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1
Willard, Catherine. "Effects of Collaborative Reasoning on Students' Mathematics Performance and Numerical Reasoning Abilities." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328799.
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Math & Science EducationPh.D.
Current reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilities change as a result of participating in Collaborative Reasoning. The quantitative results revealed statistically significant changes in mathematics performance from pre-test to post-test. Post-test analysis showed a statistically significant difference in assessment scores, with the treatment group out-performing their comparison group peers. The qualitative results of the study show that as a result of participating in Collaborative Reasoning sessions, students were choosing reasoning strategies that were more appropriate, were using appropriate reasoning strategies more consistently, and were better able to verbally explain their reasoning. Finally, it was found that as students participate in Collaborative Reasoning their discourse becomes less calculational and more conceptual in nature, and more students become active participants within small group discussions.
Temple University--Theses
2
Fabby, Carol. "Reforming the introductory laboratory to impact scientific reasoning abilities." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103347.
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Winningham, Darby B. "Miranda Comprehension and Reasoning: An Investigation of Miranda Abilities in Adult Inpatients." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984150/.
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Nearly 700,000 suspects with mental disorders are arrested and Mirandized each year. The current study systematically examined the effects of cognitive deficits and psychological symptoms on both Miranda comprehension and reasoning. The current sample was comprised of 85 adult psychiatric inpatients recruited from University Behavioral Health (UBH), a private psychiatric hospital in North Texas. Unexpectedly, most inpatients demonstrated pervasive deficits in their immediate recall of a representative Miranda warning, omitting approximately four-fifths of its content. In addition, the majority of inpatients evidenced damaging errors in their reasoning about waiver decisions. As a result, 64.7% waived and subsequently confessed after only a 3-5 minute interrogation. Interestingly, impaired verbal ability but not the severity of their symptoms predicted greater deficits in Miranda comprehension.
4
Eraso, Mario. "Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/3146.
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Current reform initiatives recommend that school geometry teaching and learning include the study of three-dimensional geometric objects and provide students with opportunities to use spatial abilities in mathematical tasks. Two ways of using Geometer's Sketchpad (GSP), a dynamic and interactive computer program, in conjunction with manipulatives enable students to investigate and explore geometric concepts, especially when used in a constructivist setting. Research on spatial abilities has focused on visual reasoning to improve visualization skills. This dissertation investigated the hypothesis that connecting visual and analytic reasoning may better improve students' spatial visualization abilities as compared to instruction that makes little or no use of the connection of the two.
Data were collected using the Purdue Spatial Visualization Tests (PSVT) administered as a pretest and posttest to a control and two experimental groups. Sixty-four 10th grade students in three geometry classrooms participated in the study during 6 weeks. Research questions were answered using statistical procedures. An analysis of covariance was used for a quantitative analysis, whereas a description of students' visual-analytic processing strategies was presented using qualitative methods. The quantitative results indicated that there were significant differences in gender, but not in the group factor. However, when analyzing a sub sample of 33 participants with pretest scores below the 50th percentile, males in one of the experimental groups significantly benefited from the treatment. A review of previous research also indicated that students with low visualization skills benefited more than those with higher visualization skills. The qualitative results showed that girls were more sophisticated in their visual-analytic processing strategies to solve three-dimensional tasks.
It is recommended that the teaching and learning of spatial visualization start in the middle school, prior to students' more rigorous mathematics exposure in high school. A duration longer than 6 weeks for treatments in similar future research studies is also recommended.
5
Varn, Theresa. "EFFECTS OF A MATHEMATICS CURRICULUM RICH IN SPATIAL REASONING ACTIVITIES ON FIFTH GRADE STUDENTS' ABILITIES TO SPATIALLY REASON:." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2129.
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ABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.M.A.
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
6
Brey, Amina. "The effect of '6 bricks' guided play on grade two learners' visual perception and reasoning abilities." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12112.
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This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.
7
林琳 and Ling Lorinda Lam. "Facial emotion recognition & theory-of-mind reasoning abilities among high-functioning school-aged children with autistic spectrumdisorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41712468.
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Lam, Ling Lorinda. "Facial emotion recognition & theory-of-mind reasoning abilities among high-functioning school-aged children with autistic spectrum disorders." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41712468.
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Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.
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This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee.
Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stull, Majerich, Bernacki, Varnum, & Ducette, 2011; Wilson, Boyd, Chen, & Jamal, 2011), as well as multimedia object access and student achievement (Bliwise, 2005; Miller, 2013). Four research questions were used to guide the study. A series of analysis of variance (ANOVA) statistical procedures was used to analyze the data.
