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Relevant bibliographies by topics / Text- based teaching

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Academic literature on the topic 'Text- based teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 June 2025

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Journal articles on the topic "Text- based teaching"

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Zhumagulova, Erkeaiym Zhamyrkanovna. "TEXT - BASED TEACHING PRACTICES." Вестник Международного Университета Кыргызстана, no. 3 (2022): 107–10. http://dx.doi.org/10.53473/16946324_2022_3_107.

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Blom, A. "Towards Text-Based Second Language Teaching." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 23–38. http://dx.doi.org/10.1075/ttwia.69.03blo.

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This article surveys corpus research into what might generally be referred to as conventionalism in language use, and discusses its implications for second language teaching methodology. After an introductory section with traditional and more recent views on the idiomatic and formulaic nature of language use, Section 2 presents a survey of corpus-based case studies into preselected types of lexical patterning like idioms and collocations. Section 3 presents the cruder statistical approach of automatically assessing the frequency of recurrent combinations in texts. The results suggest that conventionalism extends far beyond the traditionally recognised patterns, and might be the basic combinatory principle underlying the composition of written and oral texts. After a short section with some evidence that conventional sequencing is also a feature in learner output, the concluding section (5) argues that to do justice to the phenomenon of conventionalism in language use, teaching methodology should be essentially text-based.

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Crome, Keith, and Mike Garfield. "Text-Based Teaching and Learning in Philosophy." Discourse: Learning and Teaching in Philosophical and Religious Studies 3, no. 2 (2004): 114–30. http://dx.doi.org/10.5840/discourse20043227.

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Basori, Basori, and Elva Riezky Maharany. "Genre-Based Approach in Teaching BIPA." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 2 (2021): 73–82. http://dx.doi.org/10.24036/kolokium-pls.v9i2.481.

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Knowledge of various teaching strategies is one of the important things that teachers need to have. In this case, every teacher must equip themselves with a variety of teaching strategies to achieve success in teaching BIPA. The text-based approach is one of the approaches that teachers can apply in teaching BIPA. There have been many studies that prove the success of this approach. However, the use of text-based approaches to teaching BIPA is still rare. Therefore, this article aims to provide a brief overview of the use of a text-based approach in teaching BIPA. This paper will present an understanding of a text-based approach in general, the advantages of using a text-based approach in teaching BIPA, and examples of using a text-based approach in teaching BIPA.

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Damanik, Eva Damayanti, Khairil Ansari, and Malan Lubis. "Development of Teaching Materials in Writing Text Report of Project Based Observations (Problem Based Learning) for Class X SMK Telkom 2 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 1651–69. http://dx.doi.org/10.33258/birle.v3i4.1302.

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This study aims to determine the results of the development of teaching materials to write project-based observation report text for class X SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students. Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.

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Rusmawan, Putu Ngurah. "Genre based Approach to Teach Writing Descriptive Text." JEES (Journal of English Educators Society) 2, no. 2 (2017): 119. http://dx.doi.org/10.21070/jees.v2i2.875.

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This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

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Zingan, Olga. "IMPLICATIONS FOR TEACHING SPECIALIZED TEXT READING." Journal of Social Sciences III (3) (September 1, 2020): 29–36. https://doi.org/10.5281/zenodo.3971953.

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University reading material, apart from its content-area focus, yields significant language input. By assigning a variety of materials to read, students are provided considerable opportunities to assimilate target community language peculiarities and discourse conventions, as they occur in authentic contexts. Our legitimate concern is that the opportunities could be taken advantage of only when students master a good reading competence (RC), correlated with other basic language skills. To begin with, the article examines the importance of RC development for further academic and professional performance of students, in general, and for the acquisition of language proficiency within the English for Specific Purposes (ESP) course, in particular. Second, integrated approach instruction is provided from two perspectives: as a means of boosting students’ receptive and productive skills development and as a way of motivating students to get meaningfully engaged with specialized texts to get deeper domain-related knowledge. Thirdly, it is considered the issue of selecting the specialized text - a sample of disciplinary conventions written by domain experts. Finally, there are suggested some recommendations concerning students’ reading competence development within integrated pedagogy.

