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Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.
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Professional preparation is important for individuals in any profession, as well as the profession itself. It is one of the hallmarks of any profession. Many sets of standards for the curriculum of student affairs preparation programs have been promoted throughout the years. Most recently the Council for the Advancement of Standards in Higher Education (CAS) published a set of standards that outline areas of competency for student affairs professionals.<p>
The purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs. <p>
The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.<br>Master of Arts
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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.
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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism
Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used.
The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research.
Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring
The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.
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Walker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.
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The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed by 328 student leaders at a private southeastern university. SLLOA scores indicated student leaders in cultural and service groups reported learning more than student leaders in sports/athletic groups. Vice Presidents and Presidents reported learning more from the leadership experience than Treasurers. Female student leaders reported learning more than male. Relationships were found between ethnicity of student leaders and type of organization and between type of housing (i.e., on campus, off campus without parents/parental figures, off campus with parents/parental figures) and type of organization. There was no relationship between type of organization and leaders' gender and age, or between the role held and leaders' gender, ethnicity, and type of housing. The results revealed no relationship between ethnicity and SLLOA scores.
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Klisc, Chris. "Enhancing student learning outcomes in asynchronous online discussion." Thesis, Klisc, Chris (2015) Enhancing student learning outcomes in asynchronous online discussion. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26222/.
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When the asynchronous online discussion (AOD) environment was first introduced there was much enthusiasm about the potential of this new discussion space for enhancing student learning. However, after over two decades of AOD use, there is still concern about the realisation of the anticipated benefits, especially those associated with high order thinking skills such as critical thinking.
Research aimed at findings ways to enhance student learning outcomes in AOD has examined many different factors and conditions. Though there has been consistency in the findings of the research within many areas, at the same time there are still unresolved issues relating to the use of assessment, the type of instructor support and how an AOD should be designed and implemented. The aim of the research described in the thesis was to investigate how student learning outcomes may be enhanced in AOD, by investigating the conditions conducive to quality discussion and factors facilitating student learning.
The research objective was addressed through two studies. The research in Study 1 investigated instructor perspectives of factors influencing the levels of success achieved in student thinking skills, collaborative learning and communication skills. The results of Study 1 showed that higher levels of achievement could be achieved by the use of assessment, with assessment of the AOD contributions being the most common approach. The use of a post-AOD assessment was relatively uncommon among instructors. AOD outcomes were also significantly affected by the information provided to students prior to the commencement of the discussion.
The research in Study 2 investigated student perspectives using a quasi-experiment with participants from a first year university information technology course. The study was developed based on the inconclusive results of Study 1 regarding the use of a post-AOD assessment, and investigated how different forms of assessment can be used to facilitate students’ critical thinking skills. This study also examined student awareness of critical thinking skills and concepts.
The findings of Study 2 showed that students perceived significant improvements in their levels of critical thinking after completing an AOD with assessment, regardless of the type of assessment. However there were no significant differences in either perceptions of critical thinking skills or critical thinking skills as measured by an objective test. This suggests, that the form of assessment used in an AOD is less important than the fact that assessment is included. The findings of Study 2 also showed that students consider critical thinking important, are interested in developing their critical thinking skills, but are unsure of how to improve their thinking in general.
The results of the research described in this thesis have practical implications in the use of AOD in undergraduate education and suggest areas for further research. Firstly the results stress the importance of information given to students at the commencement of the discussion, particularly information about the purpose of the discussion. Secondly they highlight the need for further research regarding the use of a post-AOD assessment. And finally, the results presented in this thesis provide insight into student perceptions of their own critical thinking and issues related to the learning of critical thinking.
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Price, Nancy. "An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ43937.pdf.
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Price, Nancy 1966. "An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20460.
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The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within the context of three McGill Distance Education Program courses that vary widely in content and instructional goals: (1) the relationship between learning context, student approach to learning and student learning outcomes; (2) the relationship between student and instructor perspectives of the learning context; and (3) the relationship between type of course, course learning expectations, course structure and design, and the selected method(s) of assessment. The design of this study employed a mixture of both qualitative and quantitative data collection and analysis procedures. The data set included instructor interviews, a qualitative measure of instructor's student learning expectations for their course, qualitative measures of students' course learning expectations, and quantitative measures of students' general learning approach, students' specific approach to learning in their course, and students' positive and negative impressions of their course. (Abstract shortened by UMI.)
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Mouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.
