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Dissertations / Theses on the topic 'Instructional aids'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Dunn, Angela Marie. "Behind the Scenes! Evaluating Instructional Aids in Higher Education Course." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473.

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2

Seawright, Larry L. "Reducing learning object inspection/evaluation costs in instructional design /." Diss., CLICK HERE for online access, 2003. http://contentdm.lib.byu.edu/ETD/image/etd232.pdf.

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3

Ruttun, Rishi Dev. "The effects of individual differences and instructional aids on learners' disorientation, learning performance and attitudes in a hypermedia learning system." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6506.

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Hypermedia Learning Systems (HLS) are being used increasingly widely in Higher Education, offering non-linear navigation through complex learning materials and, it is argued, leading to improve cognitive flexibility. For some learners, though, nonlinear navigation in HLS leads to higher levels of disorientation, which can have an impact on their learning performance and attitudes towards the learning system. There has been significant research into the factors that can influence individual learners‘ experiences. For example, a number of studies have confirmed that individual differences such as cognitive style, domain knowledge and computer experience affect individuals‘ levels of disorientation and learning performance, and influence their attitudes towards HLS. It has also been suggested that instructional aids (in the form of certain visual elements and audio elements) can reduce levels of disorientation and, in turn, increase learning performance in, and positive attitudes towards, HLS for some learners. However, existing studies have tended to look at only a subset of these three individual differences in relation to an individual and/or consider only a small number of visual instructional aids. No study up to this point has considered the impact of cognitive style, domain knowledge and computer experience on disorientation, learning performance and attitudes in a HLS that incorporates a full range of visual instructional aids. In terms of the research related to audio instructional aids, no studies have looked into the effects of audio aids and these three individual differences in relation to disorientation, learning performance and attitudes in HLS. This thesis addresses these two shortcomings through two experiments. The aim of experiment 1 was to examine the effects of and between these three individual differences with respect to disorientation, learning performance and attitudes in two versions of a HLS: one that incorporated the set of visual instructional aids and one that did not. Experiment 2 aimed to do the same, but with respect to a HLS that provided audio instructional aids. The experiments used quantitative and qualitative approaches to gather data to address a set of research questions and research hypotheses. The participants were 384 university students from across London. The Cognitive Style Analysis (CSA) test was administered to determine participants‘ field dependence, and participants‘ demographic information, levels of computer experience and levels of prior knowledge were gathered using questionnaires. Learning performance was measured through achievement tests and a practical task. Levels of disorientation were measured using questionnaires, and attitudes were assessed using questionnaires and interviews. Participants were also observed when they were interacting with the HLS to perform learning tasks. A number of interesting results were revealed. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids. No significant effects were found between the three individual differences with respect to disorientation or learning performance in the other two versions of the HLS – those providing visual and audio instructional aids. Significant effects were found between the three individual differences with respect to the use of the visual and audio instructional aids to perform learning in the HLS. No significant effects were found between the three individual differences with respect to attitudes in the HLS that provided visual instructional aids. Significant effects were found between the three individual differences with respect to attitudes in the version that provided audio instructional aids. Analysis of the results led to the framing of a set of HLS design guidelines which are presented in this thesis. Finally, an agenda for future research leading on from the study‘s findings is presented.

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4

Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.

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Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.

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5

Soer, Magdalena Elizabeth. "Instruksionele ontwerp van 'n afstandsonderrigprogram vir gehoorapparaat akoestici." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-11182005-152242.

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6

Wang, Aifang. "The effects of varied instructional aids and field dependence-independence on learners' structural knowledge in a hypermedia environment." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1191519256.

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7

Schmelzer, Diana McAllister. "A case study and proposed decision guide for allocating instructional computing resources at the school site level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76500.

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School based administrators must often determine the use of potentially powerful computing resources for the school's instructional program. While site level administrators have allocated many kinds of resources within the schools, the allocation of this new technology has little precedent. A decision guide is proposed to assist site level administrators. This guide explores three major sources of information to assist the site level administrator in making computer-related allocations. First, the context of the school, such as the school profile, and the district plan for instructional use of microcomputers, forms a basis for investigating the allocation of computing resources. Second, because both access to and applications for instructional computing resources are critical issues, the moral dilemma of equity-excellence is examined. Finally, empirical information from the existing literature and from a possible school based research effort are analyzed. A procedure for using this information to make decisions is proposed. By weighing these three sources of information, it is contended that the administrator is better able to allocate potentially powerful computing resources. Woven into the decision guide are specific examples from one administrator's efforts to make decisions about word processing at an intermediate school. The context, equity-excellence issues, and empirical information are examined in this particular site to illustrate one application of the guide and to share findings about word processing as an instructional tool.
Ed. D.