Findings indicated no significant differences in statistical reasoning abilities between students who were provided access to supplemental online instructional videos and formative quizzes and students who were not provided access. Moreover, statistical reasoning abilities did not differ significantly based upon number of quizzes successfully completed, average number of quiz attempts, or number of videos accessed.
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AUCLAIR, CHRISTINE. "NUTRITION: A MISSING LINK IN UNDERSTANDING JUVENILE DELINQUENCY." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin975346755.
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Bachhuber, April Christine Moeller [Verfasser], and Beate [Akademischer Betreuer] Sodian. "Scientific reasoning in preschool: The development, correlates, and promotion of control of variables strategy abilities / April Christine Moeller Bachhuber ; Betreuer: Beate Sodian." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1226660665/34.
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Yenilmez, Ayse. "Exploring Relationships Among Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607009/index.pdf.
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The purpose of this study was to identify the relative predictive influences of prior knowledge, meaningful learning orientation, formal reasoning ability and mode of instruction on understanding in photosynthesis and respiration in plants concepts.
Two hundred thirty three 8th grade students from six classes of one elementary school in Ankara participated in this study. The study was carried out during the 2004-2005 Fall semester. Students in the experimental group (N=117) received conceptual change instruction, and the students in the control group (N=116) received traditional instruction. Two-tier multiple choice diagnostic test, &ldquoPhotosynthesis and Respiration in Plants Concept Test&rdquo
developed by Haslam and Treagust (1987), was used to determine students&rsquo
understanding of photosynthesis and respiration in plants concepts. The test was administered to the sample prior to the treatment as pre-test, and after the treatment as post-test. The pre-test scores were used as prior knowledge of students. Students&rsquo
reasoning abilities were measured by the &ldquo
Test of Logical Thinking&rdquo
and their learning orientations were measured by &ldquo
Learning Approach Questionnaire&rdquo
. The results of the study indicated that students held several misconceptions concerning photosynthesis and respiration in plants concepts. Significant differences between the experimental group and control group with respect to understanding of the concept were found in favor of experimental group. The main predictor of achievement in the experimental group was students&rsquo
prior knowledge, while it was reasoning ability in the control group. Meaningful learning orientation accounted for a small amount of variance in the experimental group but it did not contribute to understanding on post-test scores in traditional group.
13
"Young Children’s Algebraic Reasoning Abilities." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40807.
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abstract: The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children’s abilities to predict the number of shapes in near and far positions in a “growing” pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2016
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Ebrahim-Said, Fawzy Ahmed. "Assessment of creative thinking abilities and reasoning abilities of deaf and hearing children." 2004. http://purl.galileo.usg.edu/uga%5Fetd/ebrahim-said%5Ffawzy%5Fa%5F200405%5Fphd.
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Kim, Young-Seog. "Classroom culture and informal reasoning abilities among Korean high school students." 2005. http://purl.galileo.usg.edu/uga%5Fetd/kim%5Fyoungseog%5F200505%5Fphd.
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Chen, Meiru, and 陳玫如. "A Study Of The Algebraic Reasoning Abilities Of The Fifth And Sixth Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/73893527713884226496.
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碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
100
This study tried to develop an algebraic reasoning evaluation tool and explore the different algebraic reasoning abilities of different background 5th, 6th graders on pictorial pattern multiple-representation (I) and authentic life situation multiple-representation (II). The relationship between Mayer’s mathematic problem solving components “problem translation (PT)”,“problem integration (PI)”, “solution planning and monitoring (SPM)”, “solution execution (SE)” and algebraic reasoning ability was further analyzed, an algebraic reasoning regression model was thus deduced. 460 5th and 6th graders from northern, middle, southern and eastern areas of Taiwan were subjects of the study. The self-designed algebraic reasoning evaluation tools were used on the test, and the test results were analyzed by the statistical software SPSS 12.0. Followed were the results: 1. Either on the algebraic reasoning abilities of I or II, subjects performed better algebraic reasoning ability on “linear pattern sequence” than on “quadratic pattern sequence”. 