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La implicació dels estudiants és un factor essencial perquè l’educació sigui efectiva. El govern estudiantil és una forma important d’implicació a través de la qual els estudiants representen els seus homòlegs, participen en els processos de presa de decisions de la universitat, i gestionen les activitats del campus. La implicació té un impacte visible en un mateix, en els companys, en el professorat, en els administradors universitaris i en l’entorn educatiu. Tanmateix, aquest concepte no ha estat objecte de l’atenció que mereix i són pocs els estudis sobre els seus antecedents i sobre els seus resultats. La importància d’aquesta recerca rau en la incorporació de teories (per exemple, intel·ligència emocional, aprenentatge experiencial) de diferents camps (el management, l’educació i la psicologia) per tractar aquest problema, és a dir, per comprendre millor els conceptes que contribueixen a la implicació i, viceversa, aquells que milloren amb la implicació. Així doncs, la qüestió principal és: Els estils d’aprenentatge, les competències (emocionals, socials i cognitives) i les filosofies operatives expliquen l’èxit posteducatiu dels estudiants que participen en experiències de govern estudiantil?
En aquesta tesi es van realitzar tres estudis. El primer estudi analitza els estils d’aprenentatge, les competències (emocionals i socials) i les filosofies operatives com a antecedents de la implicació. El segon estudi analitza la relació entre les competències (emocionals, socials i cognitives) i la implicació. Finalment, el tercer estudi analitza l’impacte de la implicació sobre les variables de resultats relacionades amb l’èxit objectiu i subjectiu (ofertes de treball rebudes, satisfacció vital, satisfacció a la feina, etc.).
Aquests estudis empren dissenys d'investigació no experimentals (investigació per enquestes). La unitat d'anàlisi és l'individu: estudiants internacionals d’MBA que van participar en un programa de desenvolupament de lideratge a ESADE Business School (Universitat Ramon Llull). Les dades es van recollir mitjançant enquestes (autoinforme i avaluació per parells) que consisteixen en mesures subjectives i objectives.
La qualitat d’aquesta recerca s’avalua críticament, i es presenten possibles limitacions. A més, se n’especifiquen algunes conseqüències per a la recerca i per a la pràctica, així com suggeriments per a les institucions educatives, les empreses, els investigadors, els estudiants i els professionals. Finalment, es recomanen algunes línies de recerca futura.<br>La implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil?
Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.).
Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas.
La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.<br>Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences?
This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.).
These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures.
The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.
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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
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Thesis advisor: Marilyn Cochran-Smith<br>Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /." Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.
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Castleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /." View online, 2006. http://ecommons.txstate.edu/arp/182/.
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Beese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.
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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Bennett, Vicki E. "The relationships of trait learning relevance with teacher communication behaviors and learning outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4062.
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Lai, Ling-yan Edith. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627292.
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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.
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Lee, Shiuan En Chris. "The impact of knowledge management practices in improving student learning outcomes." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/242/.
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The thesis is about knowledge management in education: how to create quality knowledge through the e-learning environment which is positively related to students’ perceptions of their learning outcomes; and secondly, how to develop communities of practice to ensure effective transfer of tacit knowledge to improve student learning. An effective knowledge management system must address both the creation and transfer of explicit as well as tacit knowledge. This research set forth that tacit knowledge must be converted into high quality explicit knowledge through the e-learning environment. The success in converting educator’s tacit knowledge into explicit knowledge to be internalised by the learner as tacit knowledge is very much depended on information quality as the medium for the conversion process. Thus, in this thesis, information quality is an essential concept to examine in the conversion process. This is to ensure that learners are able to derive quality tacit knowledge from this information. Information quality is always relative and depends on the individual or group of students who are evaluating it. Thus, any standardising of information quality has to match to a considerable large group of students’ cognitive structures. This research provides an empirical investigation of the relationship between information quality and student learning outcomes. Data for this study were collected by means of questionnaires through the survey manager in the Blackboard Learning System and were evaluated through a combination of multiple regression analysis. Data analysis revealed evidence that the relationship between the quality of information and student learning outcomes is systematically measurable, in that measurements of information quality can be used to predict student learning outcomes, and that this relationship is, for the most part, positive. Furthermore, this research set forth the conceptual review of developing communities of practice (CoPs) to transfer sustained tacit knowledge effectively to improve student learning.
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Johnson, Brenda Ineca. "Teachers' Characteristic and Exceptional Student Academic Learning Outcomes in Middle School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7480.