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Muhammad, Yuosuf, Namra Munir Dr., and Rashid Minas Wattoo Dr. "A Comparative Study on the Effect of Activity Based and Traditional Methods of Teaching Science at Elementary Level." International Journal of Case Studies 7, no. 10 (2018): 83–89. https://doi.org/10.5281/zenodo.3545079.

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The aim of this research was to study the effect of activity- based teaching and traditional method of teaching on the students’ achievement in the subject of Science at Elementary level. The research was experimental based on pre-test, post-test control group design. Five chapters were selected from 6th class Science book prescribed by Punjab Text Book Board for this research. Population of the research study was the students from GHS Model Town Lahore, Punjab (Pakistan). 70 students of class 6th were taken randomly from Govt. High School Model Town Lahore. A pre-test developed from the same book was administered on them for equalizing the groups. Students were randomly divided into two groups (experimental and control) on the results of pretest. Tests were administered keeping cognitive domain in view. Selected units from 6th class Science Book prescribed by Punjab Text Book Board were taught to both groups (experimental and control) for the time of eight weeks. Activity based method was used for experimental group only and other group was taught traditionally. Time for the teaching was 40 minutes daily to each group. After completion of period of eight weeks a post test from the same book and content was administered to both groups. Independent sample t-test was applied on the pre-test and post- test scores to check whether there is difference in the performances of two groups. It was concluded that students taught through activity based teaching performed better in post-test. It is recommended that in future Science may be taught with activities at elementary level. Science kit containing material for activities may be provided to science teachers

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Rustipa, Katharina, Agnes Widyaningrum, Teguh Kasprabowo, and Yulistiyanti Yulistiyanti. "Text-based approach to teach English diphthongs." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (2022): 111. http://dx.doi.org/10.30659/e.7.1.111-124.

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Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.

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Amelia, Mike, and Nostalgianti Citra Prystiananta. "Using Inquiry Based Learning Strategy in Teaching Writing Descriptive Text." Linguistic, English Education and Art (LEEA) Journal 5, no. 1 (2021): 1–10. http://dx.doi.org/10.31539/leea.v5i1.2648.

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This research aimed to look at the effect of inquiry based learning strategy on students’ ability to write a descriptive text. The method of this research was quasi-experiment. The population of this research was eighth-grade students of MTsN Kota Solok. The total population was 65 students. The research results show that the pre-test means score in experimental and control classes was 46,8 and 44,4. The mean score of post-test in the experimental class was 55 and control class 51,6. Students’ ability in writing descriptive text analyzed by using t-test statistical which t calculated= 2,04 and t table (0,975: 38) = 2,02 with significant level t calculated > t table. In conclusion, the students who were taught using an Inquiry based learning strategy have better results in writing descriptive text than those who were taught without inquiry based learning. Keywords: Descriptive text, Inquiry Based Learning, Writing

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Dissertations / Theses on the topic "Text- based teaching"

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Hughes, Jane. "A shared workspace for text-based teaching and learning : design requirements and pedagogical benefits." Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405278.

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Halliday, Frances E. (Frances Elizabeth). "The influence of an innovative curriculum on the quality of middle-school students' text-based summaries /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60077.

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This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.

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Tyala, Abegail Nomapha. "A framework for the analysis of Xhosa texts for teaching reading." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51571.

