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Journal articles on the topic 'Repeating students'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Bemis, Rhyannon H. "Repeating Something Familiar." Teaching of Psychology 45, no. 2 (2018): 183–88. http://dx.doi.org/10.1177/0098628318762927.

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Segments are a structured presentation style that is commonly used on late-night talk and variety television shows. Research has shown that shows that contain segments with both entertaining and informative content (e.g., The Daily Show) have increased students’ political knowledge. This study investigated how the structure of segments could be adapted to present material in classroom lectures to promote recall of both learning events and course content. For the first two units in a three-unit child development course, students experienced segments along with traditional lecture activities. Al

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Brown, Scott A. "Nifty Nines and Repeating Decimals." Mathematics Teaching in the Middle School 22, no. 3 (2016): 178–86. http://dx.doi.org/10.5951/mathteacmiddscho.22.3.0178.

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The traditional technique for converting repeating decimals to common fractions can be found in nearly every algebra textbook that has been published, as well as in many precalculus texts. However, students generally encounter repeating decimal numerals earlier than high school when they study rational numbers in prealgebra classes. Therefore, how do prealgebra students in the middle grades convert repeating decimals to fractions without using the age-old algebraic process (multiplying and finding the difference of two “stacked” equations) or without applying the precalculus approach of treati

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Sherzer, Laurence. "An Arithmetic Method for Converting Repeating Decimals to Fractions." Mathematics Teacher 82, no. 7 (1989): 574–76. http://dx.doi.org/10.5951/mt.82.7.0574.

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Students can easily use calculators to convert fra ctions to decimal numbers. But students who have studied the algebraic method of changing a repeating decimal to a fraction often find the method tedious and tend to avoid it. This difficulty raises questions about students' under standing of the nature of repeating decimal numbers. Do they know that all repeating decima ls are shown as a pproximations on the ca lculator display?

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Fakoya, Michael Bamidele. "Failure Modesand Effects Analysis of Repeating Accounting Students." Journal of Social Sciences 41, no. 1 (2014): 37–43. http://dx.doi.org/10.1080/09718923.2014.11893339.

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Appova, Aina K. "Repeating Decimals: An Alternative Teaching Approach." Mathematics Teaching in the Middle School 23, no. 3 (2017): 154–60. http://dx.doi.org/10.5951/mathteacmiddscho.23.3.0154.

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Markworth, Kimberly A. "A Repeat Look at Repeating Patterns." Teaching Children Mathematics 23, no. 1 (2016): 22–29. http://dx.doi.org/10.5951/teacchilmath.23.1.0022.

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Roselizawati Hj Sarwadi, Hjh, and Masitah Shahrill. "Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students." Mathematics Education Trends and Research 2014 (2014): 1–10. http://dx.doi.org/10.5899/2014/metr-00051.

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Jerome, Annamaria, and Patricia M. Barbetta. "The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities." Journal of Special Education Technology 20, no. 3 (2005): 13–23. http://dx.doi.org/10.1177/016264340502000302.

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An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21 unknown facts divided randomly into Clicking-ASR (active responses with computer mouse), Repeating-ASR (active oral responses) or Listening-OT (on task or passive responses). For all five students, Repeating-ASR resulted in more facts correct on same

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Dibbs, Rebecca. "Forged in failure: engagement patterns for successful students repeating calculus." Educational Studies in Mathematics 101, no. 1 (2019): 35–50. http://dx.doi.org/10.1007/s10649-019-9877-0.

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Desli, Despoina, та Dimitra Gaitaneri. "Η κατανόηση των μαθηματικών μοτίβων από παιδιά Γ’ και Δ’ δημοτικού και οι στρατηγικές σκέψης τους". Preschool and Primary Education 5, № 1 (2017): 63. http://dx.doi.org/10.12681/ppej.10216.

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The aim of the present study was to examine how children attending the middle years of the primary school understand and extend mathematical patterns. A total of 90 students coming from grades C (N=48) and D (N=42) were asked 21 pattern tasks that were designed on the basis of two main categories (visual patterns and number patterns) and were further divided into: a) repeating visual and repeating number patterns, and b) growing visual and growing number patterns. Participants were asked to identify the pattern rules and extend the patterns by filling the missing steps. They also had to make a

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Miksza, Peter, Stephanie Prichard, and Diana Sorbo. "An Observational Study of Intermediate Band Students’ Self-Regulated Practice Behaviors." Journal of Research in Music Education 60, no. 3 (2012): 254–66. http://dx.doi.org/10.1177/0022429412455201.