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8

Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.

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9

Parrish, Janet Yvonne. "Using the computer to motivate at-risk students as writers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1437.

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10

Franke, Frederick Ernest. "An analysis of effective instructional techniques used by automotive technology instructors." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1029.

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11

Hladik, Amber Elizabeth. "An online community helping left-handed right brained students succeed." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3214.

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The purpose of this project is to develop a website that helps left handed students, their parents, and teachers to help left-handers, whether they are left-or-right-brain dominant, succeed. This website will be a tool to get to know their children and students better. The project consists of a paper and a website to educate about left-handed people.

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12

MITCHELL, MYRNA LOU WILLIAMS. "A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.

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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.

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13

Wicklein, Robert C. "The effects of learning styles and instructional sequencing of program controlled and learner controlled interactive video programs on student achievement and task completion rates." Diss., Virginia Tech, 1986. http://hdl.handle.net/10919/37313.

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14

Ma, Richard. "Video-based tutorial on web design for the technophobic teacher." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1975.

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The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.

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15

Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.

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16

Holliday, Susan Ellen. "Technology staff development: Is it effectively designed to increase classroom use of technology?" CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2106.

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The purpose of this project was to examine the current staff development training program's impact on the integration of technology into the teacher/participants' classroom. This thesis evaluates whether or not training practices were being transitioned to the classroom, which practices need to be added to the training program to increase the implementation of technology into the classrom.

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17

Decroo, Kenneth Louis. "Creating a student accessible online syllabus." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.

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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.

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18

Austin, Dianne Lenore. "Using a teacher created website to provide 24/7 access to student assignments: An abstract." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2792.

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The purpose of this project was to create a website that would assist students in the process of submitting the correct assignments with a minimal amount of frustration for all parties concerned: teachers, administrators, parents, and students.

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19

Bujak, Keith Robert. "Transitional embedded instructions for manipulating physical objects." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51897.

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There has been much research on how people use instructional information to gain procedural knowledge. In the context of procedures involving physical objects, however, there has been little research on the role these objects play in conveying procedural information. This study investigated how people used instructions – presented as either images or text – to assemble various physical objects. Objects were selected that either comprised uniquely shaped or interchangeable parts. Participants assembled each object twice, randomly receiving either image or text instructions for each build. They then assembled each object without the instructions and made judgments about the order of the procedure from memory. Image instructions generally resulted in faster and more accurate assemblies as well as more accurate memory for procedural order. These results were found only for objects with uniquely shaped parts. An object comprising interchangeable parts was readily assembled with either instructional type. Although text alone failed to provide any advantages, the combination of images and then text resulted in more consistent mental workload, which might be beneficial in some operational contexts. These results provide insights about how physical objects influence the use of and knowledge gained from procedural instructions.

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20

Estrada, Silva Diedreann. "Teachers' handbook for implementing learning styles through multiple intelligences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2328.

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The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.

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Pitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.

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In this project an educational DVD about the life and writing styles of John Steinbeck was developed for use in high school freshman classrooms at Yucaipa High School. Additional activities to stimulate students' writing and composition in the style of Steinbeck were created to match educational theory and state standards.

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22

Speer, William R. "Virtual Manipulatives: Design-based Countermeasures to Selected Potential Hazards." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80966.

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Virtual manipulatives are employed by both preservice and inservice teachers to enhance the instructional effectiveness of physical manipulatives and related tools by addressing limitations of access, cost, and adaptability. While research into the use of emerging technologies continues, there are several variables to consider when measuring the effects of virtual manipulative use. Research design, sampling characteristics, and the type of manipulative used may influence achievement. Variables that may influence the effectiveness of virtual manipulatives include: previous experience with computers, grade level, mathematical topic, treatment length, student attitudes toward mathematics, and computer-to-student ratio.

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23

Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.

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24

Maury, Donna Lynne, and Mary Ann Burke. "Educational use of video tape and cable to communicate information." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1450.

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As educators, communicating timely, important information to parents and to the community is a challenge. By using video technology, the ability to convey such information is not only possible but rather simple. Taking it one step further, utilizing cable television allows for the transmission of a variety of information to every living room in our community.