2. Either on the algebraic reasoning abilities of I or II, subjects performed better algebraic reasoning ability on the “f(x)=an” type of “linear pattern sequence” than the “f(x)=an+1” type and the “f(x)=an, using abduction” type of “linear pattern sequence”. 3. On the algebraic reasoning abilities of I, subjects performed better algebraic reasoning ability on the “f(x)=1+2+3+…＋n, using abduction” type of “quadratic pattern sequence” than the “f(x)=n×n” type and the “f(x)=(n+1)×(n+1)-1, using abduction” type of “quadratic pattern sequence”. 4. On the algebraic reasoning abilities of II, subjects performed better algebraic reasoning ability on the “f(x)=1+2+3+…＋n, using abduction” type of “quadratic pattern sequence” than the “f(x)=n×n” type and the “f(x)=(n+1)×(n+1)-1” type of “quadratic pattern sequence”. 5. Either on the algebraic reasoning abilities of I or II, there were no interactions among algebraic reasoning abilities of different areas, grades and genders. 6. Either on the algebraic reasoning abilities of I or II, there was no significant difference between the genders. 7. On the algebraic reasoning abilities of I, 6th graders had better algebraic reasoning ability than 5th graders. On the algebraic reasoning abilities of II, there was no significant difference between the grades. 8. Either on the algebraic reasoning abilities of I or II, subjects from northern area of Taiwan have the highest algebraic reasoning ability; those from the eastern area, the second; subjects from the middle area, the third; and subjects from the southern area have the lowest algebraic reasoning ability. The difference between northern and middle area and the difference between northern and southern area were both significant, and there was no significant difference between northern and eastern area. 9. With respect to the interrelationships among Mayer’s mathematic problem solving components, and their regression equations were found and were illustrated as following: (a) SPM and SE =-0.073+0.203× PT +0.316× PI (On the algebraic reasoning abilities of I). (b) SPM and SE =0.149+0.214× PT +0.338× PI (On the algebraic reasoning abilities of II). 10. The algebraic reasoning abilities of pictorial pattern multiple-representation (ARA I) had strong correlation with the algebraic reasoning abilities of authentic life situation multiple-representation (ARA II). And the algebraic reasoning abilities of authentic life situation multiple-representation was predictable. The regression was: ARA II =0.420＋0.899× ARA I .
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吳俊德. "The study of conjecturing and examining processes of students of different reasoning abilities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54266625869710844133.
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碩士國立彰化師範大學
科學教育研究所
96
This research aims to examine the cognitive behaviors in conjecturing and examining processes seven-grade-students of different deductive reasoning and analogy abilities have while they are presented with mathematic questions by different Medias. Through this study, the researcher would like to provide suggestions for conjectures in mathematic teaching and research. This research uses a deductive reasoning questionnaire and analogical reasoning questionnaire to collect data on a purposive sample of eight seven-grade-students: every two students have similar geometric knowledge. Four of them will read questions written down while the other half read questions presented by GSP. In the process of students’ conjecture and examination on four geometric questions, the researcher will record students’ cognitive behaviors through interviews. The result of the research shows that deductive reasoning ability and analogy ability have influence on students’ conjectures and examinations. When conjecturing, students of lower analogy ability are unable to connect similar graphs and make conjectures according to the relationships between graphs. On the other hand, when examining conjectures, students of lower deductive reasoning ability make mistakes due to their inability to differ premise from conclusion. Students, with their different reasoning abilities, often use examples to help themselves make conjectures or examinations during their process of conjecturing and examining. Using GSP to present mathematic questions is indeed helpful for students to conduct conjectures; however, it makes students to use GSP as an explanatory tool—examining conjectures based on what they see and analogy—instead of thinking experiments or achieve the stage of deductive reasoning. Key words：analogical reasoning, deductive reasoning, conjecture, examine
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Lin, Chen-Hsien, and 林貞嫺. "The Effect of Logical Reasoning Abilities, Creativity and Personalities Traits of Higher Programming." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/06414354844513580831.