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Thesis (MA)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: This study investigates the reading process as addressed by Davies and Wallace in their research. The key concept of the models of the reading process as explored by Davies with reference to different researchers are examined. These researchers include Gough, whose model of the reading process represents a bottom-up view of the reading process, Goodman's model which reflects a top-down view of the reading process and Rumelhart's interactive model which is an alternative to bottom-up and top-down models. Davies advances a schema-theory which is the development of Rumelhart's interactive model. The study also considers the model of Rayner and Pollatsek as proposed by Davies, namely, the bottom-up interactive model of the reading process. This model intends to be bottom-up, without excluding the interactive features. A further model explored by Davies is that of Mathewson, which incorporates affective factors in reading. Hedge, according to Davies, developed the models of reading into a taxonomy of modes, anchors and drivers. Modes represent the reading behaviours, anchors express knowledge sources, and drivers typify the reading purposes. The study also considers Wallace's approach to the reading process, which represents reading as a psycholinguistic as well as a sociolinguistic process. In addition, this study conducts an investigation of a practical framework for describing and analysing texts; ways of describing differences amongst texts as proposed by Wallace and the integration of different descriptions of texts. Levels of text analysis and the theoretical foundation of the analytic procedure are considered. The last part of this discussion provides some perspectives on reaching reading in the outcomes-based curriculum for language, literacy and communication (see Appendix B). In the next part of the study an analysis of the Xhosa Bona magazine articles is offered which commences with the recapitulation of the framework for the analysis of texts. This framework includes elements such as the discourse type and genre; textual units and their functions; rhetorical functions and rhetorical patterns; text cohesion; text coherence and language choice as a reflection of the writer's communicative purpose or goal. Each article is analysed according to the framework assumed. The study invokes Davies' analytic framework for the analysis of the Bona magazine articles. The last part of this research explores the significance between Davies' model and the requirements of outcomes-based language teaching.<br>AFRIKAANSE OPSOMMING: Die studie ondersoek 'n praktiese raamwerk vir die beskrywing en analise van tekste, maniere vir die beskrywing van verskille tussen tekste soos voorgestel deur Wallace, en die integrasie van die verskillende beskrywings van tekste. Die vlakke van teksanalise en die teoretiese basis van die analitiese prosedure word bespreek. Die laaste deel van hierdie bespreking skenk aandag aan perspektiewe oor die onderrig van leesvaardigheid in die Uitkoms-gebaseerde kurrikulum vir die leerveld tale, geletterdheid en kommunikasie (sien Bylae B). In die volgende deel van die studie word 'n analise gedoen van Xhosa BONA tydskrifartikels, wat begin met 'n rekapitulasie van die raamwerk vir die analise van tekste. Hierdie raamwerk sluit elemente in soos diskoerstipe en genre, retoriese funksies en taalkeuse as 'n refleksie van die skrywer se kommunikatiewe doelstellings. Elke artikel word ontleed volgens die analitiese raamwerk van Davies. Die laaste deel van die studie ondersoek die verband en betekenis van Davies se leesmodel vir die onderrig van lees volgens die vereistes van die Uitkoms-gebaseerde kurrikulum.