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Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.
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The aim of this study was to find out what attitudes students of English at Upper Secondary School have to the classroom teaching, in relation to the grade they are expecting in the current course. Furthermore, the question was whether the high achievers, also referred to as “top grade” students, felt more motivated than the low achievers, also referred to as “lower grade” students. In order to answer the research questions, the phenomenon motivation first had to be examined by studying findings by different scholars. The study was carried out with a questionnaire as the instrument. It was filled in by 86 students at a freeform Upper Secondary school in the middle of Sweden. The questionnaire asked questions about the difficulty of the course, the students’ motivation for the tasks given and also what impact the teacher had on the students’ progress. 19 high achievers were identified in the study, and 8 low achievers. The results showed that the high achievers show more positive results on attitudes and motivation in all areas. They expect higher grades and they express an interest in more areas than the low achievers do. On the other hand, no difference was found between the groups when it comes to the way they rate their interest in learning English. Similarly, students in both groups understand the need for English in their future life and careers. The results suggest that both groups are driven by instrumental motivation. The results of the present study correspond to those found in earlier studies by different scholars.
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Price, Benjamin J. "Resilience Among High Achievers In An Instrumental Music Program". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103376/.
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Positive adaptations experienced in spite of challenges faced is known as resilience. Comparatively little research has focused on in-depth descriptions regarding how resilience is manifested in children. The purpose of this study was to add to previous research in the identification of characteristics of resilience in students, and to determine the extent to which band membership has aided their resilience in other domains. Data was collected from a random sample of band seniors from the class of 2011 (n = 3) who attended a large high school in the South. Specific research questions were: (1) What characteristics of resilience are present in the talk of participants in a high school instrumental music program? (2) To what extent has this population perceived that membership in band aided their resilience in other domains? A descriptive study design was chosen that used qualitative data. Following data analysis that included category matrices, prominent themes emerged from the participants’ responses. These included self-improvement, forward thinking, optimism, inner drive, increased achievement, determination, development of relationships to peers and adult mentors, and development of connectedness to the school. The findings of this study complemented previous research on characteristics of resilient students, and suggested that the participants derived positive benefits from group membership and from positively contributing to the school. Recommendations based on these findings for researchers included the need for resilience to be studied across other subject areas in school, and across different populations of students. Recommendations for teachers and administrators included varied opportunities for extra-curricular and co-curricular student engagement.
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McDaniel, Linda Marie. "Family Background and Structure of High Academic Achievers". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278780/.
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This study examines the influence of family background and structure on academic achievement. The research focuses on the 11th- and 12th-grade population in the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas, Denton. The study examines the variables in family background and family structure that contribute to the students' high academic achievement. Twelve hypotheses related to parents, home environment, family structure and interaction, family roles, and family values are proposed. The multivariate analysis shows that the variables being read to, reading independently, fathers' education, mothers' education, and ethnicity are significant in impacting academic achievement. The study underlines the fact that multiple factors in family structure and background have an influence on academic achievement.
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McDonough, Andrea M., i res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.
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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.
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Greenberg, Arthur Richard. "College study in high school for low and moderate achievers /". Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.
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Žvinakevičiūtė-Stankevičienė, Aušra. "6-8 klasių aukštų akademinių pasiekimų mokinių pažintinių gebėjimų struktūra". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194827-93742.
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SANTRAUKA Šio tiriamojo darbo tikslas buvo aprašyti 6-8 klasių aukštų akademinių pasiekimų mokinių intelekto struktūrą. Tyrime dalyvavo 45 mokiniai -32 mergaitės ir 13 berniukų – besimokantys bendrojo lavinimo mokyklų 6-8 klasėse. Mokinių amžiaus diapazonas – 12-15 metų. Pagal pažangumo rodiklius atrinktos trys grupės vaikų: kuriems sekasi kalbos, kuriems sekasi matematika, ir kuriems sekasi ir kalbos, ir matematika (šių dalykų pusmečio ir metiniai įvertinimai – 10 (puikiai) ir 9 (labai gerai) Mokiniai buvo testuoti dviem metodikomis - Wechslerio intelekto skale vaikams-trečias leidimas (WISC-III) ir Bender-Gestalt vizualiniu-motoriniu testu II. Nustatyta, kad aukštų akademinių pasiekimų mokinių verbaliniai gebėjimai yra labai aukšti, neverbaliniai – aukšti. Aukštų akademinių pasiekimų mokiniai WISC-III subtestus atlieka geriau nei jų bendraamžiai iš bendrosios populiacijos. Aukštų akademinių pasiekimų vaikų gebėjimų profilis panašus į gabių vaikų profilį. Šių mokinių intelektinių gebėjimų struktūroje galime išskirti spartaus neverbalinės informacijos apdorojimo ir organizavimo gebėjimą. Tarp trijų tiriamųjų grupių nustatyti Atsparumo trukdžiams ir Apdorojimo greičio faktorių skirtumai. Vaikų, kurių kalbų pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams, trumpalaikė atmintis mažesni nei psichomotorinis greitis. Vaikų, kurių matematikos pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams ir psichomotorinis greitis funkcionuoja vienodame lygmenyje. Vaikų... [toliau žr. visą tekstą]SUMMARY This research aimed on describing the structure of Intelligence of high-achievers of 6th to 8th formers. There were 45 students, namely 32 girls and 13 boys, students of secondary schools, who we participated in the research. Age range of students varied from 12 to 15 years old. Based on performance indicators, the following three groups of children were distinguished: those who showed good performance in languages; those who were goods at mathematics and those who were good at both languages and mathematics (with semestrial and annual evaluation grade 10 (excellent) and 9 (very good) of givens subjects. Students have been tested according to two methods: Wechsler Intelligence Scale for Children (WISC-III) and Bender-Gestalt Visual Motor Test II. It was found that verbal abilities of school high-achievers are very high and nonverbal abilities are high. School high-achievers perform WISC-III subtests better than theirs peers from general population. Relevant differences in performing verbal subtests were determined in three groups of students. For children, who are good at languages, is characteristic abstract logical reasoning involving when involving words and school aptitude. Students, who are good at mathematics, have better computation and abstract reasoning involving digits abilities. Children, who are good at all subjects, possess best long-term memory, ability to accumulate information. The cognitive profile of high-achievers is similar to profile of gifted... [to full text]
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DeLoach, Shondale. "SAME-RACE REGULATORY RESOURCE DEPLETION: OBSTACLES OF BLACK HIGH-ACHIEVERS". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344626399.