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Federal mandates ensure that each and every child regardless of race, national origins, and socioeconomic status, is entitled to a high-quality education. Reports from the Department of Education have stated that over 80% of exceptional students receive their academic instructions within general education classrooms. There is limited research on exceptional students learning outcomes in general education classrooms with general education curriculum. The purpose of this quantitative study was to test the theory of self-determination that explains the impact of teacher characteristics (N = 85 educators) on the academic outcomes of exceptional students in the special and general education classrooms. Teacher characteristics such as, experience, training, and attitude were measured by the Teacher's Attitude Towards Inclusion scale (TAIS) scores, and student learning outcomes, were reports of student performance ratings and standardized scores, of the exceptional students. Results revealed significant correlations between specific inclusive TAIS attitudes and student learning outcomes. The independent sample t test results indicated that the years of experience and student outcomes of students of general education teachers were significantly higher in comparison to special education teachers. Availability of Instructional Options was also measured; it did not moderate the relationship between teachers' characteristics and academic outcomes of exceptional students. Positive social change thus can be initiated by training teachers in the instructional practices, identified by this study, who deliver the optimal academic outcomes for the exceptional students. This will initiate positive social change for the special child, their families, and the community as a whole.
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Moss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/600.
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This study involved using a classroom environment questionnaire in North Carolina to assess and improve biology classroom environments and to relate classroom environment to the student outcomes of achievement and attitudes. Part 1 of the study involved 364 Grade 9 and 10 students in Biology 1 at a large comprehensive urban high school in Charlotte, North Carolina. These students completed preferred and actual forms of a modified version of the What Is Happening In this Class? learning environment questionnaire assessing student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. Also an eight-item scale from the Test of Science Related Attitudes (TOSRA) was included to measure students' attitudes towards science. Finally, student achievement in biology was assessed using the results of a districtwide achievement test. Analyses of data collected in Part 1 of the study supported the WIHIC's a priori factor structure, internal consistency reliability, discriminant validity and ability to differentiate between the perceptions of students in different classrooms. Investigation of gender and ethnic (black vs non-black) differences in classroom environment revealed no ethnic differences, but there were gender differences for several scales (with boys perceiving more involvement and investigation and less cooperation than girls).Various analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.
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Moss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15282.
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This study involved using a classroom environment questionnaire in North Carolina to assess and improve biology classroom environments and to relate classroom environment to the student outcomes of achievement and attitudes. Part 1 of the study involved 364 Grade 9 and 10 students in Biology 1 at a large comprehensive urban high school in Charlotte, North Carolina. These students completed preferred and actual forms of a modified version of the What Is Happening In this Class? learning environment questionnaire assessing student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. Also an eight-item scale from the Test of Science Related Attitudes (TOSRA) was included to measure students' attitudes towards science. Finally, student achievement in biology was assessed using the results of a districtwide achievement test. Analyses of data collected in Part 1 of the study supported the WIHIC's a priori factor structure, internal consistency reliability, discriminant validity and ability to differentiate between the perceptions of students in different classrooms. Investigation of gender and ethnic (black vs non-black) differences in classroom environment revealed no ethnic differences, but there were gender differences for several scales (with boys perceiving more involvement and investigation and less cooperation than girls).<br>Various analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.
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Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1252.
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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities and differences between parents' and students' perceptions of the learning environment. Associations between parents' and students' perceptions of the science learning environment and student outcomes (attitude and achievement) were also investigated in this study. Parents and students were interviewed to check further the validity and reliability of questionnaires and to enhance the richness of the quantitative findings. Interviews with parents and students, along with classroom observations, offered some insights into the quantitative findings. Data analyses supported the WIHIC's factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students.Associations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.
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Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13919.
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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities and differences between parents' and students' perceptions of the learning environment. Associations between parents' and students' perceptions of the science learning environment and student outcomes (attitude and achievement) were also investigated in this study. Parents and students were interviewed to check further the validity and reliability of questionnaires and to enhance the richness of the quantitative findings. Interviews with parents and students, along with classroom observations, offered some insights into the quantitative findings. Data analyses supported the WIHIC's factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students.<br>Associations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.
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Kelley, Karen. "Freshman Academies: A Study of Student Outcomes." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1770.
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The transition to high school has been identified by researchers as a pivotal point in students' lives. The addition of a Freshman Academy in some schools has targeted the 9th grade year to ease students' transition to high school and increase the likelihood of academic success.
One purpose of this study is to compare student outcomes of schools that have implemented a Freshman Academy with schools that have not. Student outcomes are defined for this study to include graduation rates, attendance rates, instances of out-of-school suspensions, and instances of expulsions. The second purpose of this study is to compare student outcomes before and after implementation of a Freshman Academy.
Two research questions were analyzed to determine the impact of the implementation of the Freshman Academy on student outcomes. A 2-way chi square analysis of variance was used for each research question.
