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Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.
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This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams.
Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.
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Wigbrand, Hugo. "Digitala verktyg som lärresurs - En nexusanalys av det digitala ordinlärningsverktyget Quizlet." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32647.
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I förevarande studie analyseras ett ordinlärningsexperiment i årskurs 7 med syftet att undersöka det digitala verktyget Quizlets potential för elever att lära sig spanska ord. Två likartade klasser fick använda sig av två olika ordinlärningsmetoder, digitalt via Quizlet respektive analogt med penna och papper. Därefter genomfördes ett glostest med 30 stycken spanska ord och ett par veckor senare ett identiskt minnestest. Utifrån observationer under lektionstillfällena samt elevernas svar i en avslutande enkätundersökning har sedermera allt empiriskt material analyserats med hjälp av metoder utifrån teorin medierad diskursanalys, MDA. Studiens resultat visar att eleverna som tillämpade en analog metod med penna och papper hade ett högre medelvärde vad det gäller antalet rätt ord i både glostestet och minnestestet. Observationerna och enkätsvaren visar att de tre elementen historisk kropp, interaktionsordning och situationens diskurser alla går att spåra i den aktuella handlingssituationen och kan ses ha betydelse för utfallet i ordtesternas resultat. Utifrån elevernas historiska kropp framkommer det att elevernas stora vana att använda det digitala verktyget präglar deras syn på verktygets relevans för inlärande. Dessa erfarenheter lyser även igenom i elevernas deltagande i interaktionsordningen. Eleverna som tillämpade den digitala ordinlärningsmetoden via Quizlet uppvisade ett större självförtroende och samtidigt en mer passiv roll gentemot verktyget medan eleverna som tillämpade den analoga metoden agerade med mer ovana, men uppvisade samtidigt en mer aktiv roll gentemot verktyget. Utifrån situationens diskurser medvetandegörs i handlingssituationen framförallt två stora huvuddiskurser, skoldiskursen och verktygets diskurs. Med hjälp av MDA kan vi se hur båda dessa diskurser synliggörs och underbygger elevernas handlande i relation till verktyget. Analysen visar att det digitala verktygets potential grundar sig mycket i elevernas vana att använda det och att det därigenom skapas en slags tilltro till att verktyget ger upphov till ett automatiskt lärande. Även om verktygets utformning betraktas uppvisa potential för lärande, visar förevarande analys via MDA att elevernas handlande och förståelse av verktyget måste belysas i relation till verktygets potential. I kontexten uppvisar inte minst ordtesternas resultat att det råder viss diskrepans mellan det digitala verktyget och elevernas lärande.
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Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.
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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.
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Moraes, Vivian Nádia Ribeiro de. "Ensino de inglês para a terceira idade : uma proposta didática com o uso do aplicativo Quizlet /." Araraquara, 2018. http://hdl.handle.net/11449/154228.
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Orientador(a): Sandra Maria Kaneko MarquesResumo: Na realidade científica atual, poucos são os trabalhos que se dedicam ao uso de materiais didáticos para o ensino e aprendizagem de inglês para a terceira idade. Mais diminutas ainda, são as investigações sobre o uso de recursos digitais no contexto de ensino e aprendizagem do idioma para o público idoso. Diante desse quadro, este trabalho tem como principal objetivo refletir sobre as necessidades e especificidades de aprendizes de inglês de uma Universidade Aberta à Terceira idade, parceira de um Centro de Línguas, de uma universidade pública no interior do Estado de São Paulo. Já como objetivo específico, buscamos apresentar e avaliar uma proposta didática, aliada ao uso de recursos digitais, que aborde as necessidades e especificidades identificadas no público alvo. Para tanto, esta investigação, considerada uma pesquisa-ação, adota os seguintes instrumentos de coleta de dados: questionário semiestruturado, entrevista, gravada em áudio, e diários reflexivos elaborados pela professora-pesquisadora. A partir das informações coletadas, uma proposta didática é apresentada e avaliada, bem como os recursos digitais incorporados à sua implementação. Espera-se que os resultados das discussões e reflexões possam servir como contribuição ao acervo científico sobre o tema e, sobretudo, a professores e alunos envolvidos nesse contexto de ensino e aprendizagem
Abstract: In current scientific scenario, there are few papers on the usage of didactic materials to teach and learn English for learners in the old age. There are fewer investigation papers on the usage of digital resources in the context of teaching and learning the language for the senior public. Given that condition, this paper's main purpose is to reflect on the needs and specificities of students from a UNATI (Universidade Aberta à Terceira Idade), in partnership with a CEL (Centro de Ensino de Línguas), in a public university in the state of São Paulo. We also aim to present and evaluate a didactic proposal with the use of digital resources, which includes the needs and specificities identified on the target audience. Therefore, this investigation, which can be considered an action research, adopts the following instruments for collecting data: semi-structured questionnaire, audio recording interview and reflective journals, which were elaborated by the teacher-researcher. Based on the information collected, a didactic proposal is presented and evaluated, as well as the digital resources incorporated to its implementation. We hope the results emerged from the discussion and reflections on this paper can be a contribution to the scientific collection about the given subject, and above all, to teachers and students involved in this teaching and learning context
Mestre
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Moraes, Vivian Nádia Ribeiro de [UNESP]. "Ensino de inglês para a Terceira Idade: Uma proposta didática com o uso do aplicativo Quizlet." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154228.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Na realidade científica atual, poucos são os trabalhos que se dedicam ao uso de materiais didáticos para o ensino e aprendizagem de inglês para a terceira idade. Mais diminutas ainda, são as investigações sobre o uso de recursos digitais no contexto de ensino e aprendizagem do idioma para o público idoso. Diante desse quadro, este trabalho tem como principal objetivo refletir sobre as necessidades e especificidades de aprendizes de inglês de uma Universidade Aberta à Terceira idade, parceira de um Centro de Línguas, de uma universidade pública no interior do Estado de São Paulo. Já como objetivo específico, buscamos apresentar e avaliar uma proposta didática, aliada ao uso de recursos digitais, que aborde as necessidades e especificidades identificadas no público alvo. Para tanto, esta investigação, considerada uma pesquisa-ação, adota os seguintes instrumentos de coleta de dados: questionário semiestruturado, entrevista, gravada em áudio, e diários reflexivos elaborados pela professora-pesquisadora. A partir das informações coletadas, uma proposta didática é apresentada e avaliada, bem como os recursos digitais incorporados à sua implementação. Espera-se que os resultados das discussões e reflexões possam servir como contribuição ao acervo científico sobre o tema e, sobretudo, a professores e alunos envolvidos nesse contexto de ensino e aprendizagem.
