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Dissertations / Theses on the topic 'Student Self Evaluation (SSE)'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the s

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Daines, John M. "Self-evaluation and achievement in a vocationally orientated science practical course." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330147.

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Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.

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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and s

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Godwin, Paul Thomas. "Goal-Setting, Self-Monitoring, and Teacher-Student Conferences and the Relationship with Overall School Climate and Student Academic Achievement." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601186.

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<p> Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade. </p><p> The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to

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Stewart, Stacyann B. "Grit and self-control as predictors of first-year student success." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722559.

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<p> The objective of this exploratory quantitative study was to investigate the relationships between grit, self-control, and the first academic semester of college students, and determine if the relationships differed by gender. Two research questions were examined; (1) <i>What are the relationships between the individual factors of grit, self-control, and first-semester college GPA? And do they differ by gender?</i> and (2) <i>What combinations of factors (grit, self-control, high school GPA, and SAT scores) best predicts first-semester college GPA? And do they differ by gender?</i></p><p>

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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Hobbs, Klinton E. "Advances in Student Self-Authorship: A Program Evaluation of the Community Standards Model." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/440.

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Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which

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Kuo, Yu-Chun. "Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/741.

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Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the

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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.

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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and

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Cassidy, Simon. "Individual differences and learning : learning style, academic control beliefs and student self-evaluation as aspects of self-regulated learning." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26609/.

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The thesis comprises a collection of ten published works in the field of individual differences and student learning in a, mainly, higher education context involving undergraduate student participants. The works revolve primarily around three principal conceptual areas, identified within the field on the grounds of being recognized mediators of learning and achievement - namely, learning style, academic control beliefs and student self-evaluation. Students' perceptions of themselves as learners, and their use of various processes to regulate their learning, have been identified as critical fac

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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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Klenowski, Val. "An investigation of student self-evaluation as an authentic pedagogical practice : processes, possibilities and realities." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019212/.

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This thesis investigates student self-evaluation in leamer-centred contexts to acquire a deeper understanding of the processes involved. The study describes, analyses and interprets student self-evaluation processes using qualitative, case study research design. Questions of how students go about self-evaluating their experiences of learning and teaching, and how teachers attempt or succeed in integrating experiences of this type of evaluation into their teaching practice, are the focus of this study. The conditions under which these processes are promoted are explored in a secondary school in

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Ryan, Amanda. "An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13228.

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The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White high school students on the Oregon Assessment of Knowledge and Skills (OAKS) high school math test. The Leadership Practices Inventory (LPI) self-report was used to measure frequency of leadership practices. Differential performance across categories of race and ethnicity were analyzed and compared against high school principal self-reported scores on the LPI. This study expanded on existing

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Miller, Joelle A. "Predictors of Student Persistence in the STEM Pipeline| Activities Outside the Classroom, Parent Aspirations, and Student Self-Beliefs using NELS|88 Data." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684530.

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<p> Focusing on Science, Technology, Engineering and Mathematics (STEM) literacy is a national priority for the United States. As competition increases internationally for scientific and technological innovations, the United States is concentrating on building its STEM capacity (Stephens, 2011). Despite the numerous STEM reform efforts there continues to be a decline in STEM graduates and STEM competencies (McNally, 2012; Langdon, Mckittrick, Beede, Doms, & Khan, 2011; Herschback, 2011). With attention focused on increasing STEM college majors and occupations among the student population,

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Wylie, John Richmond. "The Influence of self-concept on non-traditional student persistence in higher education /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.160334/index.html.

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Thesis (PhD) -- University of Western Sydney, 2004.<br>"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references and appendices.

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Church, Jeff W. "Relationship between text display method and college student short term knowledge retention during self-study." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1111102-100017/unrestricted/churchJ111502a.pdf.

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Ho, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.

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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 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:3220614.

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Kennedy, Lora Lee Harvey. "A Mixed Methods Study Exploring the Implications of the Big Five Personality Traits and Teacher Self-Efficacy on Student Learning." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13422309.

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<p> This mixed methods study was concerned with the relationship between teachers’ personality traits and teachers’ self-efficacy and their impact on student learning. The study utilized descriptive statistics, correlational analysis, one-way ANOVA, and a focus group interview to answer seven underlying questions that would lead to a clear understanding of the overarching research question, do teacher personality traits and teacher self-efficacy impact student learning? Quantitative and qualitative research results indicated that participants perceived the personality traits consci

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McCabe, Dorothy Louise. "The underachieving gifted student: an evaluation of the relationship of learning style and academic self-concept to academic achievement and a case study of one gifted high school student." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40074.

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Wagner, Rita Schreyer. "Efficacy of self-instructional training in the management of test anxiety: A primary prevention model." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618540.