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碩士中華大學
資訊管理學系
104
Recently, there has been a worldwide upsurge in opportunities to learn programming. Various countries have long included code writing in their design course outlines. Even kindergarten aged children can learn basic programming concepts through game-based programming websites. Faced with this wave of digitalization, we should quickly cultivate the next generation by familiarizing them with and allowing them to make good use of information tools, such as programming logic and programming languages. As such, they would then have sufficient future capacities to face the challenges of and be more competitive in the next wave of digitalization. Therefore, based on related literature, this study explored the factors that affect higher grade elementary students in learning game-based programming. The purposes of this study were as follows: (1) to explore the differences in participation interest towards game-based programming based on higher grade elementary students with different personality traits, creativity, and participation interest in mathematics; (2) to explore the differences in game-based programming learning achievements attained by higher grade elementary students with different logical reasoning abilities, learning achievements in mathematics, and participation interest towards learning game-based programming; and (3) to act as a reference for educational authorities, schools, or teachers who are responsible for planning and implementing programming courses, based on this study’s data analysis’ results. This study used convenience sampling. A non-random convenience sampling method was adopted to acquire a sample of higher grade elementary students from a school in New Taipei City. One hundred and thirteen valid samples were collected. This study gathered relevant past literature for use in the questionnaire design, which contained four parts: participation interest in mathematics, personality traits scale, participation interest in game-based programming scale, and personal information. The data collected were analyzed using methods including descriptive statistics, independent sample t-testing, and one-way analysis of variance. The research findings on participation interest indicated that, regarding personality traits, those students with high scores for “agreeableness,” “conscientiousness,” “extroversion,” and “openness” had significantly higher participation interest in game-based programming than those with low scores in these areas. With regard to participation interest in mathematics, those students with high scores in these areas had substantially higher participation interest in game-based programming than those with low scores. For creative thinking activities, those students who scored highly in “openness” and “originality” had significantly higher participation interest in game-based programming than those with low scores in these areas. With regard to creative tendency, those students who scored highly in “adventurous,” “curiosity,” and “imagination” had significantly higher participation interest in game-based programming than those with low scores in these areas. The research findings on learning achievement indicated that, with regard to participation achievement in mathematics, those students with high scores had a substantially higher participation achievements in game-based programming than those with low scores. For logical reasoning abilities, the high-scorers had substantially higher participation achievements in game-based programming than the low-scorers. For participation interest in game-based programming, the high-scorers had substantially higher participation achievements in game-based programming than the low-scorers.
19
Chen, Tzu-Chin, and 陳姿津. "Research of “Scientific Analogical Reasoning” within Web-based Interactive Learning: Promoting Middle School Students’ Reasoning Abilities and Concept Construction Involving Electricity." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30298726958519139233.
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碩士國立交通大學
教育研究所
95
Web-based interactive lessons for electricity unit were developed for this study. The design of the lessons was based on Dual Situated Learning Model (DSLM) and the reasoning as well as analogical reasoning learning approaches. The purpose of this study was to investigate the impact of web-based interactive lessons on students’ conceptual constructions, reconstructions, and their scientific reasoning abilities. This study adapted a quasi-experimental design. Six ninth-grade classes were recruited. Three classes (a total of 97 students) served as the experimental group, and the other three classes (a total of 97 students) served as the control group. The experimental group received the web-based interactive lessons of electricity unit for a month, while the control group received the same content in a conventional instructional context for the same period of time. The learning outcomes being compared include the cognitive electricity achievement test and the two-tier electricity reasoning test. In addition, the conceptual changes and the levels of scientific reasoning of both groups from the data collected in the pre-, post-, and retention interviews were analyzed and compared. The web-learning processes were analyzed in two perspecificies: level of scientific reasoning and scientific concept categorization. In all the tests, the results showed that experimental group students outperformed their control group counterparts in many aspects. First, the scores of the cognitive achievement test and the two-tier test reasoning test showed that there was not only a better immediate effect but also a superior retaining effect on the levels of academic achievement in science (high, middle, and low achievers) as well as on the scientific reasoning stages (transitional or concrete). The results of student interviews were transcribed and then analyzed by a flow map method. According to the analysis of their pre-, post-, and retention flow maps, the scores of correct conception showed that experimental group was better than the control. Even in retention interviews, experimental group students still outperformed in nine out of eleven conceptions. With regard to the levels of scientific reasoning, the experimental group students in the post- and retention interviews tended to use high level of scientific reasoning such as “Justification” or “Explanation”. In contrast, the control group students tended to use low level of scientific reasoning like “Generativity”. In the pre-post or post-retention interviews, most of the experimental group students’ conceptions made progression. However, the control group students’ conception maintained as incorrect or retrogressive. The results revealed that after experiencing the web-based interactive learning for electricity, the students were generally more successful conceptual change than the other ones, and the level of their reasoning abilities also increased. Only experimental group students’ received the web-based course. The design of the learning events in the web-based interactive lessons included the formats of open-ended. Except learning event 4-4 and 4-5, the analysis of the open-ended formats showed that students could provide with the reason they learnt in web-based interactive events. They made more considerate and well-constructed reasons, while lowering their intuitive reasons. The finding of this analysis showed that students had more correct and well-constructed conceptions in electricity. In addition, students used more higher level of scientific reasoning (eg. Justification, Explanation) than lower level of scientific reasoning (eg. Generativity) after learning from the web course. The finding of those analyses showed that students were not only able to have and sustain a successful conceptual construction but also conceptual change. And they also improved their scientific reasoning abilities immediately or after a period of time.
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Washburn, DUSTIN. "Theory of Mind Decoding and Reasoning Abilities in Depression, Social Phobia, and Comorbid Conditions." Thesis, 2012. http://hdl.handle.net/1974/7406.