In current scientific scenario, there are few papers on the usage of didactic materials to teach and learn English for learners in the old age. There are fewer investigation papers on the usage of digital resources in the context of teaching and learning the language for the senior public. Given that condition, this paper’s main purpose is to reflect on the needs and specificities of students from a UNATI (Universidade Aberta à Terceira Idade), in partnership with a CEL (Centro de Ensino de Línguas), in a public university in the state of São Paulo. We also aim to present and evaluate a didactic proposal with the use of digital resources, which includes the needs and specificities identified on the target audience. Therefore, this investigation, which can be considered an action research, adopts the following instruments for collecting data: semi-structured questionnaire, audio recording interview and reflective journals, which were elaborated by the teacher-researcher. Based on the information collected, a didactic proposal is presented and evaluated, as well as the digital resources incorporated to its implementation. We hope the results emerged from the discussion and reflections on this paper can be a contribution to the scientific collection about the given subject, and above all, to teachers and students involved in this teaching and learning context.
CAPES/PROEX: 1672131
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Zancanaro, Juliana Giseli da Silva. "O uso do Quizlet Live em sala de aula de Língua Inglesa no Ensino Técnico integrado ao Ensino Médio : identificando eixos interacionais /." Araraquara, 2019. http://hdl.handle.net/11449/182328.
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Orientador: Cibele Cecílio de Faria RozenfeldBanca: Ana Cristina Biondo Salomão
Banca: Rita de Cássia Barbirato Thomaz de Moraes
Resumo: O advento das novas tecnologias e a crescente expansão da mídia fizeram surgir uma nova sociedade, novos tipos de relações sociais e diferentes formas de interação. A interação, que ocorre desde os primórdios atrelada ao compartilhamento de um mesmo espaço físico e temporal, ganha a possibilidade de transpor essa premissa, possibilitando um modo revolucionário de interação, que pode ocorrer dissociado de espaços físicos e tempo cronológico, em um contexto virtual. A interação do tipo face a face deixa de ser exclusiva de um contexto presencial e passa a dividir espaço com novos tipos de comunicação. Nesse sentido, este trabalho tem por objetivo apresentar os eixos interacionais que emergem durante o uso do aplicativo Quizlet - o Quizlet Live, em sala de aula de língua inglesa no Ensino Técnico integrado ao Ensino Médio de um dos câmpus do Instituto Federal de São Paulo. Para seu desenvolvimento, apoiaremo-nos teoricamente em estudos acerca da relevância das TDICs e da aprendizagem móvel como suporte para o ensino realizado em sala de aula (PAIVA, 2015; ALDA, LEFFA, 2014, UNESCO, 2014, entre outros) e dos diferentes tipos de interação presentes no processo de ensino-aprendizagem de língua inglesa (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995). O corpus desta pesquisa resulta de questionários, diário reflexivo e gravações em áudio realizados durante o uso do Quizlet Live, após discussões baseadas no primeiro episódio da terceira temporada da série Black Mi... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The advent of new technologies and the growing expansion of the media have given rise to a new society, new types of social relations and different forms of interaction. Interaction, which occurs from the earliest times linked to the sharing of the same place and the same time, gains the possibility of transposing this premise, enables a revolutionary mode of interaction to happen, which can occur dissociated from space and chronological time, in a virtual context. The face-to-face interaction is no longer exclusively a face-to-face context and starts to share space with new types of communication. In this sense, this research aims to present the interactional axes that emerge when using the app Quizlet - more specifically Quizlet Live, in English language classroom teaching in the Technical Education integrated to the High School of one of the campuses of the Federal Institute of São Paulo. For its development, we rely on studies in theories about the relevance of DICT and mobile learning as a support for teaching held in the classroom (PAIVA, 2015, ALDA, LEFFA, 2014, UNESCO, 2014 and others) and the different types of interaction in the English language teaching-learning process (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995,2011)The corpus of this research results from questionnaires, reflective diaries and audio recordings made during the use of Quizlet Live that was used after the activities based on the first episode of the third season of the serie... (Complete abstract click electronic access below)
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Saluke, Jessica Mary. "The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.
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FARIAS, Fabrízio Barbosa. "Ferramenta para auxiliar a construção de quizzes apoiada por uma ontologia." Universidade Federal de Pernambuco, 2013. https://repositorio.ufpe.br/handle/123456789/11982.
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Atualmente espera-se que a Web se torne uma plataforma de comunicação e interação entre alunos e professores. Dessa forma o conhecimento pode ser construído de forma iterativa e coletiva. A utilização da tecnologia tem grande potencial no suporte ao ensino a distância, por exemplo: os quizzes online permitem avaliar uma grande quantidade de pessoas através de perguntas diretas e com respostas curtas. Existem inúmeras ferramentas de construções de quizzes na Web. Contudo elas possuem a desvantagem de não ter uma base de conhecimento formal, permitindo o compartilhamento, manipulação e reuso de conhecimento que estão nos quizzes. Neste ponto o uso de ontologia pode contribuir com compartilhamento, manipulação e reuso de conhecimento em nível de software ou como modelos conceituais de referência. Neste trabalho desenvolveu-se um modelo de ferramenta para construção de quizzes apoiada por uma ontologia lightweight sobre a leishmaniose. Para complementar o uso do modelo foi modelada uma rede bayesiana com o objetivo de regular um assunto de um quiz para um aluno específico. Os resultados encontrados são promissores desde a concepção, regulação e validação de quizzes por um grupo de alunos de medicina.
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Lafferty, Hugh H. "Analysing quizzes using a census." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/19935/.
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This is a theoretical study of the marks that could be obtained from quizzes, when a census is done. The quizzes are limited to 'special' quizzes and we look at how many obtain a particular mark, and what happens to the distribution of marks when the guessing problem is tackled. Without building any tools we can do some calculations, but then we are driven to writing computer programs that calculate and display the distribution of marks. When computer programs are written they involve such large numbers that computer programs cannot normally handle them. Thus we are driven to languages, like C, where integers of an arbitrary size can be handled in libraries like LEDA. Quizzes can either have all their stems answered or have some of their stems missed. The philosophy of this study is to start off simply and gradually get more complicated, and so 'special' quizzes where all stems are answered are looked at first followed by 'special' quizzes where stems can be missed. The guessing problem is tackled, in this study, by: a) using negative marking, b) raising the pass mark, c) using a more complex quiz. What we find is that when the guessing problem of 'special' quizzes is exactly tackled the distribution of marks moves to the left (when the mean mark is 0), and that the tackling of the guessing problem leads to more problems. All 'special' stems include the answer, which can be guessed. The likelihood of guessing the correct answer to a stem decreases as the complexity of the quiz increases, but then the likelihood of passing also decreases. As the complexity of the quiz increases the distribution is 'bunched' at the lower end which means that half the marks of distribution are between the lowest mark and the mark where the mean occurs. The main conclusion is not quantitative but qualitative and is "Do not use 'special' quizzes for measuring understanding" because 'special' quizzes do not provide a space that allows one to demonstrate one's understanding and are therefore in-valid when understanding is claimed to be measured.
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Musovic, Malik. "Quizer – ett javabaserat quizverktyg för webbexamination." Thesis, Mittuniversitetet, Institutionen för informationssystem och –teknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42444.