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黎泳芝 i Wing-chi Lai. "The importance of learner training for high achievers in self-directedlearning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262463.
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Leung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.
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Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.
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Sin, Kuen-fung. "Self-concept amongst high and low achievers in a Hong Kong secondary school". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627097.
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Leung, Wai-ping, i 梁慧萍. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3567197X.
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Sin, Kuen-fung, i 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
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Davies, Simeon. "Lifestyle orientation of high versus low achievers in traditional school sports: an holistic analysis". Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1009501.
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One hundred and four subjects aged 16-18 years volunteered to participate in this study which sought to identify via an holistic model those factors that characterise the lifestyle orientations of high and low achievers (male and female) in traditional school sport. Subjects were evaluated with respect to their anthropometric, physiological, psychological and perceptual responses. The data were statistically analyzed by one way ANOVAS for significant differences in the following pairs; males and females, high and low achievers, Mhi (male high achievers) and Mlo (male low achievers), and Fhi (female high achievers) and Flo (female low achievers). Anthropometric results indicate that Fhi and Flo were significantly different in their stature, mass and body fat, while Mhi and Mlo show no significant differences. A greater disparity existed between VO, max of Fhi and Flo compared with Mhi and Mlo, along with trends in heart rate and RPE responses that were also more divergent. Psychological responses indicate that Fhi and Flo were significantly different in five of the seven sub-domains of CATPA, while Mhi and Mlo were only identifiable in one. In the PSPP Fhi and Flo were significantly different in all five subscales, while Mhi and Mlo in only two. This contrast in variability between the paired group analysis of Fhi and Flo as compared to Mhi and Mlo appears throughout the data.
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Shapiro, Bradley Thomas. "Ability Tracking and Class Mobility in High School Mathematics: The Case of Low Achievers". Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32393.
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The goal of this paper is to evaluate commonly held criticisms of the practice of ability tracking in high school mathematics. To do so, I employ data from the National Education Longitudinal Study of 1988 and follow-ups to model classroom selection and education production. This paper will focus only on the causes and effects of tracking on students who were tracked as low-ability in eighth grade. From this, we can see how many students, if any, switched out of the low-ability track by tenth grade and how various switches have affected their test scores in mathematics. I find that students exercise mobility between ability-tracks as late as tenth grade and that ability-track placement is largely determined by test scores. In addition, I find evidence that there would be minimal, if any, test score improvement among low-ability students if they were all moved to a class of heterogeneous ability.Master of Science
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Cheung, Chok-yee, i 張作儀. "The effectiveness of vocabulary learning strategies of Chinese low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649742.
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Wong, Chung-fu Roger. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22400965.
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譚佩珊 i Pui-shan Tam. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249553.
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Tam, Pui-shan. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744495.
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Norén, Josefine, i Stina Blomqvist. "Matematikbegåvade elever : En studie om hur fyra lärare talar om sitt arbete med matematiskt begåvade elever". Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13231.
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Många som arbetar i skolan är överens om att barn bör ha möjlighet att lära sig på olika sätt. En teori som utgår från detta är Gardners teori om multipla intelligenser. Vi har valt att undersöka hur fyra lärare verksamma i låg- och mellanstadiet i en stad i Mellansverige arbetar med en enligt många forskare missunnad elevgrupp, de begåvade. Denna studie syftar till att undersöka hur fyra lärare talar om sitt arbete med matematikbegåvade elever. Hur definierar de intervjuade lärarna elever med en matematisk begåvning och hur förhåller de sig till dessa? Vad säger sig de intervjuade lärarna göra för att utmana dessa elever? Anser de intervjuade lärarna att det finns det något samband mellan högpresterande elever och begåvning, på vilka sätt yttrar sig dessa? För att få svar på dessa frågor användes en kvalitativ metod i form av intervjuer. Enligt skollagen har alla elever rätt att utvecklas så långt som möjligt, även om man lätt når kunskapskraven. Tidigare forskning visar på risker med att elever stoppas upp i sin utveckling. Begåvade elever som inte utmanas i skolan löper risk för att bli understimulerade och inte använda hela sin kapacitet. Matematikämnet har visat sig vara det ämne som i störst utsträckning består av individuellt arbete. Det är dessutom ett ämne där svenska skolelevers resultat har sjunkit de senaste åren. Studien visar att de intervjuade lärarna främst definierar matematikbegåvade elever genom en förmåga att tänka abstrakt och samtala om matematik. Intervjuerna påvisade vilken tillgång matematiskt begåvade elever kan vara i ett klassrum. Lärarna uttryckte att de begåvade eleverna i matematik kan vara en ögonöppnare eller en motor för sina klasskamrater, utan att de blir utnyttjade som hjälplärare. Studien påvisar också vissa svårigheter, de intervjuade lärarna upplever tidsbrist samt svårigheter i att finna bra material för att ge eleverna den utbildning de har rätt till.
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Lam, Ho-chuen Edwin. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge : with special reference to the low-achievers (Band 5) and high-achiever (Band 1) pupils /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876407.
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黃仲夫 i Chung-fu Roger Wong. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196199X.
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Au, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.