There was a significant difference in the instances of out-of-school suspensions for schools that have a Freshman Academy and schools that do not. Instances of out-of-school suspensions were higher in schools with a Freshman Academy. No significant difference was found between graduation rates, attendance rates, or instances of expulsions for schools that have a Freshman Academy and schools that do not. There was a significant difference in instances of out-of-school suspensions before and after implementation of Freshman Academy. The instances of out-of-school suspensions decreased after the implementation of Freshman Academy. No significant difference was found in graduation rates, attendance rates, or instances of expulsions before and after implementation of Freshman Academy.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian university." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/164.
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian University /." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13086.
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++<br>provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10670.
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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++<br>in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Noland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.
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Webster, Beverley Joyce. "Modelling mathematics achievement: an Australian study of learning environments in education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1432.
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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affiliation, professional interest, mission consensus, empowerment, innovation, resource adequacy and work pressure. Previous research has shown that factors at the school level, like environment, influence education at the classroom level and to further investigate this, data regarding the instructional practices of teachers was included in the analysis. The unique methodology used to investigate influences on student mathematics achievement is also described in this thesis. A two-step approach to modelling consisted of the analysis of two conceptually distinct models. The first was an analysis of the measurement model, which specifies the relationships between the observed variables and the latent variables. The second involved a structural equation model, which specifies the relationships among the latent variables as posited by theory and previous research. In addition, a multilevel analysis was included to further partition the variance in student outcomes between the student level, the classroom level and the school level. The results of these analysis linked particular variables of interest to improved student outcomes.For example, teachers who felt supported and empowered were more likely to employ student-centred instructional practices and that work pressure and resource adequacy influenced the instructional approaches in the classrooms. The success attribution of students determined which method of instruction promoted positive outcomes. Furthermore, these results indicate relationships between student outcomes, attitudes and achievement, and the relationships between attitude and achievement were recursive with influences from student background variables. The multilevel analysis demonstrated the importance of the influence of factors at the classroom level in influencing student outcomes and highlighted factors at the school level that explained differences in achievement. The significance of this study is in the provision of evidence that demonstrates the effects on student outcomes and not only supports, but significantly adds to previous research. This thesis provides practical implications for teaching and for school policy that can be implemented to promote positive student outcomes. The thesis also provides a rationale for further research that would involve an investigation of the effects of change as suggested from the results of these analysis reported from this study.
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McCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.
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Aim
This study aimed to determine the impact of the implementation of a ward based Nurse Clinical Educator (NCE) role on students and staff at one health service whilst students were on clinical practicum at a Western Australian regional health care facility.
Question
The research question was: “What impact does the NCE support intervention have on students and clinical staff during clinical practicum?” Background Clinical experience for undergraduate student nurses (students) undertaking their bachelor’s degree is of utmost importance for gaining both competence and registration. Students encounter difficulties in obtaining opportunities to practice their skills and develop competence when on clinical practicum; and preceptors are often overwhelmed by their responsibility to supervise students, as well as provide holistic patient care. The literature identifies a need for a role which is directly responsible for student learning, which would maximise learning opportunities for students, as well as support preceptors. This role could maintain synergistic relationships and communication between the university and clinical facilities. Although there is literature reporting on the evaluation of either students’ or preceptors’ experience in the clinical setting, there have been only a few studies where both students’ and preceptors’ experiences were evaluated in the same study; or the effectiveness of a support model was implemented into the clinical setting and evaluated. Research focused on the implementation of a partnership intervention support model, would add to the limited body of knowledge on the efficacy of clinical support interventions.
Methods
This study utilises a convergent parallel mixed methods design, as it was deemed to provide a better triangulation of data obtained. Quantitative and qualitative data were collected in surveys before and after the NCE intervention, whilst students were on clinical practicum. Surveys collected data using both Likert-scale and open text responses. Analysis was performed using descriptive statistics and content analysis to interpret the findings.
Participants
Participants in this study were undergraduate nursing students and clinical staff who participated in clinical practicum during the implementation of a ward-based NCE support role in a Western Australian regional health care facility.
Findings
This study found the main impact of the NCE role was upon stress and time. Stress was reduced for both students who had access to increased support networks, and for preceptors who could obtain assistance with students when workloads were heavy. There was an increase in teaching time available for skill development for the students, which in turn led to increased competence of students, less time taken by student to undertake skills, and increased student confidence. There was an increase in available time for the preceptors for their workloads on the wards, and more time for preceptors to assist students, without being hampered by students taking a long time with skills.
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Mackinnon, J., and H. Friedrich-Nel. "Student learning outcomes assessment in radiography within the context of a national higher education quality framework." Journal for New Generation Sciences, Vol 8, Issue 1: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/553.