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Idag så examineras tusentals studenter med stöd av duggor som finns i form av Quizar där premisserna är att elever fysiskt behöver genomföra examinationerna vid de olika lärosätena. I denna studie har projektet Quizer utarbetats med syftet att försöka förenkla och effektivisera digitala utvärderingar för inlärning och kontroll av kunskapsnivå. Den javabaserade webbapplikationen kan spara tid och resurser för lärarna att skapa, distribuera och betygsätta elevers kunskapsnivå med stöd av Quizar. Syftet med detta projekt har varit att förenkla och effektivisera metoden av examinering av studenter genom att implementera ett användbart Quiz verktyg där användarbasen och administrativa basen är helt oberoende av applikationsutvecklarens närvaro. För att planera projektet så har brainstorming, ER-diagram för planering av databasstruktur, flödesscheman för de olika vyerna i applikationen använts. Under planeringen har också olika ramverk undersökts för att fastställa vilka ramverk som passar bäst för just denna. Resultatet visar en javabaserad webbapplikation som underlättar examinering av studenter. Genomförandet av applikationen har med hjälp av Bootstrap nått sina mål under en viss tidsram. Resultatet visar även att metoden ger en tidsmässig vinst på ca 20 minuter i jämförelse till en tentamen under ordinarie former. Resultat utav användbarhetstesterna visar i helhet att applikationen har ett gränssnitt som är användarvänligt eftersom medelvärdet på ”upplevelse av applikationen” resulterade i 4, 25 utav 5 möjliga. Det har dessutom genomförts en jämförelse med existerande ramverk där det visade sig att Quizer har lägre antalet operationer (musklick) i en specifik uppgift än vad plattformen FlexiQuiz har.Today, thousands of students are examined with the support of quizzes that exist in the form of quizzes where the premises are that students physically need to complete the examinations at the various higher education institutions. In this study, the Quizer project has been developed with the aim of trying to simplify and streamline digital evaluations for learning and checking the level of knowledge. The javabased web application can save time and resources for teachers to create, distribute and grade students' level of knowledge with the support of Quizer. The purpose of this project has been to simplify and streamline the method of examining students by implementing a useful Quiz tool where the user base and administrative base are completely independent of the application developer's presence. To plan the project, brainstorming, ER diagrams for planning the database structure, flow charts for the different views in the application have been used. During the planning, various frameworks have also been examined to determine which frameworks are best suited for this particular one. The result is a Java-based web application that facilitates the examination of students. With the help of Bootstrap, the implementation of the application has reached its goals within a certain time frame. The results also show that the method gives a time gain of about 20 minutes compared to an exam in regular form. Results of the usability tests as a whole show that the application has an interface that is user-friendly because the average value of "experience of the application" resulted in 4, 25 out of 5 possible. A comparison has also been made with existing frameworks where it turned out that Quizer has a lower number of operations (mouse clicks) in a specific task than the FlexiQuiz platform has.
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Rhees, Brooke Ellen. "A Semi-Automatic Grading Experience for Digital Ink Quizzes." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6245.
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Teachers who want to assess student learning and provide quality feedback are faced with a challenge when trying to grade assignments quickly. There is currently no system which will provide both a fast-to-grade quiz and a rich testing experience. Previous attempts to speed up grading time include NLP-based text analysis to automate grading and scanning in documents for manual grading with recyclable feedback. However, automated NLP systems all focus solely on text-based problems, and manual grading is still linear in the number of students. Machine learning algorithms exist which can interactively train a computer quickly classify digital ink strokes. We used stroke recognition and interactive machine learning concepts to build a grading interface for digital ink quizzes, to allow non-text open-ended questions that can then be semiautomatically graded. We tested this system on a Computer Science class with 361 students using a set of quiz questions which their teacher provided, evaluated its effectiveness, and determined some of its limitations. Adaptations to the interface and the training process as well as further work to resolve intrinsic stroke perversity are required to make this a truly effective system. However, using the system we were able to reduce grading time by as much as 10x for open-ended responses.
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Frisch, Victoria V. "Do Pop Quizzes Have a Positive Effect on Exam Grades?" Otterbein University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594308544481074.
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Tinoco, Lucio Cunha. "Online Evaluation in WWW-Based Courseware: The Quizit System." Thesis, Virginia Tech, 1996. http://hdl.handle.net/10919/36881.
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The QUIZIT system has been developed to support adaptive and standard testing, along with automatic grading, record keeping, and test administration using the WWW as a delivery vehicle. We have applied QUIZIT in connection with our NSF-supported Education Infrastructure project on Interactive Learning with a Digital Library in Computer Science to help with evaluation in a master's level course as well as a large freshmen level service course. Preliminary testing in these courses has shown us that QUIZIT is a promising supplement to other forms of evaluation in self-paced education.
We also conjecture QUIZIT might be a valuable tool in distance learning environment.Master of Science
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Lewis, Barbara Ann. "Learning effectiveness: Efficacy of quizzes vs. discussions in on-line learning." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Nitsche, Jéssica Regina. "A educação permanente no combate à resistência antimicrobiana: elaboração de quizzes." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21188.
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Jéssica Regina Nitsche.pdf: 3126825 bytes, checksum: 9baae525f25eb34c26a6154ee67346ec (MD5)Made available in DSpace on 2018-06-28T13:17:34Z (GMT). No. of bitstreams: 1 Jéssica Regina Nitsche.pdf: 3126825 bytes, checksum: 9baae525f25eb34c26a6154ee67346ec (MD5) Previous issue date: 2018-03-12
Fundação São Paulo - FUNDASP
Introduction: The discovery of antimicrobials had a great impact on the treatment of infections; however, their widespread use for several decades has generated the problem of antimicrobial resistance. The education of health professionals is one of the strategies of the action plans implemented by the World Health Organization to oppose it. Since education must be interdependent and transdisciplinary, the use of technologies in the teaching-learning process is enriching. Therefore, the use of online quizzes is an excellent tool for interactive, stimulating and autonomous learning. Objective: The main objective of this project was to develop, apply and evaluate a set of quizzes, interactively approaching antimicrobial resistance to contribute to the continuing education of health professionals. Methodology: The set of quizzes was developed in the Socrative® program, which provides the interaction and allows its online sharing via smartphone or computer. Their evaluation was made through pre and post-test and instrument of perception, applied to health professionals, students of the professional master's degree "Education in the Professions of Health". Results: The set of quizzes was successful by health professionals (n = 20), however, the pre and post-tests did not reach the values of significance for knowledge of cognitive gain. Discussion/Conclusion: According to the results, we can conclude that the set of quizzes is of educational interest and an important tool for the continuing education of health professionals
Introdução: A descoberta dos antimicrobianos teve grande impacto no tratamento de infecções, porém, seu uso generalizado durante varias décadas gerou a problemática da resistência antimicrobiana. A educação de profissionais da saúde é uma das estratégias dos planos de ação implementadas pela Organização Mundial da Saúde para combatê-la. Visto que a educação deve ser interdependente e transdisciplinar, o uso de tecnologias no processo de ensino-aprendizagem é enriquecedor. Sendo assim, o uso de quizzes online é uma excelente ferramenta para uma aprendizagem interativa, estimulante e autônoma. Objetivo: O objetivo principal desse projeto foi desenvolver, aplicar e avaliar um conjunto de quizzes, abordando de forma interativa a resistência antimicrobiana para contribuir com a educação permanente de profissionais da saúde. Metodologia: O conjunto de quizzes foi elaborado no programa Socrative®, que fornece a interação e permite seu compartilhamento online via smartphone ou computador. Sua avaliação foi feita através de pré e pós-teste e instrumento de percepção, aplicados para profissionais da saúde, alunos do mestrado profissional “Educação nas Profissões da Saúde”. Resultados: O conjunto de quizzes foi bem avaliado pelos profissionais da saúde (n=20), porém, o pré e pós-testes não atingiram os valores de significância estatística para verificar o ganho cognitivo. Discussão/Conclusão: De acordo com os resultados, podemos concluir que o conjunto de quizzes é de interesse educacional e uma importante ferramenta para a educação permanente de profissionais da saúde
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Drnek, Lindsey R. "Twentieth century Don Quizote : the character's modern pictorial representation and textual liberation." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1396.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Humanities
Spanish
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Shorter, Nichole. "COMPARING ASSESSMENT METHODS AS PREDICTORS OF STUDENT LEARNING IN UNDERGRADUATE MATHEMATICS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2729.
