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Dissertations / Theses on the topic 'Remedial teaching – Evaluation'

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Published: 4 June 2021

Last updated: 1 February 2022

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Tso, Amy. "Consonant production in integrated hearing impaired primary children evaluation of training /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627103.

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Vassilenko, Larissa. "Discussion as a teaching method in remedial English university classes in Lebanon : an evaluation." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427510.

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Tso, Amy, and 曹莉莉. "Consonant production in integrated hearing impaired primary children: evaluation of training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627103.

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Mills, Mary K. "Evaluation of a Remedial Educational Program at a Southern Suburban Middle School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/985.

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No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The theoretical base for this study included Piaget's concrete operational theory, constructivist theory, and behaviorist theory. In this causal-comparative experimental design, analysis of covariance was used to assess differences in eighth grade CRCT scores, controlling for seventh-grade test scores. Of the 50 students in this study, 25 received instruction in the REP model and 25 in the traditional model. Results indicated that the group that received the REP program instruction had significantly higher eighth-grade CRCT scores than the regular instruction group. Implications for positive social change include better understanding the most effective type of math instruction for at-risk students that can result in increased math achievement.

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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Yeung, Ka-po, and 楊嘉寶. "An evaluation of a supplemental instruction programme in a business statistics subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30250870.

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Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.

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Blundell, Shelley. "A Descriptive Phenomenological Investigation of the Academic Information Search Process Experience of Remedial Undergraduate Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429452955.

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Fox, Margaret Wynne. "A process for evaluating the instructional component of developmental education programs using the educational Opportunities Program at Oregon State University as a case study." Thesis, 1992. http://hdl.handle.net/1957/37278.

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Although the literature is replete with techniques to assist the researcher with the evaluation task, very few techniques regarding an effective process for evaluating developmental education programs have emerged. Those techniques that have emerged have been criticized for not producing useful results. The central purpose of this research was to develop a process for evaluating the instructional component of developmental education programs. The Educational Opportunities Program at Oregon State University was used as a case study. The review of literature established a theoretical basis for the model that was developed. A detailed description of the program is provided, as well as interviews with instructional staff. An instrument for eliciting program participants' views and opinions is included. The entire evaluation process was then evaluated for effectiveness. The evaluation process proved to be effective as a means for evaluating the instructional component of developmental education programs considering the original purpose of the evaluation. Although the focus was originally on the product, the process proved to be the most powerful catalyst for change. Future evaluators are cautioned to consider carefully the purpose, audience and intended outcome before proceeding further in the evaluation of the instructional components of developmental education programs.
Graduation date: 1992

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Lombard, Amanda. "'n Strategie vir die monitering van foute van leergeremde leerlinge in die senior primêre fase." Thesis, 2014. http://hdl.handle.net/10210/12816.

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Burger, Riana Elizabeth. "Evaluering van 'n hulpklasingreep by leergeremde kinders." Thesis, 2014. http://hdl.handle.net/10210/11643.

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M.E. (Educational Psychology)
The phenomenon of learning disability is evident within many children. This problem obstructs the mastering of basic didactical skills in children. Despite the fact that these children appear to have adequate intellectual abilities, they experience serious .problems in mastering such skills as reading, spelling and writing as well as arithmetical skills. These problems lead to a low selfesteeIll and causes incessant failure in scholastic achievement. Learning disabled children are in need of a highly specialized instructional programme.in order to overcome their learning problems. In Transvaal, provision is made for learning disabled children by aid class placement. Many parents however have objections against placement in aid classes in that their children become "exeptional children". They believe that their children can overcome their learning problems by means of their remedial programmes. It was thus essential to arrive at a psychological and a didactical view of the learning disabled child. Furthermore it was necessary to undertake a psycho-didactic consideration of reading- and arithmetic problems. Aid class instruction and alternative remedial procedures as such, were emphasized. The purpose of this study therefore was to determine whether learning disabled children could adequately overcome their learning problems by means of alternative remedial procedures. Two groups of learning disabled children were identified id est those who were placed in aid classes and those who were for various reasons not placed in aid classes. Three different reading tests as well as addition and subtraction tests were administered to ascertain the children I s level of scholastic achievement.

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Anthony, Patricia Maureen. "An interactive, holistic approach to educational assessment in South Africa : an exploration of roles and procedures." Thesis, 2014. http://hdl.handle.net/10210/10548.

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Chiang, Ya-ling, and 姜雅玲. "Study on the Establishment of the Evaluation Criteria of the After-school Remedial Teaching Program in Elementary Schools in Tainan City—Total Quality Management." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8jk57n.

