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Dissertations / Theses on the topic 'Ability. Students'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Analyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.

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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.

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2

Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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3

Benson, Melba W. "Major Spelling Deficiencies Among Collegiate Business Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331698/.

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The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.

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Kayhan, Emine Banu. "Investigation Of High School Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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5

Boz, Burcak. "Investigation Of Estimation Ability Of High School Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/12605271/index.pdf.

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The purpose of this study was to investigate the high school students'
ability on estimation and computational estimation. The study was conducted in Denizli with 153 ninth grade students who enrolled to general, Anatolian and foreign language high schools. The Estimation Ability Test was utilized. The three formats which are number format, answer format and problem format of the test were analyzedby with respect to school types and gender. The design of the present research was one group pretest-posttest design. The hypotheses of the study were tesetd by using analysis of covariance at the significance level 0.05. The results of the study indicated that: 1. There were statistically significant differences among the mean scores of students enrolled to different kinds of high school with respect to estimation ability and computational estimation in favor of Anatolian High School students. 2. There were statistically significant mean differences of students enrolled to diffrent kinds of high school with respect to sub-categories of the estimation ability test in favor of Anatolian High School students. 3. There was no statistically significant mean difference between boys and girls on estimation ability. 4. There was statistically significant mean difference in some sub-categories of the estimation test in favor of boys.

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6

Alencar, Eunice Soriano de. "Social and emotional difficulties among high ability students." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100954.

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Social and emotional difficulties observed among highly able students are addressed. The asynchronous development, perfectionism, over-excitability, underachievement, and other social and emotional difficulties are discussed, describing factors related to them. The article finalizes highlighting possible contributions of the psychologist on counseling high ability students, their families and teachers, with the purpose of preventing or reducing maladjustments, as well as of helping them optimize their developmental process.
Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.

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7

Pare, Diane. "Grouping Students by Ability| Homogeneous versus Heterogeneous Classrooms." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618052.

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The primary purpose of this examination was to determine attitude s regarding homogeneously grouped students from a focus group of teachers. Do they think that students benefit sufficiently from a homogenously grouped educational setting? Homogeneous grouping assembles students with similar abilities together, wh ereas heterogeneous grouping assembles a mixture of student ability levels within the same classroom. Proponents of both grouping styles confirm the benefits of their preferred style; however each has its own limitations. Those in fa vor of homogeneous grou ping suggest it creates an atmosphere where students feel comfortable with like-minded students, allowing the teacher to reach the student better and students to achieve more success. Those who favor heterogeneous grouping suggest a mixed setting of studen ts creates an environment in which students are pushed to perform to the best of th eir capability. This study delve d into the experiences, opinions, and attitudes of teachers who instruct in homogeneous classrooms as well as examining the field research of other scholars, showing that homogeneous grouping s broken into smaller heterogeneous groups favor ed the most.

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8

Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.

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9

黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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10

Ryan, Kathleen. "Sketching and creativity of interior design students." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/K_Ryan_042508.pdf.

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11

Cellerino, Kristen. "Special education students can achieve spelling success /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1582.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 46-47).

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12

Lee, Yu-fung. "Develop students' spatial ability with physical and virtual manipulatives." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35677806.

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13

Anh, Ngo Phuong. "Developing the intonation ability of Vietnamese students of English." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606945.

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This study investigates and evaluates the effects of intonation training embedded with language learning strategies (LLS) among Vietnamese learners of English. To achieve this, the study examined learners' perception and production of tonicity (focus placement) and three tones - falling, rising and falling-rising, their reported difficulties in learning intonation, the effects of the training upon them, and their use and reflections on LLS. 52 second-year English major students at Hanoi University of Science and Technology were recruited. Participants were split into three groups: the pilot group (GI), the experimental group (G2) and the control group (G3). The research was implemented in an intonation training course of ten I 50-minute classes, each class consisting of group discussion and intonation training. Quantitative data. were collected from G2 and G3 on their ability to perceive and produce intonation focus and tonal differences in English using intonation pretests and post-tests. Participants' diary reports, supplemented by the researcher's journal/field-notes, group discussions and semi-structured interviews, were also collected as qualitative data. The quantitative results reveal a statistically significant difference in performance between G2 and G3 in perception and production of tonicity and tone. G2 performed better in perception than production and better in tonicity than in tone, and performance improved significantly over the period of training, while G3's improvement was negligible. Qualitative data reveals the difficulties encountered by the participants during the training (such as producing the falling-rising tone and access to resources outside of class), their positive feedback on the training using LLS, and their interest in intonation learning strategies. The results of the study are discussed in terms of its contribution to research in this area and to the teaching and learning of English intonation in the Vietnamese context.