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25

Rountree, Kimberly Marie. "Evaluating WebQuests and the needs of a WebQuest rubric." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2835.

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Investigates how teachers evaluate WebQuests in an effort to describe and identify a common, generalizable rubric that new users of WebQuests could use. The investigation included how often the teachers who were surveyed used WebQuests in the classroom, and what these teachers used to evaluate WebQuests. Examines whether teachers are using rubrics they had created themselves, or WebQuest rubrics that are provided for them.

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26

Bassett, Judith Ann. "An Ecological Perspective of Community Health Partnerships: A Case Study of Collaboration, Empowerment and Effectiveness in Two HIV/AIDS Planning Consortia in Florida." UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/203.

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The purpose of this study was to identify and describe from an ecological perspective the characteristics contributing to collaboration, empowerment and effectiveness of federally mandated Ryan White Title I and Title II planning councils and consortia within the State of Florida. A case study approach within two (2) community health planning partnerships, specifically those related to. HIV/AIDS consortia, was used to gather data over one and a half years. The methodology included a combination of qualitative and quantitative approaches, utilizing documents, administering several survey instruments, observing meetings, and conducting individual interviews. The interviews and surveys provided the primary sources of data, with the documents and observations providing supportive secondary sources of data. The data were analyzed to develop an ecological perspective of the collaboration, empowerment, and effectiveness of the partnerships. The findings indicate that both partnerships were collaborative, empowering, and effective in their fulfilling their responsibilities. Significant findings include those related to members' perceptions about the leader and the group, decision making, and conflict as well as the structure, processes, and outcomes of the partnerships. Suggestions were made for the improvement of each partnership and areas for further research and practical implications were identified.

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27

Timmons, Alysha Marie. "World Wide Graphics." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2089.

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The scope of this project describes World Wide Graphics (WWG) a software package that provides instructors with the tools needed to present a web-based presentation to a group of students while having the ability of enhancing the prepared HTML slide with userdrawn graphics and highlighting.

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28

Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.

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29

Chesus-Beck, Susana. "Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.

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This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.

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30

Martisius, William Elmer. "Colonial Russia in California history: A multimedia tutorial." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1502.

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31

Baker, Colleen Patricia. "The development of a curriculum for an advanced officer course in instructor development." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1529.

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32

Von, Wald Dean Aurelius. "Use of a computer based instruction program to enhance desert study kit concepts." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1375.

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33

Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.

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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.

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34

White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.

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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.

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35

Hess, Daniel Lund. "The Evolution of Media in the Church Educational System of The Church of Jesus Christ of Latter-Day Saints." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4787.

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This thesis will chronicle the efforts of Church Educational System employees, those in the Church Audiovisual Department, and those in Church Correlation of the Church of Jesus Christ of Latter-day Saints, in the development of media produced specifically for use in the CES classroom.Following a brief overview of the history of Church Education and LDS motion picture production, this thesis will document the efforts in producing media support for CES from 1965 to the present. It will chronicle how CES media development, approval, and production have mirrored changes and developments in CES curriculum philosophy, Church organization, and advances in motion picture production technology. The creative and collaborative processes during each phase of media development will also be explored.

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36

Stadlander, Marianne Caecilia. "Aids education in schools : a cross-sectional study investigating expert opinion on goals for aids education in junior and senior high schools /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10262040.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Charles E. Basch. Dissertation Committee: Leslie R. Williams. Includes bibliographical references: (leaves 89-100).

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Asher, James Wayne. "Integration of the Internet in career exploration in education." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1919.

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38

Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.

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This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.

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39

Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.

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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

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40

Drysdale, Michael J. "Boldfaced Terms and Their Effects on Student Learning." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/455.

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Every published introductory psychology textbook includes boldfaced terms throughout the chapters. These boldfaced terms are theoretically included to help students learn the material. Are they really beneficial for student learning? An experimental/control group designed study was conducted to answer this question. Volunteers were provided with a chapter excerpt. The experimental group received the excerpt with no boldfaced terms included (the bold type had been removed), whereas the control group received the excerpt as it normally appeared in the textbook, boldfaced terms included. Both groups were quizzed using a 10-item multiple-choice quiz. Statistical analyses showed that those who studied the excerpt with boldfaced terms included scored significantly higher, F(1, 180) = 5.68; p = .02; partial ç2= .03, with an effect size of .32. This study and the resulting conclusions provide support for the inclusion of boldfaced terms in textbooks to aid student study and learning.