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碩士
台灣首府大學
教育研究所
102
The main purpose of this thesis is to develop “an after-school remedial teaching program in Tainan elementary schools”, and to establish evaluation indicators with the purpose of applying of total quality management (TQM). This thesis aims to evaluate the remedial teaching program for disadvantaged students through the use of literature reviews. The review includes the areas of “teaching facilities,” “education budgets,” “teaching plans,” “lesson plans,” “principal’s leadership,” “school management” etc., which form three domains of indicators, ten dimensions of indicators and fifty indicator items. According to the experts’ recommendation, the twenty-four experts were carefully selected as members of Delphi. That includes the committee members of the K-12 Education Administration, Ministry of Education, professors, administrative staff in schools, teacher organization and parent organization. The main task of the expert members of Delphi, which is to improve the after-school remedial teaching program in Tainan elementary schools, is to achieve by the following steps: to judge the availability of the evaluation indicators, to make three rounds of Delphi questionnaire survey, and to construct the proper degrees of evaluation indicators. Applying the Delphi method, the study is designed to make a judgment on the construction of remedial teaching indicators. The study is designed to evaluate the structure of remedial teaching indicators through the method known as Delphi method. The results of the study are as following: First, the result shows the main content of total quality management and evaluation indicators. Second, “Delphi questionnaire” can be offered to the department of education and the elementary schools. The questionnaire constructs a proper degree of the content of the evaluation indicators for the after-school remedial teaching in elementary schools in Tainan.

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CHUAN, LIN YU, and 林鈺娟. "Study on Intention of Teachers to Use Remedial Teaching Technology Evaluation System with UTAUT Model-Take the Junior High School Teachers in Yunlin County as An Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fr9njj.

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碩士
吳鳳科技大學
應用數位媒體研究所
107
The purpose of this study is to explore the intention of junior high school teachers to use the remediation teaching technology evaluation system with UTAUT model. In this study, 120 questionnaires were used to collect the teachers who participated in the remedial teaching work in junior high school and the complete middle school. The questionnaires were distributed by online form filling, and 113 valid questionnaires were collected. The data analyzed by using mean, standard deviation, t-test, one-way ANOVA, and regression analysis. The major findings of this research are described below: 1. Personal background variables, only the teacher's use of the remedial teaching technology evaluation system time variable has a significant difference on the teacher's intention to use the remedial teaching technology evaluation system, and other variables have no significant difference. 2. Performance Expectancy, Effort Expectancy, Social Ifluence have positive effects on teachers' intention to use the remediation teaching technology evaluation system. 3. In terms of moderating effects, gender factors have moderating effects on teachers' intention to use the remediation teaching technology evaluation system affecting by Performance Expectations. Gender factors have no moderating effects on teachers' intention to use the remediation teaching technology evaluation system affecting by Effort Expectations and Social Ifluence. Age and Experience factors have no moderating effect on teachers' intention to use the remediation teaching technology evaluation system affecting by performance expectations, Effort Expectations and Social Ifluence.

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Schutte, Audra Faye. "Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course." 2014. http://hdl.handle.net/1805/3835.

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Indiana University-Purdue University Indianapolis (IUPUI)
Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.

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Setlhako, Motladi Angeline. "Process evualuation of the secondary schools intervention programme." Thesis, 2016. http://hdl.handle.net/10500/22049.

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Evaluation of intervention programmes is essential to adduce evidential information on their implementation, delivery and effectiveness. Evaluation of programmes is conducted for various reasons: to identify provision of programme services and ways to improve the programme, to judge programme merit and to generate knowledge about programme functioning. Process evaluation explains the operation of the programme, service delivery and the utilisation of resources with a view to continuous improvement. However, process evaluation has been neglected despite the significant role it plays in the continuum of evaluation strategies. In South Africa, the poor performance of Grade 12 learners has led to the introduction of the Secondary School Intervention Programme (SSIP) to reduce the number of failures in the matriculation examination and improve the results, particularly in underperforming secondary schools. This study evaluated the delivery of the SSIP in the Tshwane West district through process evaluation using qualitative research methods. As part of the evaluation, relevant records and SSIP documents, which yielded information on the participating schools, learner attendance, the tutors and their qualifications were examined. During the course of the fieldwork, 10 lesson presentations were observed and 10 tutors were interviewed immediately thereafter. Ten learners, the Programme Coordinator and 3 site managers volunteered for interviews about the programme. Findings indicated the necessity of tutor training in the use of the programme materials and frequent assessment of learners to determine improvements in learner performance. The SSIP should focus not only on improving matriculation results but also on the education and professional development of educators. To enhance effective programme delivery, innovative and modern teaching resources, such as computers to access the internet and other technologies, should be introduced. Based on the findings, it was recommended that SSIP should not be confined to underperforming schools but should be extended to other schools as well. Learner feedback on strengths and weaknesses in the programme and how the latter can be remedied will contribute to programme improvement. Finally, this study reflects the need to adopt process evaluation as a significant component of evaluation and advocates further research conducted on other areas of evaluation.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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