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Vulnerability to major depressive disorder (MDD) is characterized by extensive interpersonal dysfunction. A framework that has been used to understand this impairment is theory of mind, or the ability to decode and reason about others’ mental states. Previous research has identified a mental state decoding advantage in individuals with a past history of MDD, which has been explained in terms of an enhanced social orientation in those with depression vulnerability. Although social phobia is highly comorbid with MDD, there is no research investigating theory of mind abilities in individuals with social phobia, nor has there been research examining how social anxiety may better account for the relation of depression to heightened theory of mind ability. Furthermore, there is a paucity of research investigating whether evidence of such a relation extends to the more complex task of reasoning about others’ mental states. Thus, the goals of the current investigation were to examine whether heightened ToM accuracy in those with a history of MDD is better accounted for by social phobia, and whether superior ToM skills in those with past MDD are seen across tasks that tap the domains of decoding and reasoning. Participants (N = 109) were assigned to one of four groups based on a structured diagnostic interview: (a) past MDD only (n = 36); (b) social anxiety disorder only (n = 9); (c) comorbid past MDD and social anxiety disorder (n = 23); and (d) no psychiatric history (n = 41).
Results show that having a history of MDD is associated with heightened mental state reasoning abilities only in the presence of current social phobia. However, theory of mind decoding was not elevated in this condition. This suggests that social phobia differentially influences the relation of past MDD and theory of mind ability for decoding and reasoning abilities. Furthermore, social phobia without a history of depression was associated with poor theory of mind decoding and reasoning. This reduced ability in individuals with social phobia may be the result of self-focused attention or avoidance of potential negative evaluation, but future research is required to specifically address these possibilities.Thesis (Master, Psychology) -- Queen's University, 2012-08-28 10:30:44.686
21
Hung, Meiling, and 洪美玲. "A Study on the Proportional Reasoning Abilities of Students in Grades Six to Eight." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/54073681565232408778.
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碩士國立屏東教育大學
教育心理與輔導學系碩士班
101
The purpose of this study was to explore the students’ proportional reasoning abilities by accessing the problem-solving performance of students on the qualitatively proportional tasks. This study also tried to understand the proportional concept of students, as well as the correlation between the responses on the qualitatively proportional task and the routine proportional task. According to the studies of Lamon (2006), Harel et al (1992), and Lamon (1993), and referencing to the mathematics textbooks of primary and junior high school, the researcher composed a proportional test as a research tool. The target of this study is 570 students in Pingtung County, which include 213 sixth grade students, 178 seventh grade students, and 179 eighth grade students. Data analysis used descriptive statistics, multiple regression analysis, three-factor analysis of variance, two-factor analysis of variance. This stud y came to the following findings: 1.The problem-solving performance of students in grades six to eight on the proportional test are well in general. 2.The problem-solving performance of students on tasks of "speed questions", "fruit questions", "cookie questions", and "fullness questions" has a significant predictive effect to the problem-solving performance of students on the routine proportional task. 3.As the values presented in the contexts of the qualitatively proportional task, the performance of the students in the proportional type of questions are superior to the performance on the inversely proportional type of questions; on the contrary, the performance of the students in the inversely proportional type of questions are superior to the proportional type of questions when the values is not presented in the contexts of the qualitatively proportional task. 4.In the problem type of proportional, the performance of the students in the numerical questions outperformed the non-numerical questions; on the contrary, the performance of the students in the numerical questions outperformed the non-numerical questions when the problem type is the inversely proportional. 5.The problem-solving performance of students has no obvious differences on grades six to eight for the qualitative proportional task. 6.In the nine job change types of qualitative proportional task, the most difficult types of problems for students are the two variables increased at the same time (i.e., the (+ +) type) and the two variables decreased at the same time (i.e., (-, -) type); the problem-solving performance of students has no obvious differences on grades six to eight for the nine job change types of qualitative proportional task. Finally, some recommendations based on the above findings are also proposed.
22
Huang, Leng-Chun, and 黃稜珺. "A Study on General Reasoning Abilities of Cerebral-Palsied Children and It''s Correlated Factors." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/29555488151420470595.