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This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.M.S.
Department of Mathematics
Sciences
Mathematical Science MS
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Pennington, Kristen. "Improving College Algebra Grades Using Online Homework Completion as a Prerequisite for Quizzes." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367337306.
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Yang, Feng Mei. "Effects of guided lecture notes on sixth graders' scores on daily science quizzes." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248383810.
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King, Jo Laurie Marushia. "Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc67936/.
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This research proposed to evaluate whether homework or daily quizzes were better for academic success within high-school pre-AP chemistry or if differences in the two methods were detectable. The study involved two years of data where homework was assigned and graded and one year of data where homework was suggested but daily quizzes provided the assessment. The mean of each of the unit tests were evaluated and t-tests were calculated. The results showed that over two-thirds of the units had statistically significant data when daily quizzes were utilized.
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Baptista, Carlos Simões de Sousa. "Análise de concepções, ferramentas e estratégias de implementação de quizzes digitais : o caso particular do QuizFaber." Dissertação, Porto : [s.n.], 2005. http://catalogo.up.pt/F?func=find-b&local_base=FCB01&find_code=SYS&request=000085748.
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Duarte, Ana Grabriela Esteves. "Desenvolvimento e avaliação de uma metodologia para o ensino de embriologia humana baseada em quizzes eletronicos." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/318058.
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Orientador: Luis Antonio Violin Dias PereiraDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
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Resumo: O entendimento da Embriologia Humana é fundamental para o diagnóstico e tratamento corretos das malformações congênitas, que são responsáveis pela maioria das mortes na primeira infância em países desenvolvidos e cuja prevalência pode chegar a 21%. No entanto, as disciplinas tradicionais de Embriologia Humana exigem do aluno um rápido entendimento de uma série de mudanças que ocorrem simultaneamente em uma escala macro e microscópica no embrião e, como conseqüência, os estudantes têm dificuldade em compreender os conceitos apresentados e criar mentalmente imagens tridimensionais dos processos envolvidos. O uso de recursos multimídia auxilia na aprendizagem, estimula o conhecimento e a criatividade e possibilita soluções para problemas. Entretanto, pouca atenção tem sido dada ao desenvolvimento, utilização e avaliação dessas estratégias e à real participação do estudante no processo ensino/aprendizado. Sabendo-se que os testes de múltipla escolha, quizzes, são métodos objetivos comumente usados como ferramenta auxiliar de aprendizado, neste estudo foram desenvolvidos quizzes eletrônicos e uma metodologia para a utilização dos mesmos, visando o ensino de Embriologia Humana. Os quizzes eletrônicos correlacionaram conceitos de Embriologia básica com a gênese, o diagnóstico e o tratamento dos defeitos congênitos mais freqüentes e foram construídos de maneira a apresentar uma parte teórica seguida de uma ou mais questões de múltipla escolha, quizzes. A parte introdutória teórica foi composta por animações e esquemas ilustrativos, desenvolvidos no software Flash MX (Macromedia), imagens macroscópicas e microscópicas de embriões, fetos e neonatos encaminhados para autópsia, bem como de recém-nascidos e crianças portadores de defeitos congênitos, e de seus exames de imagens (ultrassons e radiografias). As questões de múltipla escolha foram desenvolvidas de maneira que o aluno pudesse verificar a extensão do seu conhecimento e as suas deficiências, uma vez que os quizzes indicam o porquê das alternativas erradas. O material didático foi organizado e disponibilizado em um ambiente interativo, o qual foi usado durante as monitorias pelos alunos do primeiro ano do curso de Medicina da UNICAMP matriculados nas disciplinas Morfofisiologia Humana I e II, no ano de 2006. Ao final de ambas as disciplinas, os quizzes eletrônicos e a metodologia utilizada foram avaliados pelos alunos, através de instrumentos quantitativos e qualitativos. A avaliação teve como objetivo determinar se os quizzes eletrônicos constituem uma ferramenta importante para o ensino de Embriologia Humana, para o desenvolvimento de raciocínio clínico e para a integração das áreas básica e clínica. Analisando-se os resultados pode-se observar que 98,8% dos alunos tiveram um nível de atitude no mínimo positiva em relação à metodologia de ensino desenvolvida. Enfatizaram que, quanto à qualidade, os quizzes eletrônicos são bons, apresentando parte introdutória clara com animações e imagens de casos clínicos que permitem a resolução das questões de múltipla escolha propostas, sem abordar conteúdo em excesso. Quanto ao objetivo pedagógico, os quizzes eletrônicos estimularam o raciocínio, permitiram fixar e testar os conhecimentos adquiridos em aula, acrescentaram informações novas, tornaram mais interessantes os assuntos complexos de Embriologia, aproximaram a área básica da clínica, abordaram assuntos relevantes à formação profissional e desenvolveram habilidades na resolução de problemas clínicos, o que nos permite concluir que os quizzes eletrônicos constituem sim uma ferramenta complementar adequada para o ensino de Embriologia Humana
Abstract: The Human Embryology understanding is essential for appropriate diagnosis and treatment of congenital anomalies, which are responsible for the majority of the deaths in the first infancy and whose prevalence can reach up to 21% in North America. Traditional Human Embryology courses require students to rapidly understand the various changes that occur simultaneously on a macro and on a microscopic scale in embryos. Thus, the students have difficulties to understand the concepts presented and to create three-dimensional mental images of the processes involved. The use of multimedia assists in the learning process, stimulates the understanding and the creativity, and makes possible solutions to problems proposed. However, little attention has been given to the evaluation of these strategies and to the real commitment of the student to the education/learning process. Multiple-choice tests, called quizzes, are among the most common methods used as an auxiliary learning tool. In this study, there was developed an education methodology for Human Embryology based on electronic quizzes. The quizzes have correlated concepts of basic Embryology with the genesis, diagnosis, and treatment of the more frequent congenital defects. The electronic quizzes were constructed in a way to present a theoretical part, followed by one or more multiple-choice questions regarding the considered subject. The theoretical introductory part involved texts, animations developed by Flash MX (Macromedia), and macro and microscopical digital documentation of embryos, fetuses and neonates referred to autopsy. Newborn babies with inherit disorders were also photographed, at the nursery. The multiple-choice questions were developed for verifying the students¿ knowledge extension and deficiency since the quizzes indicated the reasons why they have chosen the false statements. The didactic material was organized on an educational software used by the students at the first year of UNICAMP Medicine¿s course, attending the Human Morpho-Physiology module, in 2006. At the end of the module, the methodology was considered, using quantitative and qualitative instruments, an important tool for the education of Human Embryology, the development of clinical reasoning, and the integration of the basic and clinical areas. Analyzing the results, one can observe that 98.8% of the students had had an attitude at least positive in relation to the electronic quizzes. Concerning its quality, they had emphasized that the electronic quizzes are good, presenting a clear introductory part with animations and images of clinical cases that allow them to solve all the multiple-choice questions without approaching excessively the content. With regard to the pedagogical goal, the electronic quizzes stimulate the reasoning, allow one to retain and to test the acquired knowledge in classes, add new information, turn some complex subjects of Embryology more interesting, colligate the basic and the clinical areas, deal with relevant concepts concerning the professional formation, and develop abilities in solving clinical problems. Thus, the arguments previously mentioned allow us to conclude that the electronic quizzes constitute an adequate complementary tool for the education of Human Embryology
Mestrado
Biologia Celular
Mestre em Biologia Celular e Estrutural
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Baptista, Carlos Simões de Sousa. "Análise de concepções, ferramentas e estratégias de implementação de quizzes digitais : o caso particular do QuizFaber." Master's thesis, Porto : [s.n.], 2005. http://hdl.handle.net/10216/64082.