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14

Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.

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15

Lee, Yu-fung, and 李如鳳. "Develop students' spatial ability with physical and virtual manipulatives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35677806.

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16

Koo, Sze-tak. "Can animations assist lower-ability students in learning biology." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190732.

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17

Riegle, Aaron. "The pitch matching ability of high school choral students." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/621.

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18

Perry, S. Marshall. "Shaping self-concepts : ability grouping and middle school students /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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19

Fakhreddine, Fatima Hassan. "Intensive chemistry seminar, group ability composition, and students' achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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20

Hoosain, Emamuddin. "Teachers' conceptions and beliefs about mathematical problem solving relative to high-ability and low-ability students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665559998.

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21

Jung, Eunju. "Methods in creating alternate assessments : calibrating a mathematics alternate assessment designed for students with disabilities using general education student data /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9221.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-116). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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22

Lo, Elsa. "Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61813.

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23

Morgan, A. T. "A study of the difficulties experienced by engineering students in higher education with mathematics and related subjects and their relevance to the structure of mathematical ability." Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383833.

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24

Soylu, Hacer. "The Effect Of Gender And Reasoning Ability On The Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607790/index.pdf.

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The purpose of this study was to investigate the effect of gender and reasoning ability on the 8th grade students&rsquo
understanding of ecological concepts and attitude toward science. All 8th grade students from public elementary school in Tosya participated in the study. Students&rsquo
understanding, attitude toward science and reasoning ability were also measured by means of the Test of Ecology Concept (TEC), the Attitude Scale toward Science (ASTS) and the Test of Logical Thinking (TOLT) respectively. In order to investigate students&rsquo
understanding deeply, interview was conducted. Results of the TEC and interview show that students have many misconceptions concerning ecosystem, population, community, decomposers, food chain, food web, energy pyramid and energy flow. Students&rsquo
understanding for the first tier (M= 55.8), combination of first two tiers (M= 27) and combination of all three tiers (M= 21.2) were calculated according to TEC results. Multivariate Analysis of Covariance (MANCOVA) conducted to determine the effect of gender on students&rsquo
understanding of ecological concepts and attitude towards science when reasoning ability was controlled. The results indicated that there was significant gender difference in favor of girls with respect to students&rsquo
understanding of ecological concepts and attitude towards science when reasoning ability was controlled (Wilks&rsquo
Lambda=0.97
p=.00).

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Korkmaz, Oguz. "The Relationship Among Reasoning Ability, Gender And Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606666/index.pdf.

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This study investigated the 9th grade students'
achievement regarding diffusion and osmosis in relation to reasoning ability, prior knowledge and gender. A total of 397 ninth grade students participated in the study. The Test of logical thinking (TOLT) and the Diffusion and Osmosis Diagnostic Test (DODT) were administered to determine students'
reasoning ability and achievement in diffusion and osmosis, respectively. DODT results showed that the range of correct answers for the first tier was 41 % to 91%. When both tiers were combined, the correct responses were reduced to a range of 21% to 61%. This result reveals that students have enough content knowledge but they don&rsquo
t know the underlying reason of their choice in diffusion and osmosis concepts. Pearson Product Moment correlations showed a statistically significant positive correlation between achievement and students'
prior knowledge &
reasoning ability. MRC Analysis was conducted to determine the contribution of prior knowledge, reasoning ability and gender to the achievement. Prior knowledge and reasoning ability, but not gender, made a statistically significant contribution to the variation on achievement. Prior knowledge and reasoning ability together predicted 37 % of the variation on achievement. Stepwise multiple regression analysis was computed to determine the variables were best predicting students&rsquo
achievement. While prior knowledge explains 33 % of the variation in achievement, reasoning ability explains only 4 % of the variation in achievement. Results indicate that prior knowledge is a better predictor than reasoning ability in students&rsquo
achievement.