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Tibbo, Helen R., and Lokman I. Meho. "Finding Finding Aids on the World Wide Web." Society of American Archivists, 2001. http://hdl.handle.net/10150/105720.

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Reports results of a study to explore how well six popular Web search engines performed in retrieving specific electronic finding aids mounted on the World Wide Web. A random sample of online finding aids was selected and then searched using AltaVista, Excite, Fast Search, Google, Hotbot and Northern Light, employing both word and phrase searching. As of February 2000, approximately 8 percent of repositories listed at the 'Repositories of Primary Resources' Web site had mounted at least four full finding aids on the Web. The most striking finding of this study was the importance of using phrase searches whenever possible, rather than word searches. Also of significance was the fact that if a finding aid were to be found using any search engine, it was generally found in the first ten or twenty items at most. The study identifies the best performers among the six chosen search engines. Combinations of search engines often produced much better results than did the search engines individually, evidence that there may be little overlap among the top hits provided by individual engines.

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42

Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.

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43

Keen, Barbara. "The role of parents in HIV/AIDS primary prevention education /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09PM/09pmk26.pdf.

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44

Uugwanga, Iyaloo Tulonga. "Sexuality, HIV and AIDS education in Oshikoto region, Namibia: exploring young people’s voices." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/13403.

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The HIV and AIDS epidemic remains a major health concern among the Namibian population despite interventions to mitigate it. The creation of awareness about the epidemic through school curricula is one of the government’s interventions. However, the provision of Sexuality, HIV and AIDS education in schools today is based on adult ideas of what they feel is right for young people to learn. This leave learners vulnerable and inadequately supported regarding possible questions they may have in this context. With vast amount and variety of conflicting information available to young people regarding their sexuality; and how their sexuality can and should be expressed, some of this information leads them to engage in risky behaviours that exposes them to HIV infection. Hence the need to involve young people in the development of the curriculum, to meet their educational needs in context of sexuality, HIV and AIDS. In this study, evidence for including learners in the construction of educational content regarding sexuality education is sought. This qualitative study used a phenomenological research design, interpretive paradigm and a participatory arts-based research methodology. Drawings, Vignettes (Agony Aunt) and follow-up focus group discussions were used to generate data with junior and senior learners, aged 15-24, from two secondary schools situated in the Oshikoto region of Namibia. Bronfenbrenner’s ecological system theory and Vygotsky’s sociocultural theory underpinned and decipher the findings of this study. The findings revealed that the school curriculum has informed learners on Sexuality, HIV and AIDS matters. The data generated about what they want to learn revealed that there is a need for more information on matters of sexuality, HIV and AIDS, which are not provided by the current education system. The data also revealed that the information that young people are exposed to is mostly associated with myths and misconceptions. This study thus recommends that a more comprehensive sexuality education, which takes into account learners’ needs, be provided in order for them to be guided appropriately on issues concerning their sexuality in the context of HIV and AIDS, so that we can move towards as HIV free world.

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Lee, Judy Raven. "Learning when using an instructionally designed mediated lecture compared with traditional lecture." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184385.

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This study focused on the differences in the knowledge gained between instructionally designed mediated lecture instruction and traditional lecture instruction. The sample used in this study consisted of 107 new hospital employees required to attend an orientation. The experimental group consisted of 43 subjects and the control group consisted of 64 subjects. Each group was given a pre-, post- and post-delayed knowledge test and an attitude test. The following hypotheses were tested: (H₀1) There will be no differences in post-test scores between groups. (H₂) There will be no differences in post-delayed test scores between groups. (H₃) There will be no differences in attitudes between groups. An analysis of covariance was computed on the data to test hypothesis one and hypothesis two and a one-way analysis of variance to test hypothesis three. The results indicated no significant differences on post-test scores and Hypothesis One was retained. Hypothesis Two was rejected as a significant difference indicated an increase in knowledge retained over time by the experimental group. Hypothesis Three was rejected with the experimental group reacting much more favorably to the mediated lecture. The conclusions reached as a result of this study were that both groups were learning, regardless of the method of instruction. Also knowledge was retained over time much better by the experimental group when the information was presented in the instructionally designed mediated format. Finally, the favorable response by the experimental group to the mediated lecture indicated a preference for this teaching format. Recommendations for additional investigations were discussed.