<br>ISICATSHULWA: Esi sifundo sijongene nophando ngendlela yokufunda njengoko indululwe ngokaDavies noWallace kwiincwadi zabo. Le ngqikelelo yemifuziselo yofundo njengoko iphononongwa ngulo kaDavies ngokubhekisele le ke kwizimvo zabacebi, nayo iyahlolwa kwesi sifundo. Aba bacebi bale mifuziselo yale ngqikelelo yofundo ngaba balandelayo; okaGough, omfuziselo wakhe wofundo ubonisa ukuba ufundo luqala phantsi luye phezulu oko kukuthi, phantsi-phezulu, kanti yena uGoodman uqikelela ufundo njengento eqala phezulu iye phantsi, oko kukuthi, phezulu-phantsi. Kukho ke noluvo lokaRumelhart malunga nolu qikelelo-fundo. Vena uceba ufundo okanye umfuziselo wofundo osebenzisanayo, futhi oluyenye indlela endaweni yezi zimbini zit hi phantsi-phezulu okanye phezulu-phantsi. Ngaphaya koko, uDavies uvelisa enye indlela ekwacetywa nguRumelhart, athi ukuyibiza yinkcazo-ngcingane (theory) yeskima. Yona ikhulisa ikwaqhubela phambili le yomfuziselo osebenzisanayo (interactive model). Isifundo esi sikwaluthathela ingqalelo uluvo lukaRayner noPollatsek ngokuphakanyiswa nguDavies, olu ke lokuba bacebe inkqubo yofundo oluqala phantsi luye phezulu luze luhlangane nolu lukaRumelhart lokusebenzisana. Injongo yale nkqubo yofundo lwabo kukuba baqiniseke ngofundo oluqala phantsi luye phezulu phofu bengakhange nakancinane balahle ezo mpawu zolo fundo losebenziswano. Omnye umfuziselo wofundo owaziswa nguDavies ngokaMathewson. Wona ke ubandakanya iimeko ezichukumisayo xeshikweni ubani afundayo (affective factors). UDavies ukwasichazela nangoluvo lukaHedge othe yena le mifuziselo (models) yokufunda wayihlela ngokwezintlu azibiza ngokuba ziindlela zokuziphatha xa ufundayo (modes) okanye (reading behaviours), neeankile (anchors) ezithetha indawo apho ubani afumana khona ulwazi (knowledge sources) kunye nezo athi ngabaqhubi (drivers). Zona ke zibonisa iinjongo zokuba ubani afunde oko asukuba ekufunda. OkaWallace ufundo olu ulubonisa ngeyakhe indlela eyahlukileyo kwabanye aba. Ulubona njengenkqubo ehlanganisa inzululwazi ngezengqondo edibaniselene nenzululwazi ngezolwimi, edibeneyo (unitary) nekhethayo (and selective), kunye naleyo inenzululwazi ngoluntu neelwimi (sociolinguistic). Ukongeza apho isifundo esi siphonononga indlela ephathekayo yokuchaza nokucazulula okubhaliweyo (text analysis); iindlela ezahlukeneyo zokuchaza umahluko phakathi kwezinto ezibhaliweyo. Oku ke kudibene nezimvo ezivela kokaWallace. Ukuhlanganiswa kwezi ndlela zahlukeneyo zokuchaza okubhaliweyo; imigangatho yokubhaliweyo (levels of text); eyiyeyona isetyenziswayo nefundwa ngokubanzi jikelele; isiseko (basic) senkcazo eyingcingane senkqubo yocazululo kwakunye ke nokuveliswa kweendlela ezimisiweyo ezahlukeneyo zolu calulo lokubhaliweyo, zonke zikhankanyiwe kwesi sifundo. Indawo yokugqibela yolu phando inika iinkcazelo ngamagama athile (terms) afumaneka kufundo ngeelwimi olubhekiselele kwiziqhamo zokufundwayo (outcomes-based language study). Emveni koku ke ngoku kulandela ucazululo-ncakasana lwamanqaku omhleli kalindixesha wesiXhosa ekuthiwa yiBona, cazululo 010 oluqala ngokuwenza amavandlakanya ngendlela lo kaDavies aceba ngayo ucazululo lokubhaliweyo. Le ndlela ke yile ilandelayo; idiskhosi nejenra; iziqwengana zentetho ebhaliweyo (textual units) nemisebenzi yazo; imisebenzi yeentetho zobuciko (rhetorical functions), neendlela zobuciko (rhetorical patterns); ukunxibelelana nokuyondelelana kokubhaliweyo (text coherence and text cohesion); nokhetho magamallwimi ngendlela yokubonisa iinjongo nomyalezo wombhali (language choices as a reflection of the writer's communicative goal and purpose). Inqakwana (article) ngalinye kula sesithethe ngawo ngentla apha, licazululwa ngokwale ndlela ixeliweyo endululwe ngulo kaDavies. Ngaphandle koko isifundo esi sihlola unxibelelwano phakathi kwendlela yocazululo lokubhaliweyo ecetywa nguDavies kunye nendlela athe la manqaku eBona acazululwa ngayo. Ekugqibeleni kwako konke uphando olu luthabatha ingqalelo kumcimbi wonxibelelwano phakathi kwendlela le kaDavies yocazululo nocalulo lokubhaliweyo kunye nofundiso lolwimi olujongene neziqhamo zokufundwayo (outcomes-based language teaching).