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Culver, Tiffany Fawn. "AN INVESTIGATION OF STUDY GUIDES AND QUIZZES TO IMPROVE COLLEGE STUDENTS' READING COMPLIANCE, COMPREHENSION, AND METACOGNITIVE STRATEGIES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07102008-113351/.
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This study was designed to investigate practical and effective methods of increasing reading compliance, reading comprehension, and metacognitive reading strategies in the college classroom. Participants were recruited from Delta State University, a small university located in Cleveland, MS. There were 148 students who completed the study. 50% of these participants were Caucasian and 42% were African American. The average age of the participant was 20.0 years of age. Students were primarily freshman and sophomore undergraduate students taking a Psychology course. The following instruments were used during the course of this study: The Nelson Denny Reading Test, The College Textbook Questionnaire, The Survey of Reading Compliance (pretest and posttest), two teacher-made comprehension tests, and the Metacognitive Reading Strategies Questionnaire (pretest and posttest). The independent variables in this study were the threat of the Monte Carlo quiz and the availability of the Readers Guide. Dependent variables included the scores from the Survey of Reading Compliance (pretest and posttest), scores from the comprehension (pretest and posttest), and scores from the Metacognitive Reading Strategies (pretest and posttest). Results from this study suggested that the majority of college undergraduates reported reading their course textbook 2 hours or less per week. According to the results from the Nelson Denny Reading Test, undergraduates scored relatively high on comprehension. However, performance on the teacher-made comprehension tests based on textbook material was very low. The Metacognitive Reading Strategies Questionnaire suggested that undergraduates are utilizing some basic metacognitive reading strategies, but do not use more sophisticated strategies. The threat of the Monte Carlo quiz had no statistically significant effect on reading compliance, comprehension, or metacognitive reading strategies. The Readers Guide did not have a statistically significant effect on reading compliance or comprehension. However, students exposed to the Readers Guide experienced a statistically significant increase in the use of metacognitive strategies.
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Ostermann, Ana Cristina. "Good girls go to heaven; bad girls... learn to be good : critical discourse analysis of quizzes in teenage girl's magazines." reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76202.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2012-10-16T08:13:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:31:26Z : No. of bitstreams: 1 102951.pdf: 4112281 bytes, checksum: 8fde7824254822a686acd923fe884dc7 (MD5)
Nesta dissertação investigo 15 quizzes ou testes de comportamento em revistas para adolescentes: Teen, Seventeen, Sassy, e Capricho, usando a metodologia de Análise Crítica do Discurso. O objetivo é demonstrar que o quiz não é um texto tão inocente como parece ser. Além de encorajar o auto-escrutínio, os quizzes funcionam como instrumentos disciplinadores, visando à correta socialização das adolescentes. Com base no modelo Problema-Solução, analiso a macro-estrutura dos quizzes, e aponto as possíveis relações entre o elemento discursivo Problema e o problema do mundo real. As produtoras destes textos avaliam e classificam as meninas como boas ou más, e prescrevem um comportamento geralmente sexista. Através da análise das características conversacionais dos quizzes: a estrutura de interação, os marcadores do discurso da linguagem falada, o vocabulário adolescente, e a personalização sintética, mostro que estes textos são construídos com base no modelo conversacional de discurso. O uso deste modelo é uma estratégia que visa amenizar a posição autoritária das produtoras destes textos, e que gera alto grau de informalidade nos quizzes, disfarçando seu papel principal: disciplinar as adolescentes a serem boas meninas.
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Johnston, Julia Gail. "A Quantitative Analysis of the Effectiveness of Directed-Discovery Teaching Methods and Weekly Quizzes in a Standardized Introductory Earth Science Laboratory Course." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07072006-135009/.
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A study was conducted to determine the effects of directed discovery-based teaching methods (hands-on learning) and weekly quizzes on short-term learning and long-term retention of course material in an introductory geosciences laboratory course. Assessment of learning was accomplished using percentages of correct responses to questions on two tests, using percentages from the first semester of the study as a baseline to which data from each subsequent semester were compared to determine the effects of the study variable that was introduced. Student evaluations of value, meaning, and enjoyment of the course were also investigated through the use of an essay question at the end of the second test. The study revealed that directed discovery-based methods were successful for the teaching of some subject material, but not for all, and that the method did not necessarily enhance learning of scientific vocabulary. Weekly quizzes resulted in improved learning in all subject areas. Simultaneous use of traditional and directed-discovery teaching methods as well as weekly quizzes is recommended.
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Hurn, Jeffery Lee. "An analysis of the effects of online practice quizzes on the achievement, self-efficacy, and academic motivation of college algebra students at a community college /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.
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Delaval, Marine. "Améliorer la réussite en statistiques des étudiants en psychologie : influence du feedback de comparaison sociale ou temporelle délivré dans un environnement numérique." Thesis, Rennes 2, 2014. http://www.theses.fr/2014REN20035/document.