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Kurowsky, John D. "A Survey of Pharmacy and Medical School Students’ Ability to Recognize Drug-Drug Interactions." The University of Arizona, 2007. http://hdl.handle.net/10150/624404.

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Class of 2007 Abstract
Objectives: The purpose of this study was to determine if there is a difference between both graduating medical and pharmacy students in their capabilities to appropriately recognize drug-drug interactions that have led or can lead to serious toxicological consequences in humans. The hypothesis of this study was that there would be no difference between the ability of medical and pharmacy students to recognize potential drug-drug interactions. Methods: A two-page questionnaire was giving during the last semester before both the medical and pharmacy students graduate. The first page requested information about demographics, such as: gender, age, current educational program, previous education in healthcare, other degrees held, and average hours worked in healthcare per week for the past year. The second page contained 22 questions on potential drug-drug interactions. Also, there will be some questions that do not contain any drug-drug interactions. The students had four choices, in which they could answer. The choices were (1) The two drugs should not be used together (contraindicated), (2) The two drugs may be used safely together with monitoring, (3) The two drugs may be used safely together without monitoring, and (4) Not sure if the drugs can be used together. Results: Of the 168 questionnaires distributed, 51 were completed and returned. Forty-seven pharmacy students responded, while only 4 medical students responded. Pharmacy students correctly identified 38.4% + 11.7% of the interactions. The minimum correct responses was 13.6% and the maximum was 68.2% Pharmacy students without a bachelor of science (BS) performed slightly better than the students having a BS with a mean score of 40.0% + 3.0% and 37.1% + 9.0%, respectively. There was no significant difference between the groups (p = 0.42). Males had a mean score of 39.1% + 8.2%, while females had a mean score of 38.1% + 13.1%. There was no significant difference between the groups (p = 0.78). Also, there was no significant difference between the student’s age or how many hours they worked per week regarding the percent of correct responses.

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27

Ashry, Rustom Ahmed Rennels Max R. "A comparison of creativity scores between beginning and advanced painting and graphic design students." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713210.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 25, 2005. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, E. Robert Stefl, Jack A. Hobbs, Robert C. Goodall, Eugene R. Irving. Includes bibliographical references (leaves 56-57) and abstract. Also available in print.

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28

Mak, Shing-chit. "An evaluation of the streaming of students to secondary four." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601708.

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29

Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.

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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.

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30

Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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31

Anderson, Kirsty Jane. "Factors affecting the development of undergraduate medical students' clinical reasoning ability." Click here to access, 2006. http://hdl.handle.net/2440/37850.