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碩士國立臺灣師範大學
特殊教育研究所
82
The purpose of this study was to examine the cerebral -palsied children from 6 to 13 years old in the general reasoning abilities which were measured by the "Columbia Mental Maturity Scale" (CMMS) and the "Peabody Picture Vocabulary Test-Revised" (PPVT), and to explore their correlated factors. The data was analyzed by one-way analysis, Pearson correlation, and stepwise multiple regression analysis. The major findings of this study were as follows: 1.The mean scores of general reasoning abilities of cerebral-palsied children were significantly lower than those of normal children. 2.The scores of different sex, preschool experiences, social economic status, and siblings of cerebralpalsied children did not differ significantly in the general reasoning abilities. 3.The scores of diffreent age, additional handicaps, handicap degree, and the types of cerebral-palsied children differed significantly in the general reasoning abilities. 4.The variables of the sex, preschool experience, siblings, and the social ecomonic status did not show significantly correlated with the general reasoning abilities in cerebral-palsied children. 5.The variables of the age, language ,reception, additional handicaps, and the handicap degree did not show significantly correlated with the general reasoning abilities in cerebral-palsied children. 6.The variables of age, additional handicaps, and the handicap degree did significantly predict the general reasoning abilities of cerebral-palysied children. In the conclusion, some suggestions for cerebralpalsied childrens'' education and for further studies were made based on the results and limitations of the study.
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Chang, Shauo-Jean, and 張秀蓁. "The study of development of reasoning abilities test for students in elementary and junior high school." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/89603016380271426998.
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Tseng, Chiu Fen, and 曾秋芬. "The Investigation of Mathematics Reasoning Abilities of Fifth and Sixth Grade Gifted Students in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q374q2.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
The study is to explore the performance of mathematic reasoning abilities in gifted students among fifth- and sixth-graders.The research subjects are 164 gifted students from fifth- and sixth-graders, 106 boys and 58 girls, while 96 are fifth-graders and 68 are sixth-graders. The research tool is “Mathematic Reasoning Measurement Scale”(MRMS) and the reliability is .702 and it satisfies content validity. The MRMS includes questions on mathematic deductive reasoning and mathematic inductive reasoning. The formats of the questions include numbers-texts and geometric-figures representation. The research results are as follow: 1. The performance on mathematic inductive reasoning is significantly better than the performance on mathematic deductive reasoning. The performance on the questions with geometric-figures representation is significantly better than the performance on the questions with numbers-text representation. 2. There is no significant gender difference in all the aspects: mathematic reasoning, mathematic deductive reasoning, mathematic inductive reasoning, numbers-text representation and geometric-figure representation. The performance of the sixth graders is significantly better than fifth graders in all aspects. 3. While doing mathematic reasoning, gifted students are able to fully grasp the conditions given in the question and are capable of utilizing acquired mathematic knowledge to solve the question successfully accordingly to the meanings of the question. They can also recognize the information expressed in geometric figures and convert them into mathematical equation, or they can use the characteristics in the figures to solve the questions with multiple approaches. They can also think flexibly, count systematically and summarize inductively to avoid omitting. 4. There are some areas that the gifted students are more likely to have difficulty when doing mathematic resoning: using the concept of fraction and inverse ratio and translating the word problem on fraction into mathsmatic equation. In addition, in the questions with implicit information, the gifted students are prone to overlook the implied conditions or concepts. If the implicit information is plenty and related, their performance would suffer. Finally, according to the results, some suggestions on the curriculum design and future research directions are provided.
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Pande, Vinita. "An investigation into the differentiation of reasoning abilities among school girls aged 13+, 15+ and 17+ years." Thesis, 1998. http://hdl.handle.net/2009/1121.
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Jensen, Rebecca Sue. "THE EFFECT OF CURRICULAR SEQUENCING OF HUMAN PATIENT SIMULATION LEARNING EXPERIENCES ON STUDENTS’ SELF-PERCEPTIONS OF CLINICAL REASONING ABILITIES." Thesis, 2011. http://hdl.handle.net/1805/2715.
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Indiana University-Purdue University Indianapolis (IUPUI)It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students’ perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students’ perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students’ perceptions of clinical reasoning. Students who were older and had previous healthcare experience had higher scores, as well as students in the AS program, indicating larger changes in students’ perceptions of clinical reasoning abilities from Baseline to Time 2. Timing of HPS, mid or end of semester, had no effect on Difference scores, and thus students’ perceptions of clinical reasoning abilities.
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Li, Yi-Hsuan, and 李怡萱. "A Study of Using Go Teaching to Promote Junior High School Students'' Logic Reasoning and Creative Thinking Abilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78283778086217394075.