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The purpose of this study was to evaluate the effectiveness of a program of self-instructional training, presented as part of the regular classroom guidance curriculum, in the reduction of test anxiety and improvement of test performance in third grade children.;The sample consisted of 88 third grade students enrolled in regular education in an elementary school. Intact classes were randomly assigned to treatment and control groups. A nonequivalent control group research design was used. Dependent variables were test anxiety, academic achievement, and test performance and were measured by the

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Spicer-Sutton, Jama, James Lampley, and Donald W. Good. "Self-Assessment and Student Improvement in an Introductory Computer Course at the Community College Level 1." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/283.

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The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post-test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class. This study also determined whether there were differences in improvement scores by gender or age group. The results of this study were used to determine whether there was a difference in improvement scores among the three campus locations participating in thi

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Chi, Una J. "Classroom Engagement as a Proximal Lever for Student Success in Higher Education| What a Self-Determination Framework within a Multi-Level Developmental System Tells Us." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616092.

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<p> This study examined the role of course engagement in college student success, especially for students who have multiple life commitments and few social supports. Building on previous measurement work and based in self-determination theory, the study was organized in five steps. Relying on information provided by 860 undergraduates from 12 upper and lower division Psychology classes, the first step was to improve the measurement of course engagement, by mapping the increased complexity found in self-reports of college students (by incorporating items capturing engagement in “out-of-cl

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Eberle, Wayne M. "Teacher Self-Efficacy and Student Achievement as Measured by North Carolina Reading and Math End-Of-Grade Tests." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1242.

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Teachers continue to experience an increased sense of responsibility as it relates to job performance while still being required to produce at the same level with relation to student performance. This can cause an increase in personal stress and result in lowered feelings of self- worth, having a negative impact on service delivery to children and overall job performance. Bandura (1997) defined self-efficacy as a judgment of one's ability to organize and execute given types of performances. Furthermore, he suggests that the outcomes people anticipate depend largely upon their judgments of how

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Naparstek, Laurie Schwartz. "Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31989.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations

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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>Bibliography<br>Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approac

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Bartholomew, Scott. "A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4748.

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The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning. This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle school Technology and Engineering Education classroom. In this study, 706 students from 18 classes worked in gr

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P'Pool, Keely. "Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1214.

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This study explored how student intelligence was directly linked to the goals and motivation held by students when engaged in academic settings. Students were administered a questionnaire developed by Dr. Carol Dweck in which they responded to statements in order to determine their individual theory of intelligence. Once this was accomplished, multiple student variables (including but not limited to first semester GPA, second semester GPA, ACT composite score, age, and college coursework) were compared to their view of intelligence to determine if any correlations existed. Results showed that

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Borst, Andrew John. "Evaluating academic and student affairs partnerships: the impact of living-learning communities on the development of critical thinking skills in college freshmen." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/927.

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This dissertation was the first study to estimate the direct and indirect effects of living-learning community (LLC) participation on a standardized measure of critical thinking using a multi-institution longitudinal research design. It is possible that despite being lauded nationally as an effective institutional intervention, LLCs may simply cluster students predisposed to be more engaged with their environment, more academically prepared, and more open to growth compared with traditional residence hall peers. Recent studies have demonstrated a positive relationship between LLC participation

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Yuan, Jing. "FROM MEAN TO QUANTILES: RETHINKING INDIVIDUAL DIFFERENCES IN MATHEMATICS ACHIEVEMENT AND MATHEMATICS SELF-EFFICACY." UKnowledge, 2019. https://uknowledge.uky.edu/edp_etds/82.

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The significance of this dissertation research is twofold with both methodological advancement and empirical update. In this dissertation research, quantile regression (QR) was introduced to social sciences researchers as a response to the weaknesses of the traditional mean-based regression often referred to as multiple regression. General advantages of QR includes being more flexible for modeling data with heterogeneous conditional distributions, more robust to outliers, and having richer characterization and description of the data. Results of QR allow researchers to not only describe a gene

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Reid, Hannah Marie. "Teacher Self-Identity: A Narrative Inquiry Into the Lives of Teachers and the Influences on Their Interactions with Students." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1500045350342949.

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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societa

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Cruz, Maria de Fatima Silveira Lopes [UNIFESP]. "Portfólio do Discente: Resgatando uma Experiência no Curso de Medicina da UNIMONTES." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/9945.

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Made available in DSpace on 2015-07-22T20:50:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-27. Added 1 bitstream(s) on 2015-08-11T03:25:55Z : No. of bitstreams: 1 Publico-11766.pdf: 767715 bytes, checksum: e846bf56619abd94514d7100a34d10e3 (MD5)<br>A avaliação e os instrumentos avaliativos continuam sendo um grande desafio no processo ensino-aprendizagem. Partindo desse entendimento, esta pesquisa tem como objetivo conhecer a importância[Otilia Se1] do portfólio no processo de ensino-aprendizagem, a partir da perspectiva dos estudantes e mentores que vivenciaram essa experiên

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Chen, Hung-Ling. "An investigation of self-directed learning among non-music major adult piano learners in one-to-one piano instruction /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974515.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 104-110).