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L’objectif de la thèse est de trouver les moyens d’améliorer la réussite en statistiques des étudiants en psychologie, en examinant les effets des feedbacks de comparaison sociale ou temporelle délivrés dans un environnement numérique d'apprentissage, plus particulièrement un exerciseur en ligne. Cet objectif s’appuie sur trois constats. Premièrement, les études qui s’intéressent aux environnements numériques pour l'apprentissage des statistiques montrent qu’une des caractéristiques centrales de ce type d’outil est l’utilisation de feedbacks immédiats, alors même que le type de feedback délivré est rarement questionné. Deuxièmement, la littérature s’est largement intéressée aux feedbacks centrés sur la tâche et assez peu à ceux qui reposent sur des processuspsychosociaux, comme la comparaison sociale ou temporelle. Troisièmement, les effets de ces comparaisons ont très rarement été étudiés en même temps, a fortiori dans le cadre d’exerciseurs en ligne. Le programme derecherches se décompose en deux séries d’études. Les trois premières études examinent les effets des feedbacks de comparaison sociale et temporelle sur les performances en statistiques. Les deux dernières études s'apparentent à des « recherches-action » visant à amener les étudiants à utiliser l’exerciseur en ligne à partir d’interventions pédagogiques réalisées en Travaux Dirigés. Globalement, les résultats ne montrent pas d’effet robuste des feedbacks de comparaison mais confirment le rôle prépondérant du comportement consistantà remettre un travail à plus tard (procrastination) et du niveau initial en mathématiques sur la réussite des étudiants. Les implications de ces résultats sont discutées en tenant compte du contexte écologique danslequel s'inscrivent ces recherchesThe aim of this thesis is to find ways of improving psychology students’ statistics performance, by examining the influence of social or temporal comparison feedback delivered in a web-based training environment. This aim is based on three observations. Firstly, immediate feedback has been shown as a central characteristic of web-based learning environments for statistics, but studies rarely interrogate which kind of feedback is delivered. Secondly, studies generally focus on taskoriented feedback rather than on psychosocial processes such as social and temporalcomparison. Thirdly, these two comparisons have rarely been examined at the same time, a fortiori in web-based training environments. The research program is divided in two sets of studies. The first three studies examine theinfluence of social or temporal comparison feedback on statistics performance. In the last two studies, interventions in class were implemented to encourage students to use the web-based training environments. Overall, results do not show a robust effect of comparison feedbacks but confirm the crucial influence of procrastination and initial knowledge on students’ performance. The implications are discussed considering thenaturalistic nature of this research
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Супрун, Вікторія Олегівна. "Розробка онлайн середовища для підтримки шкільного курсу хімії." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/3987.
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Супрун В. О. Розробка онлайн середовища для підтримки шкільного курсу хімії : кваліфікаційна робота магістра спеціальності 122 "Комп'ютерні науки" / наук. керівник О. С. Пшенична. Запоріжжя : ЗНУ, 2020. 68 с.UA : Робота викладена на 68 сторінках друкованого тексту, містить 3 таблиць, 17 рисунків, 4 додатки, 33 джерел. Об’єкт дослідження – процес впровадження хмарних технологій та його вплив на якість знань в освітньому процесі. Предмет дослідження – процес розробки онлайн середовища для підтримки шкільного курсу хімії. Метою даного проекту є розробка онлайн середовища для підтримки шкільного курсу хімії. Методи дослідження: аналіз, узагальнення. В кваліфікаційній роботі розглядаються поняття освітнє середовище, інноваційні технології в освітньому середовище, хмарні технології їх основні цілі та завдання, можливості онлайн середовища для підтримки шкільного курсу хімії, використання Google Drive та сервісів LearningApps.org, Quizlet, «На урок», ClassDojo; розглянуті можливості використання хмарних технологій та ІКТ в освітньому процесі під час на дистанційного навчання, розроблені уроки та онлайн матеріали до уроків.
EN : The work is presented on 68 pages of printed text, 3 tables, 17 figures, 4 annexes, 33 references. The object of the study is the process of implementing cloud technologies and its influence on the quality of knowledge in the educational process. The subject of the study is the process of the development of online medium to support the school Chemistry curriculum. The aim of the project is the development of the online medium to support the school Chemistry curriculum. The methods of research are analysis and compilation. In the qualifying paper addresses such concepts as learning environment, innovative technologies in the learning environment, cloud technologies, their aims and objectives, possibilities of creating online media to support the school Chemistry curriculum, usage of online services such as Google Drive, LearningApps.org, Quizlet, “Na Urok”, ClassDogo, possibilities of using cloud technologies and information and communications technologies in the learning process during distance learning, developing online lessons and materials for online lessons.
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KUNG, WEN-YU, and 龔文俞. "Can the mobile game learning help the use of vocabulary and English speaking ability? A case study of Quizlet." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/jcv48q.
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Забірко, Ксенія Валеріївна. "Використання мобільних додатків Words, Memrise та Quizlet з метою вдосконалення лексичної компетенції на заняттях з німецької мови у середній школі." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4284.
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Забірко К. В. Використання мобільних додатків Words, Memrise та Quizlet з метою вдосконалення лексичної компетенції на заняттях з німецької мови у середній школі : кваліфікаційна робота магістра спеціальності 305 "Філологія" / наук. керівник П. І. Яценко. Запоріжжя : ЗНУ, 2020. 42 с.UA : Дипломна робота – 42 стор., 30 джерел. Об' єкт дослідження:мобільні додаткі “Quizlet”, “Words” та “Memrise” та їх впровадження в освітній процес. Мета роботи:дослідження особливостей використання мобільних додатків задля вдосконалення лексичної компетенції на заняттях з німецької мови у середній школі. Теоретико-методологічні засади: ключові положення щодо підходів вивченнялексичної компетенції(А. Миролюбов,Н. Гез, І. Бимта ін.)та мобільного навчання (Г. Тулодзекі, С. Терещук та ін.). Отримані результати: Одним з головних завдань школярів, які вивчають іноземну мову – є оволодіння лексичною компетенцією, яка є складовою їхньої комунікативної компетенції. Основними поняттями, які пов’язані із лексичною компетенцією, є лексичні навички, лексичні знання, лексична усвідомленість та лексична компетенція. Сучасними засобами, що допомагають створити та вдосконалити лексичну компетенцію учнів є мобільні девайси та додаткові програми, які уможливлюють поліпшення знань та розвитку мовних та мовленнєвих навичок учнів. Під час розвитку лексичної компетенції учні повинні пройти три етапи її формування (етап презентації нового лексичного матеріалу, етап автоматизації, відпрацювання з формування та удосконалення лексичних навичок) і способи семантизації слів (перекладні та безперекладні). Сучасні мобільні додатки “Quizlet”, “Words”, “Memrise” допомагають у створенні лексичної компетентності на всіх етапах її опрацювання. У результаті проведеного аналізу виявлено, що “Quizlet” у безкоштовній версії має найбільший спектр можливостей серед інших додатків.