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秦嘉慧 and Ka-wai Cecilia Chun. "Effects of text structure-based knowledge and strategies on second language expository prose comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31241591.

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Zondi, Wilson Thembinkosi. "A genre-based pedagogical approach to teaching writing with reference to isiZulu texts." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53243.

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Thesis (MA)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by various scholars and researchers, which illustrate linguistic elements that can be incorporated into the teaching methodology of writing. Appropriately applied, these elements can develop learners' analytical skills as advanced in Curriculum 2005 in the languages learning area. A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions of Ilanga newspaper has been performed. This analysis reveals that text construction reflects generic factors such as the economic and social status of the community, its culture, which influence the communicative purpose. An attempt is made to investigate in detail the parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued that once the learner has mastered the parameters for text construction and analysis, he/she will be better equipped to achieve the learning outcomes specified for writing of Curriculum 2005.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van Kurrikulum 2005. 'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel, hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005.<br>OKUCASHUNIWE Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005. Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize, siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo. Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi : Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani? Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.

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Mbena, Siphokazi Grissel. "An analysis of the sports promotion text in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51589.

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Thesis (M.A.)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies (1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading as a process. Teaching reading to language learners has many problems. The critical thinking relevant to reading and analysis of the text in teaching reading are examined. The study explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles. The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be explored, in particular, the hierarchy of five levels of text, as advanced by Davies. Reading is an integral part of the school curriculum, and to use reading texts depends on the purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to present new vocabulary and structures, or as a basis for language practice. This study examines reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to determine how the specified outcomes relate to the framework for the development of reading skills.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir die beskrywing en analise van tekste. Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van leesvaardighede.

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Wong, Wai-kee Clara, and 黃偉基. "An evaluation of a vocabulary-training and text-based English reading programme for students in a Band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959891.

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Mohammed, A. M. M. "Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar to Arab students." Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2143/.

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English is taught as a compulsory subject in general education and some higher education institutions in Sudan. Students are totally dependent on the five to six hours per week of language input provided through formal classroom instruction. Besides limited exposure to the language, there are other factors confounding the teaching and learning of English such as large classes, lack of books, untrained teachers, examination _oriented teaching and learning, and teaching grammarians' grammar. Such factors have contributed to the decline of standards in English to the extent that the pass mark in English has been reduced to 30 percent in the secondary school certificate examination. The students' interlanguage exhibits features indicating heavy reliance on literal translation from Arabic. At least 50% of their errors could be attributed to this interlinguistic transfer, a strategy which is frequently employed due to the lack of the requisite knowledge of the target language. Of all the detrimental factors, the teaching of grammar seems to be the one that is most directly related to the deterioration of the standard in English. It usually takes the form of giving rules, facts and explanations couched in metalinguistic terms, which is at variance with the learners' hypotheses formation process. Reciting rules and facts about the language is the only one thing that untrained teachers can do. Trained teachers also resort to giving rules and facts due to the fact that the situation in the schools and universities is not conducive to developing the language as a skill. Based on the fact that the effectiveness of foreign language teaching in general and the teaching of grammar in particular is greatly reduced when the focus is on giving rules and complicated grammatical analysis, it is the purpose of this study to explore the possibility that the teaching of grammar could profitably be based on the findings of recent studies on interlanguage and learning strategies. The study focusses on the interlinguistic transfer strategy through translation errors in an attempt to arrive at a learnercentred technique of teaching grammar. Based on the analysis of errors, providing students with simple contrastive comparisons between the native and the target language was articipated to be more effective than giving them abstract rules and metalinguistic explanations. The study provides empirical data verifying the effectiveness of simple interlinguistic comparisons in minimizing translation errors. An experiment was conducted in eight secondary schools and the University of Gezira in Wad Medani, Sudan. A total of 714 male and female Arabicspeaking students were pretested, matched and divided into two equal groups in each school. Based on the results of error analysis, two lessons, one normal and one experimental, were developed to teach the relative clauses in English. The normal lesson followed the traditional format of examples, rules and explanations couched in metalinguistic terms. The experimental lesson included terminology-free comparisons of relative clauses in English and Arabic. The two groups were taught by the same teacher in each school and the university. The same pretest was administered as a post-test. The matched group t test was used to compare the means of the active object relative clauses correctly produced by the two groups in each school. A significant difference was observed between the two groups. The experimental group performed better than the normal group. The t values were 6.387 (df=83), 3.240 (df=54), 1.969 (df=29), 1.758 (df=28), 3.043 (df=41), 4.586 (df=35), 2.651 (df=23), 3.030 (df=14), and 3.747 (df=41). The probability that the difference was due to chance was less than 5% in all cases. The findings supported the hypothesis that the error-based interlinguistic comparisons techniques would be more efficient than the currently used traditional technique in minimizing negative transfer errors. The implications of the findings on the teaching of grammar, error correction, materials development and teacher training are discussed together with the limitations of the study and the need for further research to confirm the findings before they can be generalized.

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Schreier, Virginia Anne. "Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4840.

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Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in which they demonstrated their interest in reading the texts, formed connections to science, used reading strategies, and adjusted to the text type and variations of text complexity. The findings indicate the teacher's practices with SITBs were supportive of literacy and science learning for students at various levels of reading development. However, her inexperience with informational books and her preference for narrative demonstrates a need for training to assist her in providing guided and individualized reading instruction with SITBs, as well as provide students with full access to these texts in the classroom. Further, the teacher's overgeneralizations for science during instruction with SITBs indicates the need for training to strengthen her knowledge of science that would better prepare her to convey information and critically read information presented in these texts. Finally, the students' engagement with SITBs and their use of strategies to make sense of these texts on their own, indicates the first graders were motivated and capable readers of informational books.