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It is important for doctors to be clinically competent and this clinical competence is influenced by their clinical reasoning ability. Most research in this area has focussed on clinical reasoning ability measured in a problem - solving context. For this study, clinical reasoning is described as the process of working through a clinical problem which is distinct from a clinical problem solving approach that focuses more on the outcome of a correct diagnosis. Although the research literature into clinical problem solving and clinical reasoning is extensive, little is known about how undergraduate medical students develop their clinical reasoning ability. Evidence to support the validity of existing measures of undergraduate medical student clinical reasoning is limited. In order better to train medical students to become competent doctors, further investigation into the development of clinical reasoning and its measurement is necessary. Therefore, this study explored the development of medical students' clinical reasoning ability as they progressed through the first two years of a student - directed undergraduate problem - based learning ( PBL ) program. The relationships between clinical reasoning, knowledge base, critical thinking ability and learning approach were also explored. Instruments to measure clinical reasoning and critical thinking ability were developed, validated and used to collect data. This study used both qualitative and quantitative approaches to investigate the development of students' clinical reasoning ability over the first two years of the undergraduate medical program, and the factors that may impact upon this process. 113 students participated in this two - year study and a subset sample ( N = 5 ) was investigated intensively as part of the longtitudinal qualitative research. The clinical reasoning instrument had good internal consistency ( Cronbach alpha coefficient 0.94 for N = 145 ), inter - rater reliability ( r = 0.84, p < 0.05 ), and intrarater reliability ( r = 0.81, p < 0.01 ) when used with undergraduate medical students. When the instrument designed to measure critical thinking ability was tested with two consecutive first year medical student cohorts ( N = 129, N = 104 ) and one first year science student cohort ( N = 92 ), the Cronbach Alpha coefficient was 0.23, 0.45 and 0.67 respectively. Students ' scores for clinical reasoning ability on the instrument designed as part of this research were consistent with the qualitative data reported in the case studies. The relationships between clinical reasoning, critical thinking ability, and approach to learning as measured through the instruments were unable to be defined. However, knowledge level and the ability to apply this knowledge did correlate with clinical reasoning ability. Five student - related factors extrapolated from the case study data that influenced the development of clinical reasoning were ( 1 ) reflecting upon the modeling of clinical reasoning, ( 2 ) practising clinical reasoning, ( 3 ) critical thinking about clinical reasoning, ( 4 ) acquiring knowledge for clinical reasoning and ( 5 ) the approach to learning for clinical reasoning. This study explored students' clinical reasoning development over only the first two years of medical school. Using the clinical reasoning instrument with students in later years of the medical program could validate this instrument further. The tool used to measure students' critical thinking ability had some psychometric weaknesses and more work is needed to develop and validate a critical thinking instrument for the medical program context. This study has identified factors contributing to clinical reasoning ability development, but further investigation is necessary to explore how and to what extent factors identified in this study and other qualities impact on the development of reasoning, and the implications this has for medical training.
Thesis (Ph.D.)-- Medicine Learning and Teaching Unit, 2006.

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32

Cakmak, Sedanur. "An Investigation Of The Effect Of Origami-based Instruction On Elementary Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610864/index.pdf.

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The main purpose of the study was to investigate the effect of origami-based instruction on fourth, fifth, and sixth grade students&rsquo
spatial ability in mathematics. More specifically, how origami-based instruction affected students&rsquo
spatial visualization and spatial orientation ability was examined. In addition, elementary students&rsquo
self-reported perceptions related to origami-based instruction was investigated. In other words, students&rsquo
attitude towards origami-based instruction, their views about the benefits of origami-based instruction and its connection to mathematics, and the difficulties that students encountered while making origami as well as by whom they overcame these difficulties were investigated. The data was collected from 38 fourth, fifth, and sixth grade students in a private school in Eryaman neighborhood in Ankara. The participants were given a Spatial Ability Test (SAT) as pretest and posttest in order to assess the effect of origami-based instruction on their spatial ability in terms of spatial visualization and spatial orientation. In addition, the participants were asked to write reflection papers related to origami-based instruction in order to examine their perceptions. The results indicated that there was a significant positive effect of origami-based instruction on elementary students&rsquo
both spatial visualization and spatial orientation ability. Moreover, the findings showed that students had positive attitude toward origami-based instruction where they wanted to continue origami-based instruction. Students also thought that origami-based instruction was beneficial for them especially in geometry topics in mathematics, and they have common views that origami-based instruction was directly related with mathematics. Furthermore, results revealed that students were generally encountered with folding and assembling difficulties, and they overcame these difficulties by themselves, by the help of the teacher, and by the help of their friends.

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Glaser, Margaret L. Jo. "A study of the relationship between preferred learning styles and verbal ability of learning disabled students and general education students implications for the regular education initiative /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423374.

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34

Solomon, Clifford E. "Evaluating spatial abilities in health sciences students /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7680.

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35

Song, Mi Chi, and Austin Gessay. "Medical, Nursing, and Pharmacy Students’ Ability to Recognize Potential Drug-Drug Interactions: A Comparison of Healthcare Professional Students." The University of Arizona, 2009. http://hdl.handle.net/10150/623967.