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碩士淡江大學
教育科技學系數位學習在職專班
101
This study used pre-experimental designs as well as correlational research to determine whether or not the Go teaching program effectively improves learners’ abilities to both logical reasoning and creative thinking, while exploring the correspondence between which and Go tournament scores. The subjects tested were members of the Go club at Ta An Junior High School, Taipei. All 20 subjects were of the 7th grade, and none of whom had pervious knowledge of the Go game. The teaching program consisted of 2 hours of Go class on each Friday for 8 weeks, followed by 2 weeks of Go tournament. The learners were given “Raven’s Standard Progressive Matrices Plus” and “Williams creativity assessment packet” tests both before and after the very program to determine the learners’ improvement in logic reasoning and creative thinking. The test results are as follows: 1. On the abilities to logical reasoning: a. The result of the posttest of “Raven’s Standard Progressive Matrices Plus” revealed a significant difference, compared to that of the pretest. b. The results of Pearson product-moment correlation coefficient and “Raven’s Standard Progressive Matrices Plus” suggested the existence of significant positive correlation. 2. On the abilities to creative thinking: a. The posttest scores of the “Williams creativity assessment packet” overwhelmed the pretest scores in aspects of fluency, openness, originality, elaboration and title, but not in flexibility. b. A positive correlation between learners’ Go tournament scores and their total scores of Pearson product-moment correlation coefficient was represented, though only insufficiently. Such correlation existed in dimensions of fluency, openness, flexibility, originality, elaboration and title. The study therefore confirms the positive influence that the learning of Go has on Go learners’ advancement in logic reasoning and creative thinking abilities. The study then further suggests related curriculum plans for practical teaching application.
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Chowdhury, Rakhee. "Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities." Thèse, 2016. http://hdl.handle.net/1866/18810.
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Le Trouble du Spectre Autistique (TSA) est souvent caractérisé par un profil auditif atypique et des atteintes au niveau du langage. Des études antérieures examinant la perception auditive simple et complexe dans les TSA et le développement typique présentent des conclusions mitigées quant à la nature des profils auditifs des deux groupes. De plus, des données contradictoires ont été rapportées en termes d’aptitudes cognitives chez les personnes atteintes de TSA. En conséquence, la relation qui existe entre la perception auditive et les habiletés verbales et non-verbales chez les TSA demeure mal comprise. En conséquence, cette étude cherche à mieux comprendre la relation entre le traitement du son et les aptitudes cognitives, en visant de comparer des enfants atteints de TSA à des enfants au développement typique. Dans la présente étude, les participants ont effectué une tâche auditive à bas-niveau et une tâche auditive mélodique à haut-niveau. Les capacités cognitives verbales et non-verbales ont été mesurées à l’aide des composantes du Wechsler Abbreviated Scale of Intelligence (WASI), un test de quotient intellectuel (QI). Les deux groupes ont obtenu des résultats similaires sur les deux tâches auditives ainsi que sur les mesures de QI. De plus, cette étude a démontré que les habiletés verbales ne permettent pas de prédire la performance sur la tâche auditive à bas-niveau ou sur la tâche auditive à haut-niveau dans les deux groupes. Cependant, les habiletés non-verbales semblent prédire une meilleure perception auditive sur les deux tâches auditives, et ce, pour les deux groupes. Ces résultats soulignent la présence d’habiletés auditives intactes dans un échantillon d’enfants atteints de TSA ayant un QI qui se situe dans la moyenne. De plus, l’étude actuelle met en évidence une relation entre la perception auditive et le raisonnement non-verbal, plutôt que le raisonnement verbal. Ainsi, les résultats de cette étude permettent d’approfondir la connaissance sur les différences individuelles qui existent dans la perception auditive auprès des personnes atteintes de TSA dans les contextes verbales et non-verbales, pour enfin contribuer à une meilleure caractérisation du phénotype du TSA.Autism Spectrum Disorder (ASD) is often characterized by atypical sensory perception and cognitive profiles. However, previous studies have found mixed findings with regard to auditory processing in ASD. Discrepant findings have been reported in terms of cognitive abilities in ASD. Accordingly, auditory perception and its relation to verbal and non-verbal cognitive abilities in ASD remains poorly understood. The objective of the present research was to examine the association between auditory pitch processing and verbal and non-verbal cognitive abilities in children with ASD, compared with age- and IQ-matched typically developing (TD) children. Participants were 17 children with ASD and 19 TD children, matched on age and IQ. Participants were tested on performed a low-level pitch direction task and a higher-level melodic pitch global-local task. Verbal and non-verbal cognitive abilities were measured using the Verbal IQ and Performance IQ components of the Wechsler Abbreviated Scale of Intelligence (WASI). No group differences in performance were found on either auditory task or IQ measure. Furthermore, verbal abilities did not predict performance on the auditory tasks in either group. However, non-verbal abilities predicted performance on both of the auditory tasks in ASD and TD. This work contributes to a better understanding of sensory processing and cognitive reasoning in children with ASD and typically-developing children. Specifically, these results indicate that tonal pitch-based auditory processing is preserved in individuals with ASD with average IQ. These findings also suggest that auditory perception is related to non-verbal reasoning rather than verbal abilities in both ASD and TD, implying that there may be common perceptual-cognitive profiles in these subgroups of children with ASD that are similar to typical development. Accordingly, this work supports the idea that some individuals with ASD have ‘islets of ability’ amidst their sensory and cognitive difficulties. These results motivate future studies to examine whether similar perceptual-cognitive associations might be observed in a broader sample of individuals with ASD, such as those with language impairment or lower IQ.