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Blick, Adam. "Läsförståelse genom skärm och papper : En kvantitativ studie om elevers läsförståelse av traditionell papperstext och digital text." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84551.

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Studien tar avstamp i tidigare undersökningar om textmediers olika effekter och söker att svara på hur elevers läsförståelse påverkas av att läsa texter genom olika textmedium. Studien ville specifikt svara på om elevers inställning till textmediet de använder kan påverka deras läsförståelseförmåga. För att svara på detta användes material från tidigare PISA-undersökningar för att konstruera ett läsförståelsetest som undersökningsgruppen fick göra genom att läsa texter via en skärm eller en vanlig papperstext. Till studien fick undersökningsgruppen även svara på om en enkät där de fick beskriva sina upplevelser av läsning genom olika textmedium. Undersökningsgruppen bestod av sammanlagt 56 elever i årskurs 9. Resultaten visade att elevers inställning till textmediet kan ha påverkan på läsförståelseförmågan, och att elever med en preferens för traditionella papperstexter hade i genomsnitt bättre resultat på läsförståelsetestet. Undersökningens enkät visade att en majoritet av eleverna hade en preferens för papperstext, och att digitala texter generellt upplevdes vara mer obekväm att läsa.<br>This study uses previous studies about the different effects of text mediums as a starting point and seeks to answer how the reading comprehension of students is affected by reding texts through different textmediums. The study specifically sought to answer whether the reading comprehension of students is affected by their attitude towards the text medium being used. To answer this, the study used material from previous PISA-studies to construct a reading comprehension test which the surveyed group worked with by reading texts either through a screen or a traditional print-based text. The surveyed group also answered a survey where they got to describe their experiences of reading through different textmediums. The group was made up of 56 students in 9th grade. The results showed that students’ attitude towards text mediums may have affected reading comprehension, and that students with a preference for print-based texts had slightly higher average score on the reading comprehension test. The survey showed that a majority of students had a preference for print-based text, and that digital texts was generally considered to be less comfortable as a text medium.

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Books on the topic "Text- based teaching"

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Mickan, Peter, and Elise Lopez, eds. Text-Based Research and Teaching. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59849-3.

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Sullivan, Palincsar Annemarie, ed. Comprehension instruction through text-based discussion. International Reading Association, 2013.

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Sharpe, Pamela J. TOEFL iBT: Internet -based text. Barron's Educational Series, Inc, 2010.

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Anne, Britt M., and Georgi Mara C, eds. Text-based learning and reasoning: Studies in history. Lawrence Erlbaum Associates, 1995.

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Jarvis, Scott. Approaching language transfer through text classification: Explorations in the detection-based approach. Multilingual Matters, 2012.

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Palincsar, Annemarie Sullivan. The interplay of firsthand and text-based investigations in science education. Center for the Improvement of Early Reading Achievement, 2000.

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Jacobson, Julie. Effective instruction for English language learners: Supporting text-based comprehension and communication skills. Guilford Press, 2011.

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Sibendu, Lahiḍi, ed. Lāhiṛi-kriyāyoga-saṃhitā =: Lāhiḍi-kriyayoga-saṃhitā : a Sanskrit text based on the teaching of Sri Sibendu Lahiḍi. Satyalok, 2005.

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Hewer, Sue. Text manipulation: Computer-based activities to improve knowledge and use of the target language. CILT, 1997.

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Jonathan, Swift. Gulliver's travels: Based on the 1726 text : contexts, criticism. Norton, 2002.

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Book chapters on the topic "Text- based teaching"

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Hansen, Angela L., and Anete Vásquez. "The Text." In Teaching Literature-Based Instructional Units. Routledge, 2022. http://dx.doi.org/10.4324/9781003157410-5.

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Lopez, Elise, and Peter Mickan. "Introduction: Text-Based Research and Teaching." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_1.

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Whitehurst, Roy S. "Evaluate Text-Based Arguments." In Teaching Media Literacy with Social Media News. Routledge, 2024. http://dx.doi.org/10.4324/9781003471301-18.

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Widiastuti, Ruth. "A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_10.