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Published Article<br>This article describes a process of student learning outcomes assessment for a health sciences programme in radiography at a university in South Africa. Its purpose is to demonstrate that while the process of student learning outcomes assessment is universal, it can be used both nationally and internationally. As long as underlying premises are met, assessment needs to be considered within the context of a country's unique culture, society and history. Underlying premises include understanding the institution's mission and vision, determining that the programme's mission and vision are congruent with those of the institution, and involving faculty early in the assessment process.
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Morelon, Carla L. "Building institutional capacity for informed decision making to enhance student learning outcomes." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206869.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0486. Adviser: George D. Kuh. "Title from dissertation home page (viewed March 13, 2007)."
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Wright, Lauri Y. "Comparison of student outcomes in distance learning internships versus traditional dietetic internships." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002231.
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Ruderman, Danielle Eve. "Predictors of Educational Outcomes among Undergraduate Students with Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
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Espinoza, Jaime M. "The Hourly Rate Of Learning: Skills Students Learn While Working In College." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33490.
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One purpose of higher education is to graduate students who will become productive citizens. An integral aspect of being a productive citizen is employment. Finding a job requires the acquisition of skills that employers report they seek in college graduates. There are various ways that students can learn these skills. They can be learned in the classroom, and through extracurricular activities. They can also be learned from students' part time employment.
Part-time employment is a significant part of the college experience for many undergraduate students. Students are employed in a variety of different jobs while in college. These jobs can be grouped into three categories: cooperative education experiences, leadership positions, and wage positions. Scholars have explored the impact of cooperative and leadership positions on students. However, an extensive search of the literature revealed no studies which investigated the kinds of skills students in wage positions learn. Yet, the number of students employed in wage positions may exceed the number of students employed in the other two types of student jobs.
The purpose of this study was to examine the skills learned by undergraduate students who were employed in on-campus wage positions. The study was designed to measure whether the skills student employees learn are skills that employers seek in college graduates.
To seek answers to these research questions a list of skills was developed from the literature available on job skills employers seek in college graduates. After determining the eight most common skills employers seek in college graduates they hire, the researcher operationalized the skills by assigning typical job-related activities to each of the eight skills identified in the literature as being sought by employers of college graduates. Then, the researcher recruited 32 undergraduate students (16 male and 16 female) in wage positions to report data about what they learned while working. These data were collected through logs that detailed activities in which student employees engaged while on the job.
The study found that students in on-campus wage positions engaged in certain activities more than others. The activities in which they engaged indicated that they were learning some skills which employers seek in college graduates. Results showed that participants reported a high number of activities which related to Analytical Skills, Adaptability/Flexibility, and Communication Skills. Participants reported activities which related to Interpersonal Skills and Teamwork Skills to a moderate degree. Activities related to Initiative, Self Confidence, and Leadership Skills were reported least often. Differences were found in the reporting patterns of men and women. Some of these differences were found to be significant.<br>Master of Arts
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Hewison, Donald Edward. "Student outcomes and learning environments at the tertiary level in New Zealand: the develpment of an assessment framework." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/895.
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This thesis reports the findings of a case study into the outcomes and learning environments of students studying for a Diploma of Technology at a New Zealand Tertiary Education Institution. The primary focus of the study was to develop an assessment framework that would facilitate simultaneous assessment of the local Institute achievement-based Diploma of Technology and the competency-based assessment of a National Diploma that the local diploma subsumed. From this primary focus on assessment, the study provided the opportunity to undertake a grounded theory study of literature that impacted on the learning environment, supported the necessity to rationalise the student learning outcomes from both an academic and work skill perspective, and presented a suitable situation in which to take a fresh look at the method of grading and marking students’ assessment material.The grounded theory study grew out of the need to condense the vast amount of literature that was gathered in the process of searching for background material to use in the building of a foundation on which to construct a dual assessment model. Although no literature was found that specifically dealt with the simultaneous dual assessment, a large amount of material was found that related to various aspects of the learning environment. Through the process of a grounded theory study, this material was condensed into categories of data that in turn were used to develop a theoretical model of an ‘ideal’ learning environment. Into this model was also added the results of a questionnaire based research study into the perceived need for diploma graduates to have a range of employability skills. This study involved a range of employers who considered themselves likely to employ a diploma graduate. Because the learning outcomes for the two diplomas covered essentially the same material yet the actual wording of the outcomes were substantially quite different, there was a need to rationalise the sets of learning outcomes for each diploma. This process led to a common set of outcomes that in turn were used as a focus for students’ learning and assessment.Once these common outcomes had been identified, a rubric based marking/scoring system was developed so that both students and teacher could quickly grade students’ assessment material and then convert that grade into a mark. The use of the grade facilitated the assessment of achievement against a unit standard and the resultant marks satisfied the need for an achievement mark. The results and findings from the various studies were then translated into a working model that was used for two courses over one semester. Various other research methodologies were then used in order to provide some evaluation of the working model.The thesis does present some of the difficulties facing tertiary teachers in an environment that is becoming more and more of a production line business rather than a service to provide learning opportunities for students. However it also presents solid evidence that teachers can take measures to prove themselves through study and initiative and provide those focussed learning environments where students can attain the outcomes necessary for a successful career in tomorrow’s world.