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Mori, Sachiho. "Task-related Japanese language learning strategies used by high and low achievers at an American university". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319832.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2008.Title from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2998. Adviser: Martha Nyikos.
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Treviño, Robert Edward. "Parent involvement and remarkable student achievement : a study of Mexican-origin families of migrant high-achievers /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Lau, Yiu-tsang, i 劉耀增. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school: implications for curriculumreform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956129.
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Roberts, Robert E. "A study of the cognitive and affective characteristics of high and low achievers in Year 10 algebra". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36679/1/36679_Digitised%20Thesis.pdf.
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This study focused on successful performance in school algebra. It sought to determine what high achievers in Year 10 algebra knew and felt about algebra that enabled them to succeed while their peers were less successful. The study aimed to identify essential cognitive and affective variables which associate significantly with successful performance in algebra and to develop a model to explain how these variables interact to facilitate that success. Implications for instruction were then drawn and recommendations made relating to curriculum design, teacher education and further associated research.
The literature study indicated that three basic concepts, which are representation, generalisation, and functionality, appear to underlie algebraic thinking. A conceptual understanding of a subject together with a range of problem solving abilities distinguish expert from novice intellectual behaviour generally. In addition a range of affective variables including belief in the value of the task, self-concept and self-efficacy beliefs, together with attitudinal variables, impact significantly on successful performance generally.
A two-stage research design was chosen for the study, involving a gender-balanced sample of 54 Year 10 extension (top stream) mathematics students - approximately half from a state school, and the remainder from a private school - from a semi-rural area of Australia. In Stage One all subjects were given a written test of algebra attainment and a series of written tests of the identified basic concepts, that is representation, generalisation and functionality. A questionnaire survey was conducted to determine their beliefs about and attitudes towards, themselves, algebra and mathematics in general. The questionnaire also asked about classroom experiences, perceived scholastic abilities, parental, and perceived teacher and peer group influences on the subjects' learning of algebra. The data were analysed quantitatively and qualitatively and comparisons made between the responses of a group of ten high and a group of ten low achievers in algebra. In Stage Two gender and school-balanced sub-samples from the high and low achievers groups of Stage One were selected for interview. These groups participated one-on-one in a one hour audio/video recorded think-aloud mode algebra problem solving interview conducted by the researcher. The subjects articulated theirthinking procedures and feelings as they solved a range of routine to novel algebra problems. The data gathered from this interview were analysed using both quantitative and qualitative techniques and triangulated with that of Stage One.
The Stage One findings confirmed that high achievers had a significant command of the concepts identified as basic to algebraic thinking. The questionnaire data showed high achievers held positive beliefs and attitudes about algebra and about their own capabilities. These beliefs and attitudes were significantly different from those of their less successful peers. High achievers were generally positive and confident about algebra. They valued the subject for aesthetic and practical reasons. They reported enjoying algebra and believed it enhanced their general thinking and problem solving capabilities. High achievers were self-aware and held strong self-efficacy beliefs. They knew they worked hard and were respected by their teachers and peers and were supported by their parents. Subjects who were less successful in algebra also reported parental support and generally good teacher relations, but reported not being inspired by algebra and not being confident that they could succeed in the subject. No gender or school effects (private or state) were found.
The data gathered from algebra problem solving interviews conducted in Stage Two confirmed the high and low achiever ratings on the identified basic algebra concepts. This was particularly evident with generalisation and with functionality. Noticeably, however, even high achievers at this Year 10 level had difficulties with the function concept. The qualitative data analysis of the interview transcripts was aided by a grounded theory methodology which identified three stages in the algebra problem solving process, these are, information gathering, information processing and information reporting. The analysis identified eight cognitive and eight affective variables which associated significantly with successful performance in Year 10 algebra.
Based on these findings an algebra learning success model was developed. The model postulates that success in algebra results from the reciprocal interaction of positive beliefs and attitudes towards algebra, a sound knowledge of the identified basic concepts of representation, generalisation, and functionality from and the application of a range of problem solving abilities.
These abilities are developed, it is postulated, through the confidence building and optimistic experiences gained from early and sustained comprehension of and success with algebra. Implications for curriculum design and teacher education have been identified, presented and discussed, together with suggestions for further research relating to the algebra learning success model.
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Lam, Ho-chuen Edwin, i 林浩川. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge: with specialreference to the low-achievers (Band 5) and high-achiever (Band 1)pupils". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959489.
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Lau, Yiu-tsang. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school : implications for curriculum reform /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890724.
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Stenback, Jonny. "Räknar skolan med alla? : En studie om hur lärare uppfattar kunskapsskillnader mellan elever i årskurs 6 kopplat till matematik". Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2331.
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Syftet med den här studien var att se vilka uppfattningar lärare har om att eleverna i en klass befinner sig på olika kunskapsnivåer kopplat till matematik. Studien bygger på kvalitativa intervjuer med lärare som arbetar i årskurs 6.
Litteraturen tydliggör vikten av att alla elever får möjligheter att utvecklas utifrån sina egna förutsättningar och behov. Hur undervisningen läggs upp och hur grupperna ser ut varierar, men dialogen mellan lärare och elev samt en varierande pedagogik är två betydelsefulla inslag som lyfts fram.
Resultatet visar att lärarna ser stora fördelar med att ha elever som är på en jämn kunskapsnivå, men de vänder också skillnaderna till något positivt och utnyttjar det i undervisningen. Lärarna har en önskan om att variera undervisningen mer för att ge alla elever möjlighet att lära sig matematik utifrån sina egna förutsättningar.
Min slutsats är att lärarna trots stora skillnader i klasserna anstränger sig för att kunna möta varje elev på elevens egen nivå och att de skapar sitt eget arbetssätt för att uppnå detta. Dock finns tendensen att de högpresterande eleverna ofta inte får chansen att utvecklas utifrån sina egna förutsättningar, eftersom lärarna lägger mycket kraft och tid på att hjälpa de lågpresterande eleverna.