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Bond, Melissa. "The Text-Based Approach in the German as Foreign Language Secondary Classroom." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_11.

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Lee, Jonghee. "Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_12.

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Moghaddam, Sharif. "Text: A Means for Language Socialisation in Communities of Practice." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_13.

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Grimmer, Raelke. "Self-Learning a Foreign Language Through Literature: A Case-Study of a Self-Learner’s Socialisation into Czech Through Czech Literature." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_14.

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Ho, Debbie G. E. "Thematic Options and Success in ESL Writing: An Analysis of Promotional Texts." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_15.

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Rahmaningtyas, Hasti, Yusnita Febrianti, and Nina Inayati. "Using Student-Selected Texts in Speaking Classes." In Text-Based Research and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_16.

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Conference papers on the topic "Text- based teaching"

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Dyavappanavar, Sanjana, Radhika Amashi, and Vijayalakshmi M. "A Computational Approach to Classify Empathy Expressed in Text-Based Student Reflections." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834340.

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Ramesht, M. H., and R. A. Cottis. "A Computer Aided Teaching Course on Corrosion of Concrete Structures." In CORROSION 1996. NACE International, 1996. https://doi.org/10.5006/c1996-96365.

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Abstract Computers provide a powerfill opportunity for the development of teaching materials. They provide a rich interactive environment to stimulate and engage the student. The advent of computers with multimedia capabilities allows the constructor of teaching materials to show the student material from many sources; text, chart, audio, video, animal ion, simulation, sound or photographs. When these are combined with interactivity, a powerful learning environment is created [1]. There is currently no CAL(Computer Aided Learning) or CBT(Computer Based Training) material available on the subject of corrosion and corrosion protection in concrete structures for civil engineering students. This paper will describe a Computer Aided Learning package intended to introduce students to the environmental degradation of concrete structures.

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Belozerova, Anna V. "Language And Speech Teaching Based On Cinema Text." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.16.

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Darihastining, Susi. "Implementation of Writing Narrative Text through Folklore-based CD Learning Media." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008215401710181.

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Moors, Luke, Andrew Luxton-Reilly, and Paul Denny. "Transitioning from Block-Based to Text-Based Programming Languages." In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2018. http://dx.doi.org/10.1109/latice.2018.000-5.

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Kraft, Volker. "Analyzing unstructured data: text analytics in JMP." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17204.

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As much as 80% of all data is unstructured but still has exploitable information available. For example, unstructured text data could result from comment fields in surveys or incident reports. You want to explore this unstructured text to better understand the information that it contains. Text Mining, based on a transformation of free text into numerical summaries, can pave the way for new findings. This example of the new text mining feature in JMP starts with a multi-step text preparation using techniques like stemming and tokenizing. This data curation is pivotal for the subsequent analysis phase, exploring data clusters and semantics. Finally, combining text mining results with other structured data takes familiar multivariate analysis and predictive modeling to a next level.

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"Text Analysis of Teaching Evaluation Based on Machine Learning." In 2020 the 10th International Workshop on Computer Science and Engineering. WCSE, 2020. http://dx.doi.org/10.18178/wcse.2020.06.004.

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Damaianti, Vismaia, Yeti Mulyati, Andoyo Sastromiharjo, and Suci Sundusiah. "Text-Based BIPA Teaching in Industrial Revolution Era 4.0." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295093.

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Kusmana, Suherli, Jaja Wilsa, and Sumiati Sumiati. "Developing Biography Text Teaching Materials Based On Author’s Experience." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.110.

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Weintrop, David, Uri Wilensky, Jennifer Roscoe, and Daniel Law. "Teaching Text-based Programming in a Blocks-based World (Abstract Only)." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. ACM, 2015. http://dx.doi.org/10.1145/2676723.2691923.

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Reports on the topic "Text- based teaching"

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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.

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BIZIKOEVA, L. S., та G. S. KOKOEV. МЕТАФОРЫ ШЕКСПИРА КАК ПЕРЕВОДЧЕСКАЯ ПРОБЛЕМА (НА МАТЕРИАЛЕ ПЕРЕВОДА ТРАГЕДИИ "РОМЕО И ДЖУЛЬЕТТА" НА РУССКИЙ И ОСЕТИНСКИЙ ЯЗЫКИ). Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-3-3-95-106.