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Mfidi, Faniswa Honest. "Comparative analysis of the effects of two curricular approaches to the development of clinical reasoning abilities in nursing students following comprehensive basic nursing programmes." Thesis, 2001. http://hdl.handle.net/10413/5443.
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A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP.Thesis (M.Cur.)-University of Natal, Durban, 2001.
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Roster, Nicholas Owen. "The effects of inquiry-based teaching on attitudes, self-efficacy, and science reasoning abilities of students in introductory biology courses at a rural, open-enrollment community college." 2006. http://digital.library.okstate.edu/etd/umi-okstate-1965.pdf.
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Kuo, Pao-Jen, and 郭寶仁. "An Analysis of the Effects of Multimedia-assisted Instruction on Students with Different Mechanical Reasoning Abilities — Using the Unit of “Work and Energy” in Senior High School Physics Classes as An Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/fm2d2t.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
96
Abstract After having surveyed correlated literature, it is found that students with different aptitudes in mechanical reasoning will perform accordingly in their Physics classes under traditional pedagogical instruction. However, as an in-service teacher, I am convinced that to vary teaching strategies with the intervention of different instructive equipment will cater to the needs of learners with different styles, thus bridge the gap between the performances in physics made by high-achievers and lower-achievers in Mechanical Reasoning Aptitude Test (MRAT). In the unit of “Work and Energy” in the 11th-grade physics curriculum, plenty of dynamic contests cannot be illustrated under conventional pedagogical instruction, which is likely to widen the gap between the performances made by high-achievers and lower-achievers in MRAT in Physics classes. Since the assistance of multimedia can present the dynamic contents illustratively and vividly, low-achievers in MRAT could thus be motivated and illuminated, thus reducing the gap of learning performances. The purpose of the study was to investigate the effects of multimedia-assisted and traditional instructions on learning performances made respectively by high-achievers and low-achievers in Mechanical Reasoning Aptitude Test (MRAT). The study implemented experimental design method. The subjects were 88 senior high school students of one school in Miaoli County. Based on statistical analysis of the findings are as follows: 1. Prior to the standardized test, groups under multimedia-assisted instruction and tradition instruction averagely scored 50.1 and 43.8 respectively, with little significant difference. There is no significant differences of effects of multimedia-assisted and traditional instructions on learning performances. The group with lower mechanical reasoning ability performed better under the multimedia-assisted instruction than under traditional instruction. In contrast, the group with higher mechanical reasoning ability made similar performance under two instructive methods. Since in experiment I, subjects were not grouped based on their mechanical abilities, there was no significant difference yielded. 2. Multimedia-assisted instruction can enhance the learning effects of group with lower mechanical reasoning ability. According to this study, under traditional instruction, group with higher mechanical reasoning ability performed significantly better than their counterpart with lower mechanical reasoning ability. On the other hand, under multimedia-assisted instruction, two groups made similar performances on the post-test. Synthetically deduced from the results of experiment II and III, multimedia-assisted instruction can enhance the learning effects of group with lower mechanical reasoning ability. 3. There was no significant difference yeilded in learning effects after high-achievers in Mechanical Reasoning Aptitude Test (MRAT) had been under multimedia- assisted and traditional instructions respectively. Since the group with higher with better mechanical reasoning ability, they can grasp the abract concepts in the Unit of Work and Energy under conventional instruction. 4. There was a significant difference in learning effects after low-achievers in mechanical reasoning aptitude test had been taught under multimedia- assisted and traditional instructions respectively. The results of the study provide physics teachers with insights into teaching students with different mechanical reasoning abilities, particularly when they offer instructions on the unit of “Work and Engergy.” Keyword: CAI, mechanical reasoning abilities
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(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.
Find full textAbstract:
Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.
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Basson, Mary Rose. "Effects of chess instruction on the intellectual development of grade R leaners." Diss., 2015. http://hdl.handle.net/10500/19022.
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Text in EnglishThe literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009.
Psychology
M.A. (Psychology)
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Masilo, Motshidisi Marleen. "Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry." Thesis, 2018. http://hdl.handle.net/10500/24966.
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Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)