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The purpose of this study was to investigate intermediate musicians’ self-regulated practice behaviors. Thirty sixth- through eighth-grade students were observed practicing band repertoire individually for 20 min. Practice sessions were coded according to practice frame frequency and duration, length of musical passage selected, most prominent musical objective, and practice behaviors. The 600 min of video were parsed into 234 practice frames for analysis. Practice sessions also were rated for overall degree of self-regulation. Reliability of the observational procedures (three observers, 95%

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Yahya, Noorelawati, and Masitah Shahrill. "The Strategies used in Solving Algebra by Secondary School Repeating Students." Procedia - Social and Behavioral Sciences 186 (May 2015): 1192–200. http://dx.doi.org/10.1016/j.sbspro.2015.04.168.

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LAZARUS, J. H., R. McG HARDEN, and G. M. WILSON. "Medical students repeating the fourth year at the University of Glasgow1." Medical Education 6, no. 2 (2009): 89–94. http://dx.doi.org/10.1111/j.1365-2923.1972.tb02178.x.

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14

McGinn, Noel, Ernesto Schiefelbein, J. Enrique Froemel, and Alberto Lecaros. "An intensive approach for course repeating students at a Chilean University." Higher Education 80, no. 6 (2020): 1045–59. http://dx.doi.org/10.1007/s10734-019-00460-x.

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Klein, Jennifer Greenwood, G. Ted Brown, and Mary Lysyk. "Replication Research: A Purposeful Occupation Worth Repeating." Canadian Journal of Occupational Therapy 67, no. 3 (2000): 155–61. http://dx.doi.org/10.1177/000841740006700310.

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It is common for researchers to request at the end of their published studies, the urgency for further studies to be completed. Unfortunately there are very few published studies that have replicated original studies. The purpose of this article is to provide a framework for understanding issues related to replication research that will assist occupational therapy researchers, clinicians, managers, students and educators to realize the importance of implementing and publishing replication research to establish evidence-based practice. Various areas related to replication research are explored.

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Dotterweich, Douglas P., and Carolyn F. Rochelle. "Online, Instructional Television And Traditional Delivery: Student Characteristics And Success Factors In Business Statistics." American Journal of Business Education (AJBE) 5, no. 2 (2012): 129–38. http://dx.doi.org/10.19030/ajbe.v5i2.6815.

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Distance education has surged in recent years while research on student characteristics and factors leading to successful outcomes has not kept pace. This study examined characteristics of regional university students in undergraduate Business Statistics and factors linked to their success based on three modes of delivery - Online, Instructional Television (ITV), and Traditional classroom. The three groups were found to have similar GPAs prior to taking their statistics courses. Online students were more likely to be repeating the course, to have earned more credit hours prior to enrolling, an

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Warren, Elizabeth, Jodie Miller, and Thomas Cooper. "Repeating patterns: Strategies to assist young students to generalise the mathematical structure." Australasian Journal of Early Childhood 37, no. 3 (2012): 111–20. http://dx.doi.org/10.1177/183693911203700315.

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PRICE, J., and M. DUNNE. "Academic performance of students admitted after repeating entrance examinations to medical school." Medical Education 24, no. 3 (1990): 212–18. http://dx.doi.org/10.1111/j.1365-2923.1990.tb00003.x.

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Sezer, Özcan. "Self-Esteem and Hopelessness Levels of Grade-Passing and Class-Repeating Students." International Journal of Educational Reform 16, no. 3 (2007): 303–15. http://dx.doi.org/10.1177/105678790701600304.

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Schreiber, Iris. "Patterns in Kindergarten: Teachers' Knowledge of Content and Students and Associated Self-Efficacy Beliefs." Scientia in educatione 11, no. 1 (2020): 69–81. http://dx.doi.org/10.14712/18047106.1543.