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Purpose. The goal of the present article is to analyze the original text of the tragedy “Romeo and Juliette” and its translations into the Russian and Ossetian languages to reveal Shakespeare’s metaphors for further analysis of the ways they are translated and possible problems translators might come across while translating. The main methods employed in the research are: the method of contextual analysis, the descriptive-analytical and the contrastive method. Results. The research was based on the theory of Shakespeare’s metaphor introduced by S.M. Mezenin. According to S.M. Mezenin the revealed metaphors were divided into several semantic groups the most numerous of which comprises metaphors with the semantic model “man - nature” that once again proved the idea of Caroline Spurgeon. The analysis of the translations into the Russian and Ossetian languages showed that translators do not always manage to preserve in the translated text unique Shakespeare’s metaphors. Practical implications. The received results can be used in teaching theory and practice of translation, cultural science, comparative lexicology of the Ossetian and Russian languages and the Ossetian and English languages.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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Ruprah, Inder J., Diether Beuermann, Jennelle Thompson, and Emma Näslund-Hadley. The Pedagogy of Science and Environment: Experimental Evidence from Peru. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0012203.

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In today's knowledge-based societies, understanding basic scientific concepts and the capacity to structure and solve scientific questions is more critical than ever. Accordingly, in this paper we test an innovative methodology for teaching science and environment in public primary schools where traditional (teacher centred) teaching was replaced with student centred activities using LEGO kits. We document positive and significant improvements of 0.18 standard deviations in standardised test scores. Such positive results are mainly concentrated within boys that were located above the median of baseline academic performance.

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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.

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Andrabi, Tahir, and Christina Brown. Subjective versus Objective Incentives and Teacher Productivity. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/092.

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A central challenge facing firms is how to incentivize employees. While objective, output-based incentives may be theoretically ideal, in practice they may lead employees to reduce effort on non-incentivized outcomes and may fail in settings where effort is weakly tied to output. We study the effect of subjective incentives (manager performance evaluation) and objective incentives (test score-based) relative to no incentives for teachers using an RCT in 230 Pakistani schools. First, we show that subjective and objective incentives both increase test scores and have similar magnitude effects. However, objective incentives decrease non-test score student outcomes relative to subjective incentives. Second, we show that teachers’ effort response is very different under each scheme, with attendance increasing under subjective and teaching quality decreasing under objective. Finally, we rationalize these effects through the lens of a moral hazard model with multi-tasking. We use within-treatment variation to isolate the causal effect of contract noise and distortion and show that these channels explain most of our reduced form effects.

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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.

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Watanapokakul, Satita. A Development of a game-based supplementary e-learning program for english for veterinary profession I. Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.52.

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In the era of globalization, gam-based learning is one of the options that teachers implement with the students both inside and outside the classroom. This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (Eng Vet Prof I) for 2nd year students at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. This course focuses on improving the students’ listening and speaking skills in the Veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-based supplementary e-learning program, so-called CULI ZOO, being now considered as an alternative pedagogy, adaptable for Net Gen, has been developed. Game based learning has been shown to increase students’ learning ability, promote learner autonomy, motivate the students to learn, and engage students in a meaningful, interactive environment of learning. The purposes of the study presentation are to develop an effective game-based supplementary e-learning program for students in English for Veterinary Profession I and to evaluate the effectiveness of the program. As for the sample group of the study, the second year Veterinary Science students who enrolled in the English for Veterinary Profession I course in 2014 and 2015 served as the control group and the experimental group, respectively. Both groups did the same pretest at the beginning of the course. The results from the t-test confirmed that both groups were comparable. Only the 2015 students were exposed to CULI ZOO. The scores from the midterm and final examinations were counted as posttest scores. After the experimental group students finished playing CULI ZOO, they had a chance to complete a set of the questionnaires eliciting their attitude toward CULI ZOO. Also, sixteen students were randomly selected for the interviews. As for the findings, the results, obtained from the t-test, showed a statistically significant difference in the posttest scores between both groups at a significance level of 0.05. Likewise, there is a significant difference between the pretest and posttest scores of the students’ in the experimental group. As for the students’ attitude, the data from the questionnaires and interviews explicated that the students in the experimental group had positive toward CULI ZOO. Last but not least, in the experimental group, the students’ total scores from CULI ZOO correlated to their scores from the posttest.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

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