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Irby, Coretta Andréa. ""Now You Know What You're Reaching For...On the Up and Up": An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5507.
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Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed.
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Mellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals". Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.
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This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.
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Prabhu, Sarvesh P. "An Efficient 2-Phase Strategy to Achieve High Branch Coverage". Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/40931.
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Symbolic execution-based test generation is gaining popularity for software test generation.
The increasing complexity of the software program is posing new challenges in software
execution-based test generation because of the path explosion problem. We present a new
2-phase symbolic execution driven strategy that achieves high branch coverage in software quickly. Phase 1 follows a greedy approach that quickly covers as many branches as possible
by exploring each branch through its corresponding shortest path prefix. Phase 2 covers the remaining branches that are left uncovered if the shortest path to the branch was infeasible. In Phase 1, a basic conflict driven learning is used to skip all the paths that may have any of the earlier encountered conflicting conditions, while in Phase 2, a more intelligent
conflict driven learning is used to skip regions that do not have a feasible path to any unexplored branch. This results in considerable reduction in unnecessary SMT solver calls.
Experimental results show that significant speedup can be achieved, effectively reducing the
time to detect a bug and providing higher branch coverage for a fixed time out period than previous techniques.Master of Science
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Morriss, Calvin James. "Techniques used by elite javelin throwers to achieve high release speeds". Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288142.
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Laarich, Abdellatif. "Designing a Heat Treatment to Achieve Ductile Advanced High Strength Steels". Thesis, Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79754.
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Heat treatment is a way to significantly change materials properties. When presented with materials that lack certain mechanical properties, it is possible to change its chemical properties and microstructures by applying heat. This can help achieve better yield strength, ductility and toughness. This project discusses the effects of multiple distinct heat treatment methods for several materials in order to improve ductility and elongation without diminishing strength. The materials in question are High Aluminum Steel and Strenx 700MC steel, the first being under development and the second being a commercially available steel. These steels show promise to be used as high ductility, high strength, and 3rd generation steels. The heat treatments can change the mechanical proprieties of the base materials in order to optimize these steels for applications in vertical access solutions. The heat treatments in this project were Quenching and Partitioning (QP), Quenching and Tempering (QT), Austempering (AUST), Intercritical Heat Treatment (IHT) and other usual heat treatments such as Double normalizing (D-Norm). First, the most beneficial type of the above mentioned heat treatments was selected for each steel and series of heat treatments were performed in order to identify and optimize the best method for each steel. Then, heat treated samples underwent a series of tests to numerically quantify their properties and compare them to the existing steels in Alimak’s applications. The results show that Quenching and Partitioning is the most promising heat treatment for optimizing strength and ductility in High Aluminum Steel, with elongation values up to 19% together with yield strengths of 700 MPa. For Strenx 700MC a combination of temperature and time was found that gave an elongation of above 25% with a yield strength of 450 MPa. The explanation for the good properties was partly grain refinement and phase transformations during heat treatments.
36
Sharpe, Sheree T. "Examining the Characteristics of High Schools in Which Black Students Achieve in Mathematics". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/630.
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Black students’ performance in mathematics on standardized examinations compared to White students is dismal; however, previous research has shown that there are highly effective high schools for Black students as defined by high levels of mathematics performance. Underachievement in upper-level high-school mathematics courses is a barrier for Black students’ access to many postsecondary education opportunities and contributes to an underrepresentation of Black students in the science, technology, engineering, and mathematics college majors and related careers. This dissertation examines the multilevel characteristics (student, teacher, department, and school factors) of high school mathematics programs as measured by Black students’ performance on standardized tests in 12th grade. The data for this study were taken from the Education Longitudinal Study (ELS) of 2002 from the National Center for Education Statistics of the U.S. Department of Education. Results indicated that the 12th grade achievement in mathematics of Black students is positively related to prior mathematics achievement, family SES, and the interaction between the teaching practices of mathematics teachers and students’ collective sense of safety. A surprising interaction effect indicated that in schools where there is collective sense about lack of safety and where students report low-quality mathematics teaching practices, Blacks are more likely to exhibit high student-achievement in mathematics than schools where the collective sense about safety is mixed (or where it is high) or where there is student consensus of good quality teaching practices.
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Phelps, Ryan J. "Optimization of water and metakaolin content to achieve high performance in concrete /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136091351&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Alm, Caroline. "Särbegåvade elever i skolan : Ett nytt fält för specialpedagogiken". Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-257.
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De högpresterande eleverna i skolan har precis som alla andra elever ett behov av bekräftelse, stimulans och utmaningar. Syftet med denna studie är att belysa lärares syn på de duktiga eleverna i skolan. Studien kommer även att beröra lärarnas syn på sin egen kunskap, samt hur de arbetar för att stimulera dessa elever i skolan. Studien ger en översikt av tidigare forskning i ämnet. För att uppnå syftet med studien så genomfördes kvalitativa intervjuer med fem grundskollärare på två olika skolor. I intervjuerna ställdes öppna frågor för att ge respondenterna möjligheten att utveckla sina svar. Resultatet pekar mot att de medverkande pedagogerna upplever en tidsbrist i sitt arbete, att det är svårt att hinna med dessa elever i den utsträckning som önskas. Respondenterna var överens om att diskussionen om de högpresterande eleverna i skolan är viktig. Resultatet visar även att de specialpedagogiska resurserna som finns i skolan enbart går till elever i olika svårigheter och att frustrationen hos pedagogerna ligger i att skapa nya stimulerade och utmanade uppgifter till dessa elever.
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Njiru, Joseph Njeru. "Measuring academic motivation to achieve for high school students using a Rasch measurement model". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1320.