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The present study engages in sixty kindergarten teachers' knowledge and self-efficacy related to patterns. Two aspects are examined: Teachers' pedagogical knowledge of content and students (specifically, what is easy or difficult for the children and what their typical errors are) as well as teachers' self-efficacy in their knowledge. These aspects are explored about two types of patterns - a repeating pattern and a growing pattern. The results pertaining to the repeating pattern show that teachers have knowledge of children's typical errors. However, they have partial knowledge of what is eas

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Ha, Do Thi. "The Impact of Different Instructions on Vietnamese EFL Students’ Acquisition of Formulaic Sequences." English Language Teaching 10, no. 8 (2017): 18. http://dx.doi.org/10.5539/elt.v10n8p18.

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The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students’ acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group. Right after completing the tasks, the three groups were tested on their ability to identify (Form Recognition) and produce (Form and Meaning Recall) the lexical phrases by an immediate post-test. A delayed test was administered two weeks later for better

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Fordham, David R., and David C. Hayes. "Worth Repeating: Paper Color May Have an Effect on Student Performance." Issues in Accounting Education 24, no. 2 (2009): 187–94. http://dx.doi.org/10.2308/iace.2009.24.2.187.

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ABSTRACT: This article reports the results from an experiment examining the effect of paper color on student performance on quiz scores in Principles of Accounting courses. The ten-year study included classes taught by five instructors and involved almost 4,000 student scores. The paper colors utilized on the quizzes were four pastels (yellow, green, blue, and pink) and white. Contrary to some similar studies, the current study found that paper color did have a significant effect on student performance. Students with white and yellow colored paper performed significantly better than students w

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Handayani, Uci, Suhaimi Suhaimi та Fajriah Fajriah. "MIN 15 Aceh Tengah محاولات مدرسة اللغة العربية في ترقية قدرة التلاميذ على إتقان المفردات بـــــ". لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, № 3 (2021): 641. http://dx.doi.org/10.22373/ls.v10i3.8869.

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The purpose of this research is to find out the efforts of Arabic language teachers to improve students' ability in mastering vocabularies. The research method used is descriptive analysis. The data collection technique used is interview with Arabic language teachers. The data analysis techniques in this study use the theory of Miles and Humberman including: Data Collection, Data Reduction, Data Presentation and Drawing Conclusions. Arabic teachers' efforts to improve students' ability in mastering vocabularies consist of three aspects: (1) The use of strategies in vocabularies learning such a

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Elmir, Rakime, Lucie M. Ramjan, Bronwyn Everett, and Yenna Salamonson. "Nursing students' experiences of repeating units in an undergraduate program: A qualitative study." Nurse Education Today 79 (August 2019): 147–52. http://dx.doi.org/10.1016/j.nedt.2019.05.024.

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Holland, Jane, Eric Clarke, and Mark Glynn. "Out of sight, out of mind: Do repeating students overlook online course components?" Anatomical Sciences Education 9, no. 6 (2016): 555–64. http://dx.doi.org/10.1002/ase.1613.

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Eklund, Holly. "An Interactive Delivery Model for Students Repeating Calculus for Scientists & Engineers I." PRIMUS 30, no. 2 (2019): 123–41. http://dx.doi.org/10.1080/10511970.2018.1506535.

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Mursid, Sarizan, and Nor ‘Ainaa Syuhada. "EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT." International Journal of Modern Education 3, no. 8 (2021): 63–70. http://dx.doi.org/10.35631/ijmoe.38006.

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The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem,

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Krismanti, Ninuk, and Fahmi Hidayat. "QUESTIONING STRATEGIES AND STUDENTS’ PREFERENCES." JURNAL BASIS 8, no. 1 (2021): 117. http://dx.doi.org/10.33884/basisupb.v8i1.3034.

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This study was set to investigate questioning strategies employed by lecturers and students’ preferences on the strategies. The study involved two lecturers of general English classes of two different institutions and 80 students. The data were collected using observation and questionnaire. The researchers conducted the observations four times online to get the data on lecturers’ questioning strategies. The observed classes were recorded to help the analysis. Questionnaire was distributed to all students to get the data on students’ preferences regarding questioning strategies, but only 72 stu

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Meeks Roebuck, Kay I. "Coloring Formulas for Growing Patterns." Mathematics Teacher 98, no. 7 (2005): 472–75. http://dx.doi.org/10.5951/mt.98.7.0472.