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Gillespie, LaVerne. "Trust in Leadership| Investigation of Andragogical Learning and Implications for Student Placement Outcomes." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619163.
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<p> <b>Purpose.</b> The investigation sought to determine the significance and or the effects of an ex post facto staffing intervention involving the addition of a Regional (mid-tier) team of instructional leaders as a viable and sustainable solution for increased operational effectiveness year over year, and, if there could be implications on employment outcomes. Furthermore, to determine whether this staffing intervention of adding a Regional (mid-tier) team of instructional leaders affected the primary Andragogical factors used for instructional effectiveness and did the change create a conducive condition for learning for Career Services Leaders from the perspective of Andragogy. </p><p> <b>Design/Methodology/Approach.</b> Mixed-method research utilizing the Modified Instructional Perspectives Inventory (MIPI) originally designed by Henschke (1989), modified appropriately. This study will compare the gap between the Regional Director (RD) and the Director (D) scores on the MIPI to measure possible contributions to employment placement outcomes and determine primary Andragogical factors used for instructional effectiveness for Career Services Leaders. </p><p> <b>Findings.</b> Regarding the influence of Andragogy on placement outcomes for 2011 compared to 2012, the conclusions were as follows: There was no significant relationship of note, however, observably, the wider the gap, the lower the placement rate for 2011. However, the 2012 Employment Rate (ER) indicated that there was a moderate, negative relationship between the gap in Andragogical instructional perspectives and employment rates. The leader learners were operationally effective as a result of the instruction they received from the instructional leaders. The research results support this point, since 2012 employment rates related to the Andragogical gap indicating trust, and both 2011 and 2012 employment rates were dependent upon the region from which they were generated. </p><p> <b>Practical Implications.</b> In higher education for-profit environments involving leadership development, instructional leadership staffing paradigms form the rationale for increased performance and operational effectiveness. </p><p> <b>Originality/Value.</b> The results of this study provided empirical validation for the decision to restructure the Career Services leadership model for continued implementation and sustainability in higher education leadership settings. </p><p> <b>Keywords.</b> Andragogy, Leadership, Career Services, Instructional Leadership, Adult Learning, Trust in Leadership, Regional Directors, Middle Management.</p>
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Cain, Darrell L. "The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26746.
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There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic variables. Specifically, this study investigated if the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., use of the computer and the Internet) contribute to student learning.
Included in the sample were 2000 college students, which were randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. For the data analysis, eight multiple regressions were conducted on student learning outcomes and student learning engagement. Student learning outcomes included four composite scales, measuring students' personal and social development, general education gains, intellectual development, science and technology gains, and vocational preparation. The student engagement scale was comprised of three composite scales, which included faculty interactions, social, political and scientific discussions, and diversity and social interactions.
The findings revealed that the use of technology resources does contribute to student learning, above and beyond student's background variables. The model inclusive of technology variables explained 4% to 7% of the gains in student learning, while student background variables contributed .03% to 2% of the gains. The findings suggest incorporating the use of technology can aid students in the learning process, though the effect size was fairly modest in most cases. The use of computer mediated conferencing and computer assisted learning tools should be used in combination with traditional classroom instructions to have the best effects.<br>Ph. D.
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Davis, Kirsten A. "Pursuing Intentional Design of Global Engineering Programs: Understanding Student Experiences and Learning Outcomes." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97979.
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As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment.<br>Doctor of Philosophy<br>As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment.
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Memedi, Mevludin. "Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation." Thesis, Högskolan Dalarna, Datateknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.
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Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department.<br><p>Högskolepedagogik, högskolepedagogisk utbildning, BHU</p>
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++<br>in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Adams, Wesley. "The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6141/.
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This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week study it was determined that interactive lessons do make a significant impact on learning outcomes compared to traditional reviews.
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Adams, Wesley Fulton-Calkins Patsy. "The effects of interactive reviews and learning style on student learning outcomes at a Texas state university." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6141.
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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Lightburn, Millard E. "Evaluation of anthropometry activities for high school science: student outcomes and classroom environment." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2494.