DE : Die vorgestellte Arbeit befasst sich mit der Analyse der Verwendung mobiler Anwendungen "Quizlet", "Words" und "Memrise" und deren Implementierung im Bildungsprozess. Gegenstand der Forschung sind die mobilen Anwendungen "Quizlet", "Words" und "Memrise" sowie deren Umsetzung im Bildungsprozess. Das Hauptziel der Arbeit besteht darin, die Merkmale der Verwendung der mobilen Anwendungen zur Verbesserung der lexikalischen Kompetenz im Deutschunterricht an der Mittelschule zu untersuchen. Theoretische und methodische Prinzipien sind die zentrale These von lexikalischer Kompetenz und mobilem Lernen. Ergebnisse: Eine der Hauptaufgaben für Schüler, die eine Fremdsprache lernen, ist die Beherrschung der lexikalischen Kompetenz, die Teil ihrer Kommunikationskompetenz ist. Die Hauptkonzepte in Bezug auf lexikalische Kompetenz sind lexikalische Fähigkeiten, lexikalisches Wissen, lexikalisches Bewusstsein und lexikalische Kompetenz. Moderne Mittel, die dazu beitragen, die lexikalische Kompetenz der Schüler zu schaffen und zu verbessern, sind Mobilgeräte und zusätzliche Programme, die es ermöglichen, das Wissen zu verbessern und die Sprach- und Sprachfähigkeiten der Schüler zu verbessern. Während der Entwicklung der lexikalischen Kompetenz müssen die Schüler drei Phasen ihrer Bildung durchlaufen (die Phase der Präsentation eines neuen lexikalischen Materials, die Phase der Automatisierung, die Phase der Praxis bei der Bildung und Verbesserung lexikalischer Fähigkeiten) und die Wege der Semantisierung von Wörtern (übersetzt und nicht übersetzt). Die modernen mobilen Anwendungen "Quizlet", "Words", "Memrise" tragen dazu bei, lexikalische Kompetenz in allen Phasen ihrer Entwicklung zu schaffen. Die Ergebnisse der Analyse zeigen, dass "Quizlet" in seiner kostenlosen Version unter anderen Anwendungen den größten Funktionsumfang aufweist.
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WANG, SHU-MIN, and 王書敏. "A Study of the Keyword Method with Quizlet App on English Vocabulary Learning for Junior High School Students in Resource Class." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w32dta.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
107
Keyword method is a memory strategy for learning foreign language vocabulary, and Quizlet is a free, easy-to-use mobile and web-based study application. Teachers and students can use the learning and game functions of Quizlet to teach, practice and record the learning process. The purpose of this study was to explore the immediate and delayed vocabulary retention effects, and students perceptions after using the keyword method and Quizlet. The present research adopted a single subject multiple probe design. Three students from a junior high school resource class in Taoyuan City participated in the study. The teaching experiment consists of ten vocabulary intervention sessions over a five week period. The assessment was carried out in the three stages: baseline, intervention and delayed. The data obtained was analyzed by visual analysis and C statistics. An "English vocabulary learning experience feedback form"was used to collect the participants perceptions towards the teaching intervention. The results shows that: 1). There were both immediate and delayed retention effects on students’ learning of word meaning (form-meaning connection), vvocabulary recognition, and auditory word recognition; and 2). Students were positive towards using keyword method combined with Quizlet for English vocabulary learning.
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Hsin-ChiaoWang and 王信喬. "The E-learning Platform “Quizlet” Integrated into English Cooperative Teaching on Learning Achievement - a Case Study of Eighth Grade Junior-high-school Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fm9v3y.
Full textAbstract:
碩士國立成功大學
工程科學系碩士在職專班
105
The study aims at investigating the influence of integrating Quizlet, the digital learning application, into class. It was integrated into class to assist teaching and was used as Teams-Games-Tournament (TGT) in a cooperative learning class. The method of pre experimental design and one-group pretest-posttest were adopted in this study. Participants in the study consisted of 27 eighth-grade students in a junior high school in remote areas in Tainan City. The study lasted for a semester, and the learning content are from the textbook of Hanlin. After the experimental teaching, the questionnaire and the final exam are applied to the students to acquire the research data. The research data were analyzed through the Wilcoxon symbol level test. By analyzing the data, the researcher learned how Quizlet affected students’ English learning when integrated into teaching. The finding of the research are as follows: (1) Integrating Quizlet into cooperative learning was beneficial to promote students’ English learning motivation. (2) After integrating Quizlet into cooperative learning in teaching, only high and intermediate achievers had distinctive differences in English learning achievement. (3) After integrating Quizlet into cooperative learning in teaching, only high achievers had distinctive differences in English vocabulary learning. (4) Students who experienced Quizlet held positive attitude toward integrating Quizlet into cooperative learning in class.
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Yu-Jie, Wu, and 吳雨潔. "An Action Research on the Influence of Quizlet Integrated into Cram School English Teaching on High-Grade Elementary School Students’ Learning Motivation and Concentration." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k8wpjv.
Full textAbstract:
碩士國立臺南大學
教育學系科技發展與傳播碩士班
106
Abstract The purpose of this research was to investigate the effects of the high grade elementary school students learning motivation and concentration by integrating Quizlet into English teaching in cram school. In this research, it conducted sixteen sessions two hours each class of teaching during eight weeks with 15 high grade elementary students from a cram school in Tainan City. The research analysis with quantitative and qualitative process. Before and after the action study, the “Learning Motivation” , “Learning Concentration” and "Quizlet English Learning Experience Questionnaire" were used for testing. After collecting questionnaires which were adopted as the instruments analysis using SPSS. The data were analyzed with the average, standard deviation, and dependent-sample T-test. The qualitative data analysis with teaching video, observation records of peer coaching, instructor’s journals, and student response were adopted as an important basis for the further suggestions in the future. Based on the analysis of the results of this research, the following conclusions were obtained: 1. To enhance student learning effectiveness by using Quizlet to integrate into English teaching. 2. To improve students' learning motivation by using Quizlet to integrate into English teaching. 3. To enhance students' concentration by using Quizlet to integrate into English teaching. 4. The result from English learning experience questionnaire shows that students were satisfied by using Quizlet in English learning.
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Segall, Noa. "A usability comparison of PDA-based quizzes and paper-and-pencil quizzes." Thesis, 2003. http://hdl.handle.net/1957/30800.
Full textAbstract:
In the last few years, many schools and universities have incorporated personal
digital assistants (PDAs) into their teaching curricula, in an attempt to enhance
students' learning experience and reduce instructors' workload. One of the
most common uses of PDAs in the classroom is as a test administrator. This
study compared the usability effectiveness, efficiency, and satisfaction of a
PDA-based quiz application to that of standard paper-and-pencil quizzes in a
university course in order to determine whether it was advisable to invest time
and money in PDA-based testing. The effects of computer anxiety, age, gender,
and ethnicity on usability were also evaluated, to ascertain that these factors do
not discriminate against individuals taking PDA-based tests.