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Class of 2009 Abstract
OBJECTIVES: The purpose of this study is to evaluate and compare the DDI knowledge of pharmacy, medical, and nurse practitioner students who are beginning clinical clerkships. METHODS: This study utilized a prospective evaluation of DDI knowledge among healthcare professional students who were currently enrolled in their final didactic year at the University of Arizona College of Medicine, College of Pharmacy, or College of Nursing’s nurse practitioner course. Students were provided with 15 possible DDI pairs, and asked to select an appropriate management strategy for each pair. Management options included: “Avoid Combination,” “Usually Avoid Combination,” “Take Precaution,” “No Special Precaution,” and “Not Sure.” The primary outcome measure was the ability to correctly categorize each DDI pair into one of the five management responses. The secondary outcome measure was the number of clinically significant DDIs recognized. Analysis of variance was used to evaluate differences between groups. An alpha of 0.05 was set a-priori. RESULTS: Response rates were 61% for medical students (72 of 119), 82% for pharmacy students (64 of 78) and 100% for nurse practitioner students (29 of 29). The mean number correct for management strategies was comparable in the medical students (2.5, SD= 1.9) and nurse practitioner students (3.0, SD= 1.9), while the pharmacy students had a mean score of 6.1 (SD= 2.2) correct answers. There was a significant difference between the groups in correct responses (p< 0.001). In regards to student ability to identify interactions, the mean number correct was 10.1 (SD= 2.6), 5.0 (SD= 3.3), and 4.4 (SD= 3.0) for pharmacy, medicine, and nursing respectively (F= 60.6; p< 0.001). Post hoc analysis demonstrated that pharmacy students performed significantly better than medical and nurse practitioner students in regards to their ability to: 1) select management strategies for DDI pairs; and 2) identify a DDI interaction. No significant differences were found between the medical and nurse practitioner students. CONCLUSIONS: Pharmacy students demonstrated better knowledge than medical and nurse practitioner students with respect to identifying and selecting management strategies for possible DDIs. However, there is much room for improvement for all groups.

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Spitzer, Sandy Margaret. "The role of graphing calculators in students' algebraic thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 135 p, 2008. http://proquest.umi.com/pqdweb?did=1601234511&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Kampe, Carolyn J. Newby Marilyn Provart. "Effects of differential instruction upon the creative response of deaf students." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101116.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 7, 2005. Dissertation Committee: Marilyn Newby (chair), Heather Hanlon, Max R. Rennels, Lanny E. Morreau. Includes bibliographical references (leaves 66-69) and abstract. Also available in print.

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Wang, Tzu-Ling. "Brain hemispheric preferences of fouth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213169329.

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Cook, Abbie C. "Online Course Success for High School Students: Does Reading Ability Matter?" Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1163738507.

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Thesis (Dr. of Education)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Jan. 26, 2007). Includes abstract. Keywords: online learning; high school; virtual; reading ability; course success. Includes bibliographical references.

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Leung, Hoi-cheung, and 梁海翔. "Enhancing students' ability and interest in geometry learning through geometric constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367746.

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Students nowadays are relatively confident in directly applying geometrical theorems and theories. Nevertheless, it has been a common phenomenon that students are not confident in constructing geometric proofs. They lack the confidence and sufficient experience and knowledge in conducting deductive geometrical proofs. To some students, they treat proofs simply as another type of examination questions which they can tackle by repeated drillings. Students make use of straightedges and compasses to construct different geometry figures in geometric constructions. Through geometric constructions, we can train our prediction and logical thinking skills when investigating the properties of geometric figures. Geometric constructions provide students with hands-on experience to geometry learning which requires students to have more in-depth thinking. This is an empirical study on the implementation of geometric construction workshops among junior secondary students in Hong Kong. Results have shown that students enjoyed the construction tasks during the workshops. Analysis has implied that geometric constructions help improve students’ ability in constructing geometric proofs and to raise their interests in geometry learning.
published_or_final_version
Education
Master
Master of Education

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Lucbert, Maryse. "Planning skills of students of varying ability : using computer-assisted instruction." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118291.