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Sayre, Carol I. "Using a Computer Program to Influence the Expectations Senior Adults have Regarding Hearing Aids." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5052.

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A disabling condition that is common for many senior adults is hearing impairment. Studies have shown that a substantial number of people who could benefit from amplification choose not to use hearing aid. Often the reasons may be because they have unrealistic expectations of what hearing aids can do. These unrealistic expectations are not necessarily from personal use, but the senior adult is often influenced by the media, acquaintances, or advertisements. The purpose of this study was to determine if a computer program developed with information about hearing aids and their use could be used to influence the expectations senior adults have regarding hearing aids. Thirty - five subjects were involved in this study. Thirty - two subjects were volunteers from Portland First Nazarene Church, two were from a local bank and one was a retired health professional. Seventeen of the subjects were selected to come to Portland State University to view a computer program about hearing aids. The other 18 were part of the control group and did not view the computer program. Ten days following the viewing a questionnaire was mailed to all thirty - five participants. The questions on the questionnaire related the expectations senior adults had about hearing aids in the following areas: cosmetic, acoustics, cost and upkeep, communication benefits, attitudes, acoustics, and comfort. The results were tabulated and percentages calculated. The results of this study indicated that, in general, senior adults have unrealistic expectations in many areas. In some areas such as acoustics, comfort, and ease of use senior adults' expectations seemed to be influenced by the information in the computer program. The information obtained in this study would indicate that senior adults' expectations could be influenced by information they received from a computer program. In many areas, such as the cosmetics, communication benefits, cost and attitudes the information provided by the computer program needs to be further developed and expanded in order for it to influence the expectations of senior adults about hearing aids.

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Kolawole, Ibidayo Ebun. "High school learners' perception of HIV/AIDS preventive strategies." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/1029.

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Submitted in fuIfilment ofthe requirement for the degree Master of EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003.
This study investigated the perceptions of high school learners about HTV7AIDS preventive strategies. The study reveals that the age of the learner, their gender, grade level, and the school they attend influences their perceptions. The study also reveals that the learners hold positive perceptions about abstaining from sex, delaying sex until marriage as well as knowing the HIV/AIDS status of potential partners as of paramount importance while those who do not hold positive perceptions about abstinence hold positive perception about practicing safe sex. The study reveals that there was no relationship between religion and the acceptance of circumcision as a cultural practice through which infection could be avoided; but racial grouping and age greatly influence the acceptance of this alternative strategy.

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Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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Elkerton, Jay. "A behavioral evaluation of command-selection aids for inexperienced computer users/." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53875.

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Two experiments were conducted to determine the feasibility of providing online command-selection aids to novice users of an information retrieval system. The results of the first experiment revealed a difference in the mean and variability of search performance between novice and expert computer users. Half of the novices were performing much like experts, while the rest of the sample was extremely slow. These slower novices were using inefficient scrolling strategies and appeared to be unfamiliar with the structure of the database. The second experiment evaluated whether novices could be assisted or trained with command-selection aids developed from the behavior of experts. The command-selection aids were defined in a 3 X 3 mixed factor design with type of model (frequency, sequence, or plan-based) as the between-subjects variable and dialogue initiative (user, computer, or mixed) as the within-subjects variable. The frequency and sequence models presented and ranked search procedures based on a command-usage profile and a command-transition matrix, respectively. The plan-based model presented an ordered set of search procedures with verbal explanations. All models were constructed for groups of homogeneous search problems selected by a sorting and cluster analysis. The three dialogue-initiatives determined whether the user, the computer, or both the user and computer controlled presentation of advice. Administration of the dialogue initiatives was completely counterbalanced and was followed by a final unaided transfer session. As a result of receiving online aiding, the wide ranging search performance of novice subjects was improved both during assistance and transfer. Performance of aided novices was superior to the slow novices and equal to the fast novices and experts. All three command-selection models were equally effective, with exception of the sequence model which sometimes presented frequent and complicated advice. Of the dialogues, mixed-initiated advice was ineffective during the first aiding session possibly due to the difficulties novices faced deciding whether to receive the suggested assistance. The conclusion of the study was that online command—selection aids can be effective if providing appropriate feedback and minimizing the amount of dialogue in aiding.
Ph. D.

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Webb, Melessia D., and Tabitha L. Quillen. "“AIDE (Accessible Instruction via Distance Education) for the LPN-BSN Student”." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8493.

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