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Many models have been offered on students' motivation to achieve academically. However, most studies on motivation of students to achieve academically are called into question because they do not use an interval level scale, based on a good theoretical model, where attitude items are connected to behaviour items, even though motivation is defined as linked to behaviour. On the other hand, many researchers do not use qualitative methodologies as a preferred method to validate and triangulate data obtained from the questionnaire so as to add scope and breadth to the study. Most researchers have only used either qualitative or quantitative methods but not both. This study uses both the questionnaire and the Interview format so as to allow for flexibility and 'the opportunity to clarify questions and responses with the subjects in order to understand more about students' motivation to achieve academically. The study had two phases. The first phase involved completing a questionnaire on motivation to achieve academically. In this phase, a person convenience sample of 522 high school students of senior (A-level) classes (Years 12 and 13) was used. The sample was taken from three high schools in Kota Kinabalu, Sabah state in Malaysia. The sample consisted of 294 girls (56%) and 228 boys (44%). The stem-item sample• was initially 50, and was written in ordered-by-difficulty patterns. Phase one involved testing a conceptual model of academic motivation involving attitudes and behaviours in relation to three main aspects (striving for excellence, desire to learn, and personal incentives) and 12 sub-aspects. The motivation scale created in this study supports the view that nine out of 12 sub-aspects form the structure of motivation for years 12 and 13 students in Malaysia. The supported structure involves striving for excellence (standards, goals, tasks, effort, and ability) (but not values), desire to learn (interest and learning from others) (but not responsibility for Learning), and personal incentives (extrinsic, intrinsic) (but not social rewards). A unidimensional, linear scale of academic motivation was created with 20 stem-items (30 were discarded) using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960) with the computer Program Rasch Unidimensional Measurement Models (RUMM-2010) (Andrich, Sheridan, Lyne & Luo, 2000). The iii structures, patterns and the psychometric properties of the scale were analysed to understand the meaning of the results. Twenty Motivation items fitted the model and were 'easier' than their corresponding behaviour items, as conceptualised. They fanned an excellent scale in which the proportion of observed variance considered true was 0.92. There was good agreement amongst students to the different 'difficulties’ of the items on the scale and there was a good fit to the measurement model. A good scale of academic motivation to achieve for high school students was created, and the data for the 20 stem-items were valid and reliable. The structure of motivation that was created is based on three 151 order orientations, striving for excellence, desire to learn and personal incentives and nine 2nd order orientations. These are standards, ability, goals, tasks, effort as part of striving for excellence; interest, and learning from others as part of desire to learn and intrinsic rewards, extrinsic rewards as part of personal incentives. In the second phase of the study, semi-structured face-to-face interviews were conducted, using a sample of 45 students, who had participated in answering the questionnaire. This was done to validate and triangulate data obtained from the questionnaire, and to add scope and breadth to the study. The interviews explored students' opinions, experiences, and perceptions of motivation to achieve academically. The interviews were based on validating, clarifying, and seeking further information, on issues identified in the questionnaire. Participation in the interviews was on a voluntary basis, and interviews were conducted in the students' schools. Twenty-five of the student participants were boys and the other twenty were girls. Students' responses suggest that students have different perceptions of academic motivation, have different levels of motivation, and are motivated to achieve academically for various reasons. The results also show that students lack motivation to achieve academically because they make faulty attributions and do not recognise the importance of the aspects of their own motivation to achieve academically. Fear of failure is a way for students to protect their self-esteem and is also common among students. The findings of this research project have implications for high school teachers, administrators, teacher educators, Rasch measurement models and future research on motivation.
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Tseng, Wan-Ting, i 曾婉婷. "A Reading Miscue Analysis of High English Achievers and Low English Achievers in Junior High School". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/75167419816152533115.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
96
ABSTRACT The purpose of the present study is to investigate the difference of the reading processes of the high English achievers (HEA) and the low English achievers (LEA) by means of reading miscue analysis. The HEA’s and the LEA’s reading interests and reading strategies were compared after individual interview. Their oral reading miscues were analyzed in terms of miscues of meaning construction, grammatical relations, and graphic/sound similarity. Finally, the HEA’s and the LEA’s reading comprehension were verified. The participants were ten HEA and ten LEA in the eighth grade. After the reading interview, all the subjects read two English reading selections individually, and then retold the story. The interviews and oral readings were recorded. The subjects’ reading miscues were analyzed via reading miscue inventory (Goodman, Watson & Burke, 1987). The findings are summarized as follows: 1. From the reading interview responses, the HEA showed greater interests and better self-evaluation in English reading than the LEA. 2. Both the HEA’s and the LEA’s reading difficulty is decoding unfamiliar words or phrases. The strategies both groups used to overcome reading difficulty are consulting teachers/others, and consulting a dictionary. 3. From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA. However, there is a significant difference in reading miscues per hundred words (MPHW). It indicats that the HEA showed better reading fluency than the LEA. 4. From the statistical analysis of retelling scores, a significant difference is found in reading comprehension of the two English reading selections between the HEA and the LEA. It indicats that the HEA comprehended the theme and the detailed information of the reading selections better than the LEA. Finally, the researcher made suggestions for English teachers to investigate students’ strengths and weaknesses in reading, and then to design appropriate reading strategies for students in need. Hopefully, the instruction of reading strategies will help students promote reading abilities efficiently.