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p. 87 missing from manuscript.
This study investigated the strategie or task-specific planning skills of students of varying abilities using intelligent eomputer-assisted instruction (ICAI). The sample eonsisted of 39 boys and girls in grades four to six attending summer programs for the gifted and non-gifted in the Greater Montreal area. They were divided into three eomparison groups: a high-ability-gifted HG) group (n=13), a high-ability-not-identified-as-gifted (HNG) group .(n=11), and an average-ability (A) group (n=15). Each student created three adventure plans with an ICAI called SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Écriture) for three, thirty-minute sessions over an observation period of two weeks. Results of this research demonstrate no statistically significant differences among ability groups HG, and on the two levels of strategic planning skills. The good problem solving since higher levels of strategic planning could also involve other variables which remain to be investigated.
Cette recherche étudie les techniques de planification stratégique chez des enfants d'habilité moyenne ou supérieure utilisant un logiciel d'enseignement intelligent assisté par ordinateur (EIAO). Trente-neuf garçons et filles du deuxième cycle du primaire (4e à 6e année) inscrits dans des programmes d'été de la région du Grand Montréal, ont été choisis et répartis en trois groupes: le premier, d'habileté-supérieure-identifiés doués (n=13); le deuxième, d'habileté-supérieure-non-identifiés doués (n=11);et le troisième, d'habilité- moyenne (n=15). Chaque trois scénarios d'aventure à l'aide de SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Ecriture) pendant trois sessions de trente minutes pour une durée d'observation de deux semaines. Les résultats indiquent que les trois groupes de sujets ne diffèrent pas de façon significative sur les deux niveaux de techniques de planification stratégique. Ces données suggèrent que le niveau d'habileté ne serait pas une variable déterminante dans la résolution de problème avancé de techniques de planification stratégique impliquerait d'autres variables qu-il reste ci explorer.

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Castellanos, Simons Doris, Ramírez Aldo Bazán, Belmont Aldo Mauricio Ferrari, and Rodríguez César Alberto Hernández. "Family support in high ability students from different socio-educational contexts." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/102035.

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This work aimed to analyze the perceptions of family support of school learning in 79 high intellectual ability 6th grade students from three educational contexts in Morelos, Mexico: urban (public, private) and rural indigenous schools. The students answered the SAGES-2 (Johnson & Corn, 2001) and the Family Support Questionnaire of Bazán & Domínguez (2009). Significant differences were only found between the three contexts in the perception of regular communication with teachers in Language (Spanish), which wasperceived more frequently in students from private schools, regardless of the area of abilities. This communication was perceived the least in students from rural indigenous schools. The results emphasize the importance of family and socioeconomic variables to understand the manifestation, development, and education of high ability students from different cultural contexts.
El objetivo del trabajo fue analizar la percepción del apoyo familiar al aprendizaje en 79 alumnos de 6to grado con aptitud intelectual superior de tres contextos educativos (escuela urbana pública y privada, y rural indígena) en Morelos, México. Los alumnos respondieron la prueba SAGES-2 (Johnson & Corn, 2001) y el Cuestionario de Apoyo Familiar de Bazán& Domínguez (2009). Solamente se encontraron diferencias significativas entre los contex- tos analizados en la percepción de la comunicación regular con maestros relacionada con la materia Español, que fue percibida con mayor frecuencia en el contexto de la escuela privada, respecto al público indígena, independientemente del área de capacidades detectada. Se enfatiza la urgencia de investigar las variables del contexto socioeconómico y familiar para la comprensión de la manifestación, desarrollo y educación de las altas capacidades en alumnos de entornos culturales diferentes.

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Hopkins, Heather Nicole. "SOCIAL WORK STUDENTS ABILITY TO IDENTIFY SIGNS OF AUTISM IN CHILDREN." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/467.