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Recognition and extension of patterns is a recurrent theme in the algebra strand of Principles and Standards for School Mathematics (NCTM 2000). Work with repeating patterns begins as early as prekindergarten, with students learning to extend patterns. Later, they recognize that the same pattern may be shown in different ways, and they translate patterns from one form to another, for example, changing ABABAB to * ∧ * ∧ * ∧. Such pattern activities allow students to develop logical reasoning skills, make conjectures, and test their ideas about them. As children become older, work with repeating

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Hagborg, Winston J. "A Study of Homework Time of a High School Sample." Perceptual and Motor Skills 73, no. 1 (1991): 103–6. http://dx.doi.org/10.2466/pms.1991.73.1.103.

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The amount of time high school students spend on homework is predictive of achievement, grades, and even dropping out of school. This study, based on a sample of 95 high school students, identified a group who spent zero time on homework and other students for comparison on measures of school performance and personal adjustment. The zero-time homework students were more often male, older, presented less favorable school attitudes, lower grades, more frequent discipline and conduct problems, less satisfactory close friendships, and a more external locus of control (Intellectual Achievement Resp

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dos Santos, David Moises Barreto, and Carlos Alberto dos Santos da Silva. "EVALUATION OF STUDENTS’ GENERAL PERCEPTIONS OF PROBLEM-BASED LEARNING IN A COMPUTER ENGINEERING PROGRAM IN BRAZIL." Problems of Education in the 21st Century 68, no. 1 (2015): 74–83. http://dx.doi.org/10.33225/pec/15.68.74.

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This research aimed to evaluate students’ overall perceptions of Problem-based Learning use in a Computer Engineering program in Brazil. PBL is applied to nine interdisciplinary core courses of its curriculum. A 32-item questionnaire was administered to 115 students, with an average age of 20.9 (SD 2.7) between late 2014 and the beginning of 2015. It includes items on PBL general aspects, improved skills, PBL room and overall satisfaction. The results show that students’ degree of agreement with several items ranged from 4.1 to 5.9, in a seven-point scale. Some of these items revealed that 68.

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Peterson, Lucille Lohmeier, and Mark E. Saul. "Sharing Teaching Ideas: Seven Ways to Find The Area of a Trapezoid." Mathematics Teacher 83, no. 4 (1990): 283–86. http://dx.doi.org/10.5951/mt.83.4.0283.

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We all want to get away from rote teaching, from students' memorizing and repeating to the teacher what the teacher has told the class. This struggle is particularly apparent in mathematics, in which much teaching is directed toward the mastery of formal tools of thought.

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Permana, Dira. "THE APPLICATION OF THE LEARNING STRATEGY TO IMPROVE THE SPEAKING SKILL OF THE SECOND GRADE STUDENTS AT SMA UII YOGYAKARTA IN THE ACADEMIC YEAR 2011/2012." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 1, no. 1 (2020): 10. http://dx.doi.org/10.33394/jo-elt.v1i1.2400.

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The objectives of this study were to identify the problems of the second grade students in speaking English and to discover the effective steps of the learning strategy to improve the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. This study applied a classroom action research and was conducted in two cycles consisting of planning, acting, observing, evaluating, and reflecting. Subjects of the research were the second grade students of SMA UII in the academic year 2011/2012. Data collecting techniques used were observation, interview, diary and speaking

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Kaldo, Indrek, and Kandela Õun. "GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS." Problems of Education in the 21st Century 78, no. 4 (2020): 595–611. http://dx.doi.org/10.33225/pec/20.78.595.

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Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students` study habits and differences. The aim of this research is to report first-year Estonian university students’ views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants complet

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MacLeod, Laura. "Computer-Aided Peer Review of Writing." Business Communication Quarterly 62, no. 3 (1999): 87–94. http://dx.doi.org/10.1177/108056999906200309.

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Classes that require writing assignments commonly engage students in some form of peer review. Such reviews can profit from two computer applications: news groups and specialized communication client software. In a recent survey, a majority of the students who conducted peer reviews in a business writing class found the activities useful and worthy of repeating in future semesters. But they suggested that faculty provide more guidelines and topics to enhance the substance of the review, train students more directly in the computer applications, and allot more time to conduct the reviews at a c

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Atta, Malik Amer, Muhammad Javed Iqbal, and Abdul Hafeez Joya. "Teachers' Perception Regarding Determinants Of Primary School Students' Dropout At Khyber Pakhtunkhwa." Global Educational Studies Review V, no. I (2020): 38–51. http://dx.doi.org/10.31703/gesr.2020(v-i).05.