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Kuo, Feng-ju, i 郭鳳茹. "The Relationship between Stress Teaching and High or Low Achievers". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16127487202474792907.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
92
The purpose of this present study is to investigate the relationship between stress learning and high or low achievers. Besides their English pronunciation learning background, the attitudes of high or low achievers toward English stress learning were examined. Moreover, the present English stress teaching, students’ errors of English stress, or their problems in learning English stress were also observed. In this study, 93 students in the third grade were chosen as subjects from Cheiting Junior High School. The 93 subjects were divided into two classes. 47 students in the best Class A, are referred to the high achievers and 46 students in the middle Class B, are referred to the low achievers. First, all the students needed to answer the students’ questionnaires. Then, they marked the stress, read the oral reading text and were recorded. At the same time, the English teachers in Cheiting Junior High School had to answer the teachers’ questionnaire. The results of the two questionnaires were displayed in frequency and percentage to show the teachers’ and the subjects’ attitudes in teaching and learning English stress. The subjects’ perception and production of the word list were scored and collected. Then, the data were computed in statistical programs to investigate the relationship between the subjects’ English achievement and English stress perception and production. At last, the subjects’ misplacements of stress were classified. Based on the results of the data analysis, the findings of the present study are summarized as follows: 1. There was no obvious difference between high and low achievers’ learning attitude toward English stress. Most of them didn’t think it important and had little interest in learning it. Owing to this kind of attitude, students more or less considered English stress difficult to learn. 2. Most of the teachers paid little attention on English stress teaching. And the textbooks in junior high school now neither referred to anything about English stress nor provided any practice about it 3. Concerning the difficulties to teach or to learn English stress, the teachers admit that the patterns of English stress are too variable to present to students. Students think they can’t find good models to imitate and don’t work hard enough. 4. The statistical results reveal that the stress perception of the students in Class A and Class B is no prominent difference, and the stress production of the students in Class A is proved to be better than the students in Class B. 5. As for the statistical results on the relationship among the semester average grade, stress perception grade, and the stress production grade in Class A and Class B, the average grade and the perception grade, and the perception grade and the production grade are highly related in Class A, but there is no significant correlation in Class B. 6. The performance of stress production of either high or low achievers is much better than their stress perception. There is no significant discrimination of the stress perception between high and low achievers. In the production of English stress, all the students are easier to stress on the wrong syllable when they encounter new words and when the syllables of the words increase. Interfered by Mandarin, students stressed every word in sentences. Based on the study findings, it is suggested that students should take more active attitudes toward English stress learning. In addition, English teachers can focus on the errors of students at different levels, and promote their stress teaching more successfully and easily. Though there is still some room for improvement in this study, the results of this study provide English teachers with evidence that it is urgent and necessary to teach English stress in junior high school in Taiwan.
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Lin, Shih-ting, i 林詩婷. "English Learning Beliefs and Learning Strategies of High and Low English Achievers in Junior High School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73548459190545374761.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
99
The aim of the current study is to explore high and low English proficiency students’ beliefs about language learning and their use of language learning strategies at the junior high school level. Besides, the present study also attempted to investigate the relationship between students’ beliefs and English achievement as well as between students’ strategy use and English achievement. Furthermore, the relationship between students’ language learning beliefs and strategy use was also examined. Meanwhile, the interview based on BALLI categories was utilized to elicit more information. A total of 267 eighth grade students from Li Shin Junior High School in Taichung County participated in this study, 140 were males and 127 were females. Both quantitative and qualitative methods were used in the present study. The quantitative method was executed by a questionnaire, which contained three parts. The first part was Personal Background Information with eight items. The second and the third part were Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) respectively. On the other hand, the qualitative method was conducted by student interview, and a random sample of 6 high English proficiency students and 6 low English proficiency students were selected to participate in the interview. The data was computed and analyzed by means of descriptive analyses, independent t-test and Pearson’s correlation analysis. The significance decision level was set atα< .05 level for statistical significance. The major findings of the study are summarized as follows: 1.High proficiency students held more positive and optimistic concepts than low proficiency students. Besides, high proficiency students were more confident about their abilities and held stronger motivations than low proficiency students. On the other hand, both high and low proficiency students had similar concepts about the nature of learning English as well as learning and communication strategies. For example, most of them considered vocabulary, grammar and translation were the most important parts when learning English, but vocabulary was much more important than grammar and translation. Meanwhile, pronunciation, repetition, practice and guessing were highly valued by both groups. 2.High and low proficiency students were significantly different in 4 categories of BALLI, which were beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, and learning motivations, as well as 20 individual items. 3.High and low proficiency students used a variety of learning strategies. But their lower overall mean scores indicated that junior high school students did not employ language learning strategies frequently. Besides, compensation strategies were used the most frequently while social and affective strategies were used the least frequently for both groups. 4.High and low proficiency students were significantly different in their use of overall strategies and all the individual strategies. Besides, high proficiency students reported higher frequency of strategy use than low proficiency students. 5.There was a close relationship between language learning beliefs and strategy use. In both groups, the beliefs about the difficulty of language learning had the strongest correlation with each category of strategies. 6.The results of interview corresponded to the statistical analyses. The only difference was that interviewees held more integrative motivation than instrumental motivation, which was opposite to the statistical analysis. The findings suggested that language teachers should not only understand students’ language learning beliefs but also encourage them to utilize more language learning strategies. Pedagogical implications and suggestions for further research were provided at the end of the study.