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The purpose of this study was to examine the ability of students in the Master of Social Work (MSW) program to correctly identify signs of autism in children by completing a survey. This research project was conducted in collaboration with California State University, San Bernardino (CSUSB) and the MSW program by using MSW students as participants. The study used a survey designed with items that measured the knowledge of participants. The results of this study may be beneficial to the Director of Social Work, future MSW students, and professors to examine how well the current MSW program is preparing students to work with children that have autism. Ultimately, this study may improve the MSW program and curriculum that could benefit future social workers and their competence in the field. The results of this study found significance between amount of previous work experience with children who have autism and their scores on the survey, as well as their experience with children who have autism from learning about it in a course, personal interaction, or work experience. However, there were not significant findings regarding MSW standing or field of interest and autism scores. This can be determined to mean MSW students have knowledge of autism from previous work experience, but there are no findings that indicate the MSW program at CSUSB is additionally preparing students with an understanding of the nature, primary symptoms of, and treatment of autism. This may also mean students are able to retain more knowledge regarding autism based on their experiences directly working with children who have autism, rather than learning about it in a course. The findings of this study are beneficial to improve upon the CSUSB curriculum for the MSW program to incorporate autism into more courses to increase knowledge of autism symptoms, diagnostic criteria, and treatment options, as well as including more fieldwork opportunities with this population.

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Honarvar, Hassanali. "Sequencing as a factor associated with students' ability to learn programming." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332692/.

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The problem of this study concerns the performance of students in computer programming following exposure to a computer-aided instruction (CAI) drill in sequencing and practice exercises. The purpose of this study was to determine whether or not student success rates improve in computer programming after completing CAI sequencing drills and practice exercises.

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Rogers, Angela Louise. "NMMU students' perceptions of their creativity." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/8037.

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Creativity is seen as the driving force behind innovation. It can even be said to be the same process. It is critical to implement the creativity in order for innovation to actually take place. This combination of creativity and innovation is required for economic growth, sustainability, continuous improvement and competitive edge for organisations. Creativity is more than just artistic ability but includes scientific and problem solving steps and basic everyday creativity. This combination would be key in government departments, organisations and universities today. People’s perception on creativity could hamper their growth and development in this key area, not only for themselves but of others that they come into contact with. People’s perception on creativity is that it is either a genius form in either artistic or musical terms or it is not at all creative. They do not necessarily view the everyday tasks as creative. The research approach for this study is positivistic and deductive. The students’ perception of creativity is gathered using a quantitative questionnaire, where they rank their perceptions. The questionnaire was from an international study and it was made available to all students at the Nelson Mandela Metropolitan University. The data analysis will be both descriptive and inferential in nature. The research seeks to examine students’ perception of their own creativity and how they rate various creative products or services. Students are on their way to the pinnacle in their fields and the creativity should therefore be at its peak to be able to take full advantage and to get maximum benefit from it. The research will gain insight into their perception via a questionnaire where they need to rate themselves. The literature review will investigate creativity, innovation and the links between them. It will analyse the importance of innovation to business and the unlocking of creativity. There are many differing ways to unlock and stimulate creativity and some of these are addressed.

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arnes and 宋雪瑛. "1st grade student’ handwriting ability and the relationship between students’ handwriting ability and visual perception ability." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/60452713349899514863.

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碩士
國立臺中教育大學
教育測驗統計研究所
94
The purposes of this study is to make a handwriting tool to examine 1st grade student’ handwriting ability and to explore the relationship between students’ handwriting ability and visual perception ability .The main purpose of the the study include : (1) to make a handwriting recognition test to examine 1st grade students’ handwriting ability (2) to understand the current status of 1st grade students’ ability of handwriting (3) to explore the relationship between students’ ability of handwriting and the ability of visual perception . One hundred and eighty one 1st grade students , 80 male and 101 female, were involed in this study , they took the “handwriting test ” and “visual perception test ”which was writed by Cai huj-jing in 2004 . The major findings of this study were summarized as follows : 1. This handwriting test possesses good reliability and validity. 2. Students of different genders show the same performance in handwriting test. If the word is composed of the left and right sides, they can get better scores. If the word is composed of three parts, they get lower scores. 3. The females performed better than the males in handwriting test and visual perception test. 4. There is obvious relationship between handwriting ability and visual perception ability. 5. Students who have higher visual perception ability also performance better in handwriting test. The researcher suggests that there is obvious relationship between writing ability and visual perception ability, such teacher can predict students’ handwriting ability by visual perception test. Key words : handwriting ability, handwriting ability test, visual perception, visual perception test.