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The problem under consideration was "Teachers' perception regarding determinants primary school students' dropout at Khyber Pakhtunkhwa". Sample of eight schools, four male (two rural and two urban) and four female (two rural and two urban) was drawn/selected from selected district. Thus a total sample of one hundred and ninety-two schools was selected randomly from all the twenty four districts. A questionnaire entailing of thirty one items was developed and administered to the stakeholders for the purpose of data collection. Percentage statistics was used for analysis of data. Mostly teacher

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GÜLEN, SALİH, and TUĞBA YADİGAR. "Use of fun book in science education; sample application." Journal of Comparative & International Higher Education 12, Fall (2020): 57–82. http://dx.doi.org/10.32674/jcihe.v12ifall.1402.

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This study is to determine the effect of fun book used in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from for

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Skarbø Solem, Marit. "Negotiating knowledge claims: Students’ assertions in classroom interactions." Discourse Studies 18, no. 6 (2016): 737–57. http://dx.doi.org/10.1177/1461445616668072.

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This study examines interactional sequences in which students make assertions about topic-relevant matters in classroom interactions. Using a Conversation Analytical approach, I show how the students’ knowledge claims lead to negotiations of sequential and epistemic rights to make such claims. Through these negotiations, the students upgrade their epistemic stance by repeating or backing their claims with accounts and providing evidence of them. The teachers’ acceptance or rejection of the students’ initiatives displays an orientation to the sequential and topical relevance of the information

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Molero Jurado, María del Mar, María del Carmen Pérez-Fuentes, África Martos Martínez, Ana Belén Barragán Martín, María del Mar Simón Márquez, and José Jesús Gázquez Linares. "Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students." PLOS ONE 16, no. 6 (2021): e0253552. http://dx.doi.org/10.1371/journal.pone.0253552.

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Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had

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Smaglik, Suki, and Lance Murakami. "Geology of the Yellowstone-Teton Region." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 209–10. http://dx.doi.org/10.13001/uwnpsrc.2011.3907.

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GEOL 1240 Geology of the Yellowstone-Teton Region is offered as a 1 credit, 3-day trip each September, through Central Wyoming College (CWC). Each year the itinerary varies and students may earn 2 credits toward graduation by repeating the course. CWC Student Activities covered the cost of transportation for this yearâs trip. Students participating on these trips do not need to be geosciences majors, although this year six of the seven involved have a strong interest in a geoscience-related career.

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Iachini, Aidyn L., Aliza F. Petiwala, and Dana D. DeHart. "Examining Adverse Childhood Experiences among Students Repeating the Ninth Grade: Implications for School Dropout Prevention." Children & Schools 38, no. 4 (2016): 218–27. http://dx.doi.org/10.1093/cs/cdw029.

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Ruus, Viive-Riina, Marika Veisson, Mare Leino, et al. "STUDENTS' WELL-BEING, COPING, ACADEMIC SUCCESS, AND SCHOOL CLIMATE." Social Behavior and Personality: an international journal 35, no. 7 (2007): 919–36. http://dx.doi.org/10.2224/sbp.2007.35.7.919.

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This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students' coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school's social climate, one can either help or disable the development of students' constructive coping strategies and thus support, or not, students' academic success.

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Alexander, Bruce K., Gary A. Dawes, Govert F. van de Wijngaart, Hans C. Ossebaard, and Michael D. Maraun. "The “Temperance Mentality”: A Comparison of University Students in Seven Countries." Journal of Drug Issues 28, no. 2 (1998): 265–82. http://dx.doi.org/10.1177/002204269802800201.

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In response to a ‘temperance mentality’ questionnaire, university students from Iran, Bulgaria, the United States, and Italy expressed more support for ‘temperance moralism’ than did students from Canada, Ireland, and the Netherlands. On the other hand, students from all seven countries generally supported ‘non-moralistic drug prohibitionism,’ an attitude that appears more compatible with the contemporary harm-reduction movement. In every sample, students expressed more support for temperance items that were directed towards drugs and alcohol than they did for items that were directed at alcoh

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Silalahi, Wolter Parlindungan, and Friska Ria Sitorus. "An Indonesian EFL Student’s Perception and Experiences in repeating English Language Proficiency Test." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 1724–29. http://dx.doi.org/10.33258/birci.v4i2.1845.