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The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes.Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
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Johnson, Esther R. "Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29684.
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There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research address the actual change in grades and school attendance of students in school-to-work programs.
Students are a major stakeholder group in the school-to-work initiative, and therefore, consulting with them about their perceptions about the impact of school-to-work program participation is an important aspect in school-to-work evaluation. Students have not been consulted in educational program evaluation and have not had a significant voice in the school-to-work arena (Hollenbeck, 1996). It is important to assess the opinions and perceptions of students who are currently participating in school-to-work programs, because they are the major focus of the school-to-work initiative and information that they provide can be used by program administrators and policymakers in making future decisions about school-to-work programs. Such assessment should seek to determine their perceptions about the impact of the program on their overall academic success and future postsecondary education and career choices. It is also important to assess the impact of the program on students' academic success and school attendance.
A questionnaire was developed by the researcher and distributed to site coordinators in three school-to-work sites. Site coordinators worked with school staff to administer the questionnaire instrument. One-hundred twenty-four twelfth grade student participants in school-to-work programs, in these three sites, were asked to participate; 62% responded to the survey.
Based on the findings of this study, the following conclusions were made.
The findings on students' perceptions that school-to-work program participation improved their overall academic performance, increased their acceptance of responsibility, increased their self-confidence and motivation can be an indicator of the success of the school-to-work program.
The positive attitudes of students regarding the school-to-work program as being beneficial to their future education and career plans is important in promoting the concept of "life-long" learning.
The use of measures to determine students' perceptions about understanding the relevance of school-to-work, improvement in academic performance, and overall satisfaction with the school-to-work program can be used as measures to evaluate the success of a school-to-work program.
School-to-work program participation can be instrumental in influencing students to continue their education beyond high school.
School-to-work program participation does not appear to negatively impact any group (gender or race).<br>Ed. D.
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Underwood, William Brent. "Examination of the Relationship of Community College Opticianry Student Outcomes with Instructional Delivery Method and Student Age." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4956.
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The purpose of this study was to determine whether student outcomes are a function of participation in different modes of delivery in an Opticianry program at the community college level. First, the intent was to determine whether differences in instructional delivery methods and background characteristics impact student performance in an Opticianry program. The three instructional delivery methods were traditional face-to-face instruction, online delivery, and a hybrid format where students take theory courses online and attend face-to-face laboratories on campus. A second objective was to determine the role of background variables such as student age, which was the age when entering the Opticianry program classified in three categories: Young Adults (18-24), Middle Age (25-33), and Older Adults (34 & >).
To meet the purpose of the study and its driving questions, a non-experimental explanatory research design relying on survey data collection strategies was used. Data collection was conducted during a six-week period using an online survey available through Survey Monkey. The survey was used to identify instructional delivery method, perception of job preparedness, and perception of program quality. A two-way ANOVA was used to analyze the relationship between independent variables (delivery method and age) and a dependent variable (GPA, national certification score, workplace preparation score, and quality of instruction score). Two hundred and eighty six graduates of the Hillsborough Community College Opticianry Program from 2006-2012 were contacted for participation.
One hundred and twelve graduates completed the survey representing a response rate of 39%. The results indicated no significant difference in the outcomes of Opticianry program graduates related to instructional delivery method or age. Based on the overall results in the study, the overall conclusion is that students in the Opticianry program should achieve similar outcomes whether they complete the program online, on campus, or in a hybrid format.
The results of the study provide support for the idea that it is possible to provide equivalent technician preparation using a variety of instructional delivery methods. The study adds to a limited body of knowledge about the impact of participation in online or hybrid courses compared to traditional courses in technical preparation. The outcomes provide support that distance education is a promising strategy for increasing access to adult learners seeking flexible opportunities for technical preparation. The results should also reduce the reluctance of institutions offering career and technical education programs, to offer complete programs via distance learning in fear that distance students will not achieve program outcomes equivalent to face-to-face students. The study has generated positive comparative evidence of student performance as a function of instructional method, and documented students' evaluative perspectives about their occupational readiness and program quality.
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Hewison, Donald Edward. "Student outcomes and learning environments at the tertiary level in New Zealand: the develpment of an assessment framework." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17789.