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JU, CHANG HUI, and 張慧如. "Investigating the Spatial Ability of Aboriginal Students and General Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/y528hd.

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碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
94
Investigating the Spatial Ability of Aboriginal Students and General Students Abstract The purpose of this study is to explore the difference in spatial ability for aboriginal pupils and general pupils. Subjects of the study are from fourth to sixth graders of three primary schools in Taoyuan, two classes are sampled at each school. After written examination is administered to these samples, some subjects are interviewed to understand their problem solving strategies and error types. The main findings of this study are showed as follows: 一、 There is no interaction in spatial ability for three factors of race, grade, and sex, but there is no interaction in spatial ability for two factors of race and grade, as well as race and sex. 二、 The spatial ability of general pupils is superior to that of aboriginal pupils apparently; the general pupil's achievement is superior to aboriginal pupils in two subscales of spatial visualization and spatial orientation apparently. Specially, in the rotation of two space and spatial orientation of 3D, but no difference in two subscales of folding & developing part. 三、 There is a significant difference in spatial ability for grade. The performance of sixth graders and fifth grades is better than that of fourth graders, but there is no significant difference in spatial ability between sixth graders and fifth graders. 四、 There is no significant difference in spatial ability between boys and girls. The performance of aboriginal boys is better than that of aboriginal girls, but there is no significant difference in spatial ability between general pupils. 五、 It seems to be easier to produce the mental image in spatial ability for general pupils, but not for aboriginal pupils, and most aboriginal pupils have misconception that the position and direction of picture on object will be similar to original picture after rotation, folding, or developing Keyword: Spatial ability, Aboriginal,Problem solving strategies, Error Types

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Brudigam, Kristin Lea. "Spatial ability in high school geometry students." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3918.

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The purpose of this study was to observe the differences in high school PreAP Geometry students in regards to spatial ability. The hypothesis states that students who are enrolled in both high school PreAP Geometry and Introduction to Engineering Design have better spatial ability skills than those students who are solely enrolled in PreAP Geometry. Of the 207 students enrolled in geometry at the test school, there was a smaller population (n = 57) simultaneously enrolled in an engineering graphics course at the high school. No direct or special intervention was given to either group of students. Near the end of the academic year, all students were administered the Purdue Visualization of Rotations Test (ROT). Results showed that students enrolled in the engineering design class performed better than those students not enrolled in the course. Furthermore, the males outperformed the females when all students were considered. However, there was not a significant difference among the males, nor was there a difference between males and females enrolled in engineering. Further research is needed to understand these differences and how geometry education plays a role in the development of spatial ability skills.
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"Investigation of High School Students' Spatial Ability." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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CHENG, LAI CHEN, and 賴承誠. "Elementary students' perceptions of English ability grouping." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65029541563066973785.

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碩士
南台科技大學
應用英語系
97
ABSTRACT This study explores elementary school students’ perceptions of English ability grouping through questionnaires and interviews. The questionnaire has for parts: degree of students’ support for grouping, feelings about grouping, changes in self-image following being put in ability groups, and ways in which ability grouping enhances learning. Moreover, this study also investigates teachers’ viewpoints toward ability grouping. The participants were fourth to sixth graders from Dunglung Elementary School in Pingtung County and two English teachers. All students filled out the questionnaire and 24 students were chosen to be interviewed. Two English teachers were also interviewed. Students generally expressed positive feelings towards ability grouping, and felt that grouping evaluation tests were appropriate. They tend to like the group they are assigned to, but preferred to attend English classes with homeroom classmates. Furthermore, students did not think grouping would hurt their self-esteem and felt that grouping was beneficial to their English learning. The two English teachers both feel that ability grouping should fit with students’ needs and proficiency level and suggest that teachers should try to diminish the labeling effect caused by grouping so as to avoid possible harm to students. Grouping should create a homogeneous circumstance. Also, teachers ought to offer different materials and apply various teaching methods depending on the level of the group they teach.

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