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This work aims to investigate an Indonesian EFL student’s perceptions and experiences in repeatedly doing standardized English language proficiency test: TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). This standardized test has a significant role in the academic and professional lives of students (Anam, 2019); it contributes positively to students’ language proficiency and their future employment if they have higer and valid score in the test (Hsieh, 2017). This present study interviewed an Indonesian EFL student at a National Univers

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Morlock, Henry C., William P. Gaeddert, Naomi B. McCormick, Matthew R. Merrens, Lary C. Shaffer, and Taher Zandi. "A Rotational Format for Team Teaching Introductory Psychology." Teaching of Psychology 15, no. 3 (1988): 144–45. http://dx.doi.org/10.1207/s15328023top1503_10.

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This article describes a method for team teaching introductory psychology in which the instructors rotate from section to section, repeating a series of lectures in their areas of expertise. Evaluations indicated that most students liked the format and that the variations in order of topic coverage from section to section were not related to course grades or approval. We provide several suggestions for departments that may wish to adopt this approach.

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Ratnasari, Khurinâ€™in Ratnasari. "Profil Berpikir Siswa MI Dalam Pemecahan Masalah Pecahan Ditinjau dari Gaya Belajar." FALASIFA : Jurnal Studi Keislaman 9, no. 1 (2018): 35–48. http://dx.doi.org/10.36835/falasifa.v9i1.98.

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ABSTRACT This paper aims to describe the profile of thinking of MI students in solving fraction problems in terms of learning styles. In this paper the visual subject and subject of Audiotori are the same about how to understand the problem by reading the problem in a slow or loud voice as much as once or repeatedly, expressing the problem in their own words, repeating things that are known and explaining according to their own language, given other knowledge that has been it has or a concept that has been mastered to make a plan that is by adding it up and remembering the plan that has

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Sahlim, Muh. "The Functional Characteristics of Teacher Talks In English Classroom." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 13, no. 2 (2018): 133. http://dx.doi.org/10.35329/fkip.v13i2.112.

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The aim of this research is to identify functional characteristics of English teacher talks when delivering material in English classroom for target students in Makassar Islamic University. The design of this research is descriptive qualitative. The data are obtained from talks of four teachers through observation, recording, interview and field notes. The teacher talks are carefully transcribed. The data are analyzed by categorizing the teachers’ talks to find out the functional characteristics of the talks. The research indicated nine functional characteristics of teacher talks: introducing

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Stone, Rebecca. "Scaling Up." Exchanges: The Interdisciplinary Research Journal 8, no. 4 (2021): 99–112. http://dx.doi.org/10.31273/eirj.v8i4.876.

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This reflective article explores the aftermath of the Then & Now project and demonstrates how the Faculty of Arts at the University of Warwick has sought to open up the opportunity to a greater number of students whilst simultaneously retaining the key learning elements of the programme. This piece demonstrates the compromises and challenges inherent in ‘scaling up’ a student intervention of this kind, alongside detailing the opportunities for improvement presented by repeating the engagement opportunity with a new group of students. The article also considers some of the difficulties pres

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Olsen, Allison Wynhoff, Jennifer VanDerHeide, Brenton Goff, and Mandie B. Dunn. "Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response." Written Communication 35, no. 1 (2017): 58–88. http://dx.doi.org/10.1177/0741088317739557.

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Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article uses the concept of “intertextual trace” to explore how students make intertextual connections in their writing and negotiate the social dynamics of classroom learning. Intertextual analysis of students’ final essays revealed overlapping tracings and

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Akahane, Yuki, Hiroki Kitaya, and Ushio Inoue. "Design and Evaluation of Automated Scoring." International Journal of Software Innovation 3, no. 4 (2015): 18–32. http://dx.doi.org/10.4018/ijsi.2015100102.

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This paper presents a web-based automatic scoring system for Java programming assignments, and reports evaluation results in an actual programming course. The system receives Java application programs submitted by students and returns the test results immediately. The test consists of compiler check, JUnit test, and result test. The result test is very useful for assignments in elementary programming courses, because a typical program is composed of only a main method that reads/writes data from/to the standard input/output devices. The system was used and evaluated in an actual course of our

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