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Ishikawa, Yasushige. "Blended learning in a university EFL course." Kyoto University, 2015. http://hdl.handle.net/2433/199405.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第19081号<br>人博第734号<br>新制||人||176(附属図書館)<br>26||人博||734(吉田南総合図書館)<br>32032<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授壇辻正剛, 教授東郷雄二, 教授齋藤治之, 教授服部文昭<br>学位規則第4条第1項該当

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King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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Bourne, Anthony. "Development of the Academic Performance-Commitment Matrix (APCM): Understanding the effects of motivation and an engineering mathematics curricular intervention on student self-efficacy and success in engineering." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401759063.

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Bennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.

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Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member ch

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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.

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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity betw

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Giraldez, Dianna Isabel. "Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.

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The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs

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Hellmann, Joanne N. "Social and Psychological Factors Related to the Career Exploration Process of Young Adults." UKnowledge, 2014. http://uknowledge.uky.edu/hes_etds/19.

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This study examined social and psychological factors influencing the career exploration process of young adults. The predictor variables of this study were parental attachment, peer attachment, and self-efficacy; the outcome variables were environmental/occupational exploration, self-exploration, and career indecision. Data for this study were collected using various measures that were compiled into one survey hosted on Qualtrics. Results indicated that secure maternal attachment predicted secure peer attachment and high self-efficacy in young adults. Greater peer attachment was negatively cor

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Falkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.

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This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought

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Harvey, Kristin Emilia. "Building students’ mathematics self-efficacy through student-teacher trust." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5054.

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A current national priority is improving secondary school mathematics performance. Middle school students’ trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher’s competence, benevolence, openness, reliability, and honesty. To determine the effect of trust in a teacher on student mathematics self-efficacy while accounting for the non-independence due to shared classroom experiences, hierarchical linear modeling will b

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Bland, Lisa Shawn Dorn Charles M. "The effects of a self-reflective learning process on student art performance." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-04112005-170329/.

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Thesis (Ph. D.)--Florida State University, 2005.<br>Advisor: Dr. Charles Dorn, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 8, 2005). Document formatted into pages; contains vi, 121 pages. Includes bibliographical references.

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Cheng, Ya-Fang, and 鄭雅方. "A Learning Analytics Dashboard Visualizing Student Structured Self-Evaluation and Unstructured Learning Experience." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xsr79d.

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碩士<br>元智大學<br>資訊工程學系<br>106<br>In the recent, many learning analytics researches analyze learning data collected from learning systems. These data may be collected from system’s record, inputted from teachers about course activity, or provided from students about’ their learning or the advice and feedback for the course or teachers. According to different users may have different expected goals. However, most studies focuses on learning data collected from systems and few studies addresses data provided from students. This study develops a learning analytics dashboard system to collect and an

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Meale, Marcia Schilling Dorn Charles M. "The effect of goal setting, self-evaluation and self-reflection on student art performance in selected 4th and 5th grade visual art classes." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-04122005-001818.

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Thesis (Ph. D.)--Florida State University, 2005.<br>Advisor: Dr. Charles M. Dorn, Florida State University, College of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains x, 150 pages. Includes bibliographical references.

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"The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49097.

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abstract: This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD P

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Casciato, Denise M. "Effect of a self-evaluation checklist on the quality of student teachers' scripted lesson plans." 2007. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1887/index.html.

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Seifert, Tricia Anne Dailey. "Effects of an outdoor orientation program on self-efficacy relative to first-year student success." Thesis, 2003. http://hdl.handle.net/1957/30316.

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The purpose of this study was to investigate what effect, if any, an outdoor orientation program conducted at a comprehensive public institution in the Northwest school had on first-year students' self-efficacy relative to success in their first year of college, measured as academic and social integration. A random sample of students who registered for the raft/hike option of the FOOTsteps program and a random sample of students not registered for FOOTsteps or for the university's orientation class were sent surveys through campus mail. These surveys asked them to rate their confidence in comp

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Krohn, Katherine Rae. "The Effect of Self-Recording and Contingent Credit on the Quantity and Relevance of College Student Participation in Class Discussion." 2010. http://trace.tennessee.edu/utk_graddiss/815.

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In sizeable discussion-based college classrooms, achieving any approximation of balanced student participation is difficult. More common is a pattern that develops wherein a small percentage of the class dominates discussion and a larger percentage rarely or never participates. Thus, the purpose of this study was to find ways to balance the amount of discussion across students without diminishing the relevance of discussion. Consequently, this study evaluated the efficacy of crediting participation and requiring students to self-record their daily participation. Students (N = 160) in three sec

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