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This thesis reports the findings of a case study into the outcomes and learning environments of students studying for a Diploma of Technology at a New Zealand Tertiary Education Institution. The primary focus of the study was to develop an assessment framework that would facilitate simultaneous assessment of the local Institute achievement-based Diploma of Technology and the competency-based assessment of a National Diploma that the local diploma subsumed. From this primary focus on assessment, the study provided the opportunity to undertake a grounded theory study of literature that impacted on the learning environment, supported the necessity to rationalise the student learning outcomes from both an academic and work skill perspective, and presented a suitable situation in which to take a fresh look at the method of grading and marking students’ assessment material.<br>The grounded theory study grew out of the need to condense the vast amount of literature that was gathered in the process of searching for background material to use in the building of a foundation on which to construct a dual assessment model. Although no literature was found that specifically dealt with the simultaneous dual assessment, a large amount of material was found that related to various aspects of the learning environment. Through the process of a grounded theory study, this material was condensed into categories of data that in turn were used to develop a theoretical model of an ‘ideal’ learning environment. Into this model was also added the results of a questionnaire based research study into the perceived need for diploma graduates to have a range of employability skills. This study involved a range of employers who considered themselves likely to employ a diploma graduate. Because the learning outcomes for the two diplomas covered essentially the same material yet the actual wording of the outcomes were substantially quite different, there was a need to rationalise the sets of learning outcomes for each diploma. This process led to a common set of outcomes that in turn were used as a focus for students’ learning and assessment.<br>Once these common outcomes had been identified, a rubric based marking/scoring system was developed so that both students and teacher could quickly grade students’ assessment material and then convert that grade into a mark. The use of the grade facilitated the assessment of achievement against a unit standard and the resultant marks satisfied the need for an achievement mark. The results and findings from the various studies were then translated into a working model that was used for two courses over one semester. Various other research methodologies were then used in order to provide some evaluation of the working model.The thesis does present some of the difficulties facing tertiary teachers in an environment that is becoming more and more of a production line business rather than a service to provide learning opportunities for students. However it also presents solid evidence that teachers can take measures to prove themselves through study and initiative and provide those focussed learning environments where students can attain the outcomes necessary for a successful career in tomorrow’s world.
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Stuve, Claire E. "A Study of Student Perceptions on Adaptive Learning Systems in College Algebra and Their Effect on Learning Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430233337.
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Chambers, Timothy. "Three pedagogical approaches to introductory physics labs and their effects on student learning outcomes." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620074.
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<p>This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through distinct cognitive processes in conducting their laboratory investigations. We administered post-tests containing multiple-choice conceptual questions and free-response quantitative problems one week after students completed these laboratory investigations. In addition, we collected data from the laboratory practical exam taken by students at the end of the semester. Using these data sets, we compared the learning outcomes for the three curricula in three dimensions of ability: conceptual understanding, quantitative problem-solving skill, and laboratory skills. </p><p> Our three pedagogical approaches are as follows. Guided labs lead students through their investigations via a combination of Socratic-style questioning and direct instruction, while students record their data and answers to written questions in the manual during the experiment. Traditional labs provide detailed written instructions, which students follow to complete the lab objectives. Open labs provide students with a set of apparatus and a question to be answered, and leave students to devise and execute an experiment to answer the question. In general, we find that students performing Guided labs perform better on some conceptual assessment items, and that students performing Open labs perform significantly better on experimental tasks. Combining a classical test theory analysis of post-test results with in-lab classroom observations allows us to identify individual components of the laboratory manuals and investigations that are likely to have influenced the observed differences in learning outcomes associated with the different pedagogical approaches. Due to the novel nature of this research and the large number of item-level results we produced, we recommend additional research to determine the reproducibility of our results. </p><p> Analyzing the data with item response theory yields additional information about the performance of our students on both conceptual questions and quantitative problems. We find that performing lab activities on a topic does lead to better-than-expected performance on some conceptual questions regardless of pedagogical approach, but that this acquired conceptual understanding is strongly context-dependent. The results also suggest that a single “Newtonian reasoning ability” is inadequate to explain student response patterns to items from the Force Concept Inventory. We develop a framework for applying polytomous item response theory to the analysis of quantitative free-response problems and for analyzing how features of student solutions are influenced by problem-solving ability. Patterns in how students at different abilities approach our post-test problems are revealed, and we find hints as to how features of a free-response problem influence its item parameters. The item-response theory framework we develop provides a foundation for future development of quantitative free-response research instruments. </p><p> Chapter 1 of the dissertation presents a brief history of physics education research and motivates the present study. Chapter 2 describes our experimental methodology and discusses the treatments applied to students and the instruments used to measure their learning. Chapter 3 provides an introduction to the statistical and analytical methods used in our data analysis. Chapter 4 presents the full data set, analyzed using both classical test theory and item response theory. Chapter 5 contains a discussion of the implications of our results and a data-driven analysis of our experimental methods. Chapter 6 describes the importance of this work to the field and discusses the relevance of our research to curriculum development and to future work in physics education research. </p>