Five quizzes were administered to students participating in an engineering
introductory course. Of these, students took two PDA-based quizzes and three
paper-and-pencil quizzes. One PDA-based quiz and one paper-and-pencil quiz
were compared in terms of their effectiveness, measured as students' quiz
scores and through a mental workload questionnaire; their efficiency, which
was the time it took students to complete each quiz; and their satisfaction,
evaluated using a subjective user satisfaction questionnaire. Computer anxiety
was also measured, using an additional questionnaire.
It was hypothesized that the PDA-based quiz would be more effective and
efficient than the paper-and-pencil quiz and that students' satisfaction with the
PDA-based quiz would be greater. The study showed the PDA-based quiz to be
more efficient, that is, students completed it in less time than they needed to
complete the paper-and-pencil quiz. No differences in effectiveness and
satisfaction were found between the two quiz types.
It was also hypothesized that for PDA-based quizzes, as computer anxiety
increased, effectiveness and satisfaction would decrease; for paper-and-pencil
quizzes there would be no relationship between computer anxiety and
effectiveness and no relationship between computer anxiety and satisfaction.
Findings showed an increase in quiz score (increase in effectiveness) and an
increase in mental workload (decrease in effectiveness) as computer anxiety
increased for both quiz types. No relationship was found between computer
anxiety and satisfaction for either paper-and-pencil or PDA-based quizzes.
The final hypothesis suggested that user satisfaction would be positively
correlated with effectiveness (quiz score and mental workload) for both PDA-based
and paper-and-pencil quizzes. No relationship was found between quiz
score and satisfaction for either quiz type. User satisfaction was positively
correlated with mental workload, regardless of quiz type.
The usability comparison of paper-and-pencil and PDA-based quizzes found
the latter to be equal, if not superior, to the former. The effort students put into
taking the quiz was the same, regardless of administration method, and scores
were not affected. In addition, different demographic groups performed almost
equally well in both quiz types (white students' PDA-based quiz scores were
slightly lower than those of the other ethnic groups). Computer anxiety was not
affected by the quiz type. For these reasons, as well as other advantages to both
students (e.g. real-time scoring) and teachers (e.g. spending less time on
grading), PDAs are an attractive test administration option for schools and
universities.Graduation date: 2004
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Haji, Valizadeh Yasser. "QuizScript 2: Improved Interactive Quizzes for the Masses." Thesis, 2013. http://hdl.handle.net/1828/5110.
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In this thesis we present the improvements and refinements that we made to
the QuizScript system. QuizScript allows users, using simple markup, to quickly
and easily generate interactive quizzes, composed of multiple types of questions, and
provides immediate feedback to students. It was designed by Christine and Bill Wadge
to overcome the tediousness often experienced while creating quizzes using other
systems, such as Moodle. However, QuizScript has several shortcomings and their
rectification is the focus of this thesis. We remedied these drawbacks by designing and
implementing the following: a parser to detect errors; new functionalities; a database
to store and retrieve the quizzes; and a dynamic website to host the quizzes, which
enables an immediate preview of the quiz.Graduate
0984
yasser83@uvic.ca
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Bobos, Georgeana. "The effect of weekly quizzes on the development of students' theoretical thinking." Thesis, 2004. http://spectrum.library.concordia.ca/8194/1/MQ94678.pdf.
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In this thesis, we evaluate the effectiveness of a basic tool for the teaching of linear algebra at university level: the administration of weekly quizzes. These tests, each made of two short, conceptual questions, are believed to have the potential of developing students' theoretical thinking. At the start of our research we believed that this kind of thinking is necessary for the understanding of linear algebra and that it represents, in general, an important educational aim in university teaching. To see if, indeed, the quizzes can contribute to the development of students' theoretical thinking, we have analyzed students' solutions to the weekly quizzes administered in a Linear Algebra II course at Concordia University in Montreal, over a one-semester time span. We have used, for this purpose, a model of thinking that characterizes theoretical thinking by certain properties, which contrast practical and theoretical thinking. Our study shows that the administration of weekly quizzes could not account for the development, in general, of theoretical thinking, with all the characteristics that it encompasses. We have found that the group's engagement with certain features of thinking is directly influenced by the mathematical content of the questions in the quizzes, and thus it is impossible to evaluate their development in time. However, the quizzes do have the potential of developing other features of theoretical thinking, that we have called, more generally "habits of the mind", because they are less conditioned by content specificities.
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Deeter, Christopher L. "The effect of online quizzes on student achievement in high school chemistry." 2008. http://proquest.umi.com/pqdweb?did=1584061041&sid=1&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.Title from title screen (site viewed Nov. 20, 2008). PDF text: 83 p. ; 2 Mb. UMI publication number: AAT 3309215. Includes bibliographical references. Also available in microfilm and microfiche formats.
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杜家霖. "Design and Construction of Quizes and Exercises for Workshop-Based Teching and Learning." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/16855504575254486858.
Full textAbstract:
碩士中原大學
資訊工程學系
85
In traditional classroom teaching, the students generally do their assignments at home, and in-class exercises and/or quizzes are comparatively less common. Mainly, this is due to the fact that there is a cost and overhead associated with in-class exercises and/or quizzes. The cost is that extra papers are consumed and the instructor has to spend some extra time grading and recording the answers. The overhead, on the other hand, is that the handing out and collection of papers can take some time, sometimes significantly. Together, these two factors make it impractical to have several exercises or quizzes in one class. Nevertheless, in-class exercises and quizzes have their values. Though constant practices and tests, the instructor gets to know how well the students are learning, and the students get to know whether they have really acquired the knowledge they are supposed to learn. This can potentially help the instructor to teach better and the students to learn better. This is why some instructors still try to have in-class exercises and/or quizzes whenever possible, but at the cost of devoting more efforts into their teaching styles. In this thesis, we discuss how in-class exercises and quizzes can be automated. The proposed automation can significantly reduce the associated cost and overhead, making in-class exercise and quizzes a practical thing to do. This, we believe, can greatly enhance traditional classroom teaching. There are four aspects in our proposed automation. Firstly, exercises and quizzes can be "handed out" electronically and their answers can be " turned in " electronically. Secondly, the instructor can use help tools to design and write the (electronic versions of ) exercises and quizzes. Thirty, there can be answer servers that assist the grading of the answer sheets. Fourthly, result of the grades can be posted and analyzed automatically, and the instructor can decide how these thing are done. Three related systems are discussed. They are: CyberProf, Mallard and WebcCT. Though these systems are intended to be used after-class, whereas our system is to be used in-class, there are nevertheless various issues that are in common. In particular, the notion of answer servers is present in all four systems, and it closely resembles the idea of intelligent system tutoring in the literature.
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Yusof, Sadiah. "The effects of pre-laboratory quizzes on students' performance on laboratory reports and on laboratory related questions on tests." 1985. http://hdl.handle.net/2097/27629.
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Hsiung, Stella Ping-chuan. "Knowledge of aging in freshman nursing students a comparison study of facts on aging quizzes : a research report submitted in partial fulfillment ... /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/68787867.html.
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