medical resources during Apr., 2006 to Mar., 2012 at a Southern Regional Teaching Hospital. A quasi-experimental study design method was used to study total 5241 patients including 3511 males and 1730 females. The average age is 68.6 years old. The gender, age, APACHE II score, disease patterns, ICU mortality rate, ICU stay, ventilator days, mean ICU expenditures, and mean daily ICU expenditures of the two groups were analysised by a Independent samples t-test, Chi-swuare test, and one way ANOVA TEST. And the risk factors of ICU mortality rate and ICU stay were also studied by the use of Logistic restression and linear regression analysis. The results revealed the ICU stay, ventilator days, and mean ICU expenditures increased, and the ICU mortality rate and mean daily ICU expenditures reduced after intensivist staffing, but there was no significant difference in statistics.
17
陳靜瑜. "Using Web-based PBL Management System in the Ecological Pond Teaching to Explore the Effect of Science Process Skills and Problem-solving Abilities of the Sixth Graders". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24742944574436014331.
Texto completoResumen
碩士臺北市立教育大學
自然科學系碩士班
97
The aim of this study was to investigate the effect of project-based learning on science process skills and problem-solving abilities of the sixth graders’under web-based PBL management system. Three goals were involved in the study: 1. to compare the effects of “Internet Project-Based Learning” and “General Teaching Activities” on sixth graders’ science process skills and problem-solving abilities；2. to survey sixth graders’ attitudes toward the Internet Project-Based Learning. In the study, quantitative methods, accompanying with qualitative analyses, were conducted and the experimental design with an experiment group and a control group was adopted. Two sixth-grade classes, 30 students in each and 60 in total, were selected. This study conducted learning activities of the ecological pond for subjects. One class, as the experiment group, was fostered through project-based learning management system, while the other, as the control group, was taught via general teaching activities. The Science Process Skills Test, the Problem-solving Abilities Test and the Internet Project-Based Learning Attitude Scales were applied in the study, as for the data of students’ learning status and attitudes toward the Internet Project-Based Learning were collected by interviews. According to quantitative and qualitative analyses, the results were shown as follows: 1. Among the thirteen items of science process, the experimental group significantly outperformed than the control group in the subscales of Using Numbers（Quantifying）, Interpreting Data, Communicating, Experimenting and the total score. 2. As to the problem solving abilities, the experimental group significantly outperformed than the control group in the subscales of Explain the Inference, Infer the Reason, Determine on the Solution, Prevent the Problems. 3. As to the students’ attitudes toward the Internet Project-Based Learning, （1） Most of students considered that through the Internet Project-Based Learning system, they were able to take down the entire study process clearly, to inspect and learn from each other, and discussed each other online. （2）Most of students considered that through the Internet Project-Based Learning system, they can acquire more knowledge, stimulate more ideas, and believed that method of Internet Project-Based Learning can be applied to other subjects. （3）Most of students considered that learning through the Internet Project-Based system is more interesting than the General Learning, if there is an opportunity, they are willing to join in the Internet Project-Based Learning research again. （4）Most of students were willing to learn cooperatively.
18
Lee, Chao-Chang y 李昭璋. "The Research on the Learning Effect by integrating an Online Instant Response System into Earth Science Teaching-A Case Study for the Middle School Students from the Rural Area". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/52944x.
Texto completoResumen
碩士國立臺灣師範大學
教育學系
105
The research aimed to investigate the effects of implementing the online instant response system “Kahoot!” in earth science teaching for the students from the rural area, especially focusing on their learning motivation, learning achievement, learning process as well as the attitude toward the implementation. The research adopted the mixed-methods approach , mainly based on quasi-experimental approach. The participants, selected from the researcher’s classes, were randomly grouped into different teaching models. During six weeks of conducting the respectively experimental teachings, the experimental group was exposed to the teaching model of integrating “Kahoot!” into Earth Science teaching , while the control group was exposed to the traditional approach. Research data were collected through a student motivation scale, homework performance, learning diary, questionnaire and interview, and all data were quantitatively analyzed and summarized with descriptive description. Four conclusions are organized as follows: 1.Implementing “Kahoot!” in earth science teaching can boost the rural-area students’ learning motivation. 2.Implementing “Kahoot!” in earth science teaching can bring upon positive learning results among the rural-are students’ learning performance. 3.Implementing “Kahoot!” in earth science teaching can increase the rural-area students’ class attention and their intentions to review earth science materials, which is beneficial to learning efficiency. 4.The students from the rural area are delighted to use “Kahoot!” in earth science learning and display a positive learning attitude towards this teaching model. Finally, based upon the research results and findings, some suggestions were proposed from the viewpoint of teaching fields and further research to benefit and aid relevant personnel in terms of both theory and practice.