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Chao, Hui-ling, i 趙慧玲. "THE EFFECTS OF ENGLISH ABSTRACT WORD INSTRUCTION ON HIGH AND LOW ENGLISH ACHIEVERS IN JUNIOR HIGH SCHOOL". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99857430485766652739.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
92
ABSTRACT This study explored the effects of English abstract word instruction (AWI) on high and low achievers in junior high school. Specifically, it is to examine if the students with different level of English proficiency utilized different abstract vocabulary learning strategies (AVLS) to decode English abstract words before and after the AWI. In addition, it is to examine if the subjects, including high English achievers and low English achievers, made progress in learning abstract words with six categories of linguistic strategies and six categories of applied linguistic strategies. In conducting this study, the author invited 90 ninth-grade students from Pei-Shin Junior High School to participate in this study. According to their English achievement, these students were further divided into two groups, the high English achievers (HEA) and low English achievers (LEA). Before the AWI, the students were asked to take a pretest which included ten multiple-choice questions in Part A and they also had to describe in detail how they decoded the ten words in Part B. After the AWI, the students were again asked to take an immediate recall test and write down their AVLS. At last, their perception of the AWI and AVLS was investigated. In addition, the students’ linguistic strategies and applied linguistic strategies were also examined through a questionnaire. The main study findings were summarized as follows: 1.The HEA used more strategies and adopted a wider variety of strategies in decoding the new abstract words than the LEA before and after the AWI. 2. After the AWI, both the HEA and the LEA made progress in receptive and productive recall tests, and the difference between the two groups was significant. 3. Among the six linguistic vocabulary learning strategies, there were significant differences in word feature analysis, using dictionaries, and word compounding method between the HEA and the LEA before the AWI. On the other hand, there were significant differences in word feature analysis and word compounding method between the HEA and the LEA after the AWI. 4. Comparison of the six applied linguistic strategies in learning English abstract words of the HEA and the LEA, there were significant differences in cognitive, compensation, and metacognitive strategies, but there were no significant differences in memory, social, and affective strategies. 5. Both the HEA and the LEA showed their positive attitudes toward the AWI and the AVLS. In addition, they agreed that the AVLS was more helpful than rote rehearsal. On the basis of the study findings, the researcher suggests that EFL teachers should introduce some linguistic vocabulary learning strategies to help students to decode new abstract words. In addition, the effectiveness of the strategy employment depends on the students’ language proficiency, the students’ cognitive development, and the students’ acceptance. Therefore, EFL teachers should pay attention to the above factors while employing the strategies. What is more, EFL teachers should make good use of applied linguistic strategies to guide the students in learning abstract words. Finally, EFL teachers should encourage students to read extensively in order to keep the newly learned abstract words and use them conventionally.
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Huang, Pei-chun, i 黃佩君. "TAIWANESE SENIOR HIGH SCHOOL STUDENTS’ READING STRATEGY USE AND LEARNING MOTIVATION OF HIGH AND LOW ENGLISH ACHIEVERS". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30792659364607028538.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
101
This study aims to explore high and low English proficiency students’ metacognitive awareness of reading strategy use and learning motivation at the senior high school level in Taiwan. The subjects of the study were 105 eleventh-grade students from Kaohsiung Municipal Rueisiang Senior High School in Kaohsiung City, Taiwan. They were asked to complete a Reading Comprehension Test (RCT) and then to fill out two questionnaires, the Survey of Reading Strategies (SORS) and Motivation Questionnaire (MQ). The strategies were classified into three categories: global, problem solving, and support. Motivation was divided into three categories: learning attitude, learning need, and learning achievement. The subjects were divided into High Proficiency Group (HPG) and Low Proficiency Group (LPG) based on their Reading Comprehension Test. Both quantitative and qualitative methods were used in the current study. The quantitative method was executed by SORS and MQ with independent sample t-test. The qualitative method was conducted by interviews. The major findings of the present study are summarized as follows. 1. As a whole, a significant difference was found between HPG and LPG in SORS. It proved the correlation between English achievement and metacognitive awareness. 2. The HPG outperformed LPG in problem solving strategies, but no statistically significant difference was found in using global reading strategies and support strategies. 3. HPG students had higher motivation than LPG students. Significant differences were also found in learning need and learning attitude. 4. Interviews results showed that motivation seemed a more powerful predictor to language achievement, especially to LPG students. It is suggested that teachers should integrated metacognitive strategies with curriculum. This will enhance students’ awareness of using strategies. Besides, teachers should try to increase students’ motivation in learning English, such as offering them successful experiences or making English lessons more interesting to them.
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Chen, Guan-Rung, i 陳冠蓉. "A Comparison of Language Learning Strategy Use Between EFL High and Low Achievers". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/73658p.
Pełny tekst źródłaStreszczenie:
碩士靜宜大學
英國語文學系
107
The research focused on an investigation of elementary school students’ use of English learning strategies and its relationships between their English learning strategy use and their English learning achievement. A questionnaire (Oxford, 1990a), Strategy Inventory for Language Learning (SILL) was distributed to the 51 participants to examine the participants’ English learning strategies and the relationship between their English learning achievements and their strategy use. Participants included 51 sixth graders in one elementary school in central Taiwan. They have studied English as a foreign language in formal school settings for about five years. Statistical analyses were performed using SPSS software (version 22) and data analyses consisted of descriptive statistics and independent sample t-test. Results indicated that the mean scores among the six strategies categorizations of the high achievers were higher than the low achievers except social strategies. Also, the participants with high English learning achievement and low English learning achievement applied metacognitive strategies and social strategies most respectively. For item 18 of cognitive strategies, I first skim an English passage (read over the passage quickly) then go back and read carefully, it is the only significant item between the participants’ English learning strategy use and their English learning achievements. It indicates that the skimming skill is relatively crucial when learning English; learners can make use of this kind of strategy to upgrade and improve their English ability; on the other hand, when teaching English, teachers are supposed to put more focus on teaching the skill of skimming to their students. As for participants’ English learning strategy use and the genders, it revealed that there are seven significant items between the participants’ English learning strategy use and their genders. To sum up, females own higher frequency in using strategy than males generally. It is expected that the results of the current study can provide some implication for elementary school English teaching and learning.
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Lai, Yi-ju, i 賴怡如. "Effects of Subtitles and Captions on Taiwanese High and Low Achievers in Senior High School in English Learning". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76870394185729325411.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
英語學系
99
The aim of this study was to examine the effects of Chinese subtitles, English captions, and no captions on high and low achievers in English learning. Vocabulary learning, content comprehension, and listening comprehension were the three aspects that were concerned. 500 second graders in St. Dominic Senior High School were recruited as the subjects. According to the grades of the two monthly exams, the top 30% and the bottom 30% were defined as HEA (High English Achievers) and LEA (Low English Achievers). Further, HEA were randomly divided into three groups (50 students in each group) and LEA another three. The three different groups of HEA watched the same programs with different visual aids, and so did the three of LEA. After watching the programs, the subjects were made to take the vocabulary test, content comprehension test, and listening comprehension test. The major findings of this study are summarized as follows: 1. In vocabulary learning, the statistical results show that for HEA, the Chinese-subtitled group and the English-captioned one performed significantly better than the non-captioned one. As for LEA, there was no significant difference among the effects of Chinese subtitles, English captions, and no captions. 2. In content comprehension, for HEA, the Chinese-subtitled group performed significantly better than the English-captioned one; the English-subtitled group performed significantly better than the non-captioned one. That is, the effects of Chinese subtitles > the effects of English captions > the effects of no captions. With regard to LEA, Chinese subtitles were significantly the most effective, but there was no distinct difference of the effects of English captions and the effects of no captions. 3. In listening comprehension, HEA, with Chinese subtitles and English captions, performed significantly better than those who watched the program with no captions, but there was no significant difference between the Chinese-subtitled and English-captioned groups. When it comes to LEA, the Chinese-subtitled group performed significantly better than the other two, but there was no significant difference between the performance of English-captioned and non-captioned groups. Generally speaking, the whole study yields the result that the effect of Chinese subtitles > the effect of English captions > the effect of no captions on Taiwanese senior high school students’ English learning. The Chinese subtitles seem to be the most effective on both HEA and LEA. However, what is worth most notice is that English captions are far more effective on HEA than on LEA. Based on the findings listed above, EFL teachers, English learners, and parents can choose the most appropriate visual aids while broadcasting English-pronounced DVD according to their objectives and the learners’ levels.
47
Chen, Ssu-Ting, i 陳思婷. "Research on Using APP for Low Achievers’ English Vocabulary Learning in Junior High School". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01689922721684150040.
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碩士國立臺灣師範大學
課程與教學研究所
103
Low achievers have poor performance in English, resulting in loss of interest and self-confidence in learning English. The main contribution of this study is to propose an innovative APP to increase low achievers' vocabularies and improve their listening, speaking, reading, and writing. Seventh-graders are the subjects, and four objectives are presented respectively in understanding and analyzing low achievers' previous English learning experiences, process of using APP, outcomes of using APP and comment towards attitude of using APP. Research process through interviews, observation, student achievement and questionnaires.All data collected were analyzed and summarized. Four conclusions are organized as below: (1)Students' English learning experience is very important for it can affect their willingness in further learning. Especially on their characters, students have positive changes in terms of their learning traits, behavioral traits, and mental traits during the process of using APP. (2)Students' proaction and interaction are emphasized from individual learning to group interactive learning process, reaching task-based teaching. (3)APP brings upon positive learning results among students especially in the students' listening and reading, each student gets full marks. (4)The students display a positive learning attitude towards APP, expressing particularly on its games, learning units and pronunciation learning strategies. Finally, concrete suggestions are presented from the prospect of future research and current teaching methods based on the methodology of low achievers in seventh- graders improving English with designed APP, with the hope that the findings will benefit and aid relevant personnel in terms of both theory and practice.
48
Hsu, Mei-fen, i 徐美芬. "An Action Research on Computer-Assisted Vocabulary Learning of Junior High School Low Achievers". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/52776905204282893330.
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碩士雲林科技大學
應用外語系碩士班
97
ABSTRACT The study investigated the effect of computer-assisted vocabulary software, Qword, on junior high low achievers’ vocabulary learning as well as their inattentive behavior in class. Three 14-year-old junior high school low achievers participated in a 3-month action research, with vocabulary recognition tests as the quantitative data and the field notes as well as the teachers’ reflective journal as the qualitative data. The T-test and content analysis of the data showed that each of the two participants under intervention showed considerable academic improvement and positive attitude toward learning English with the aid of Qword. This study contributes the knowledge of incorporating computer-assisted vocabulary learning into regular English curriculum. Future research can involve more participants for better external validity. Key words: computer-assisted language learning, remedial instruction, low achievers
49
劉奇愛. "Investigating Senior High School Low Achievers’ Engagement Pattern by using Scientific Inquiry Activities：Case Study". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3nn25r.
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碩士國立彰化師範大學
科學教育研究所
107
The purpose of this study is to investigate the middle school low achievers’ engagement patterns by implementing scientific inquiry activities. In addition, the goal is to describe where low achievers have difficulties when they engage in scientific inquiry activities, then further analyze the scientific inquiry learning outcomes of low achievement students. Using the method of case study, we selected 12 low achievers in science inquiry club that is in the public senior high school of central Taiwan. The qualitative data is made up of video recordings, teacher interviews, students’ worksheet, and students’ semi-structured interviews. The scientific inquiry in this research consists of six activities and one training course. Each inquiry activity last for180 minutes, while the training course last for 90 minutes. The activity design is based on the science education standard in 12-year compulsory education law passed. It operates under the basics of guided inquiry with the following structures: stimulating motivation, hypothesis creation, experimental design, hands-on, data collection, data analysis, class competition and group presentation. There are four results in this research: (1) This research characterizes low achievers by identifying four engagement patterns. (2) Distraction is the biggest problem for low achievers’ engagement in scientific inquiry. (3) Through the process of participation, low achievers gradually become familiar with scientific inquiry process. (4) Low achievers enter into self-isolation because of afraid to participate in discussions and express opinions. However, the experience brought by inquiry can help them gradually reduce anxiety.
50
Lin, Yuh-Huey, i 林玉惠. "The Effects of Learning Strategies Training to the Junior High School Low Achievers in English". Thesis, 1995. http://ndltd.ncl.edu.tw/handle/41496167460702442404.
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